ASSESSING STUDENT

LEARNING
OUTCOMES
Outcome assessment is the process of
gathering information on whether the
instruction, services and activities
that the program provides are
producing the desired student
leaning outcomes
 Principles of Good Practice in
Assessing Learning Outcomes
1. The assessment of student learning
starts with the institution’s vision,
mission and core values. There should
be a clear statement on the kinds of
learning that the institution values most
for its student
2. Assessment works best when the
program has clear statement of objectives
aligned with the institutional vision,
mission and core values. Such alignment
ensures clear, shared and implementable
objectives.
3. Outcome-based assessment focuses on
the student activities that will still be
 relevant after formal schooling concludes.
The approach is to design assessment
activities which are observable and less
abstract
4. Assessment requires attention not only
to outcomes but also and equally to the
activities and experiences that lead to the
attainment of learning outcomes.
5. Assessment works best when its
continuous, ongoing and not episodic.
Assessment should be cumulative
because improvement is best achieved
through a linked series of activities
done over time in an instructional cycle
6. Begin assessment by specifying clearly and
exactly what you want to assess
7. The intended learning outcome/lesson
objective NOT CONTENT is the basis of
the assessment task.
8. Set your criterion of success or acceptable
standard of success. It is against this
establish standard that you will interpret
your assessment results
9. Make use of varied tools for assessment
data-gathering and multiple sources of
assessment data.
10. Learners must be given feedback about
their performance. Feedback must be
specific.
11. Assessment should be on real-world
application and not on out-of-context
drills
12. Emphasize on the assessment of higher-
order thinking
13. Provide opportunities for self-assessment
Sample of Supporting Student Activities
SLO #1: Students can organize information
from secondary sources as basis of research
topic
Supporting Student Activities
1. Practice differentiating source material
and one’s opinion
2. Writing essays to develop the topic
Sample of Supporting Student Activities
SLO #2: Students can divide simple fractions and
mixed fractions
Supporting Student Activities
1. identify the parts of the fraction and mixed
fraction
2. Differentiate fraction from mixed fraction
3. Follow the step in dividing fraction and
mixed fraction
Constructive Alignment
Variety of Assessment Methods, Tools and
Tasks
Assessment methods can be classified as
traditional and authentic .
Traditional assessment method refers to the
usual paper-and-pencil test
Authentic assessment method (Alternative
assessment) refers to non-paper-and-pencil test.
The paper-and-pencil test(traditional
assessment) assesses learning in the
cognitive domain (Bloom) or declarative
knowledge (Kendall and Marzano,2012)
However it is inadequate to measure all
forms of learning.
Psychomotor learning or procedural
knowledge and learning proven by a
product and by a performance cannot
be measured by a paper-and-pencil
test
Portfolio
• Portfolio falls under non-paper-
and-pencil test.
• It is a purposeful collection of
student work or documented
performance that tells the story of
student achievement or growth.
 Types of Portfolio
Portfolio can be classified according to purpose.
• Working or Development Portfolio is a project
“in the works” containing work in progress as
well as finished samples of work. A growth
portfolio demonstrate an individual’s
development and growth over time
• Display, Showcase or best works
portfolios is the display of the
student’s best work. Showcase
portfolio demonstrates the
highest level of achievement
attained by the student
• Assessment or Evaluation
Portfolios the main function is to
document what a student has
learned based on standards and
competencies expected of
students at each grade level
Sc0ring Rubrics
• Rubric is a coherent set of criteria for
student’s work that includes descriptions
of levels of performance quality on the
criteria
• Its purpose is to assess performance
made evident in processes and products.
Rubrics have two major parts: coherent set of
criteria and descriptions of levels of
performance for these criteria. There are two
types:1)Analytic and 2)Holistic.
• Analytic rubric, each criterion (dimension,
trait) is evaluated separately.
• Holistic rubric all criteria are evaluated
simultaneously.
Assessment Strategies and Multiple
Intelligences
Student must be given opportunity to demonstrate
learning that is aligned to their multiple
intelligences and to their learning style.
It is good for teachers to consider the multiple
intelligences of learners to enable learners to
demonstrate learning in a manner which makes
them comfortable and successful.
Assessment of Learning Outcomes in the K to
12 Program
1. Teachers should employ assessment
methods that are consistent with
standards
2. Teachers must employ both formative and
summative assessment both individually
and collaboratively
3. Grades are a function of written work,
performance tasks and quarterly test
4. The cognitive process dimensions given
by Krathwohl and Anderson(2001)-
from remembering, understanding,
applying, analyzing, evaluating, and
creating- governs formulation of
assessment tasks.