Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
MAIN CAMPUS
M. J. Cuenco Avenue Cor. R. Palma Street, Cebu City, Philippines
Website: [Link] E-mail: coeddean@[Link]
Phone: +6332 402 4060 loc. 1120
COLLEGE OF EDUCATION
Name: Winslet B. Villanueva
Course, Yr.& Sec.: DPE 104 Section 3 (2:30-6:00PM Sunday)
DPE 104 – ASL 1&2
ACTIVITY No. 3
Second Trimester 2022-2023
Lesson 4 – Assessing Student Learning Outcomes
1. Enumerate the 13 Principles of Good Practice in Assessing Learning Outcomes.
1. The assessment of student learning starts with the institution’s mission and core values.
There should be a clear statement on the kinds of learning that institution values most
for its students.
2. Assessment works best when the program has clear statement of objectives aligned with
the institutional mission and core values. Such alignment ensures clear, shared and
implementable objectives.
3. Outcomes – 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 such as “to determine the student’s ability to write a
paragraph” which is more observable that “to determine the student’s verbal ability”
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. These are supporting
student activities.
5. Assessment works best when it is 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 by specifying clearly and exactly what you want to assess. What you want to
assess is / are stated in your learning outcomes/lesson objectives.
7. The intended learning outcome / lesson objective NOT CONTENT is the bases of the
assessment task. You use content in development of the assessment tool and task but
is the attainment of your learning outcome Not content that you want to assess this is
Outcomes-Based Teaching and Learning.
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“A premier multidisciplinary-technological university”
8. Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment result for example: is a
score of 7 out of 10 (the highest possible score acceptable or considered success?
9. Make sure of varied tools for assessment data-gathering and multiple sources of
assessment data. It is not pedagogically sound to rely on just one source of data
gathered by only one assessment tool. Consider multiple intelligences and learning
styles. DepEd Order No. 73, s. 2012 cites the use of multiple measure as one
assessment guidelines.
10. Learners must be given feedback about their performance. Feedback must be specific.
“Good Work!” is positive feedback and is welcome but actually is not a very good
feedback, is “You observed rules on subject-verb agreement and variety of sentences.
Three of your commas were misplaced.”
11. Assessment should be on real-world application and not on out-of-context drills
12. Emphasize on the assessment of higher-over thinking
13. Provide opportunities for self-assessment.
2. Present and discuss a diagram that illustrates the principles of constructive alignment
in the assessment process.
Constructive Alignment simply means that the teaching-
learning activity or activities and assessment tasks are
aligned to the intended learning outcome.
For example:
The intended learning outcome is “to drive a car”.
The teaching-learning activity is driving a car not giving
lectures on car driving.
The assessment task is to let the student drive a car not
to describe how to drive a car.
3. Discuss and give examples in each classification of varied assessment methods.
Assessment Methods can be classified as Traditional and Authentic. Traditional
Assessment Method refers to the usual paper-and-pencil test while Authentic
Assessment refers to non-paper-and-pencil test. Authentic assessment is also called
alternative assessment, it being an alternative to the traditional.
Examples of Traditional Assessment (paper-and-pencil test)
Examples of Selected Response Type of test
are:
True or False
Yes or No
✓ or X
Matching type and
Multiple choice
Examples of Constructed Type of test are:
Fill-in-the-blanks
Short answer
Essay test and
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“A premier multidisciplinary-technological university”
Problem Solving
Examples of Authentic Assessment Tools (non-paper-and-pencil test)
Examples of Products outputs are:
Reports
Papers
Research Projects and
Reviews
Examples of Performance tests are:
Executing steps of tango
Delivering keynote speech
Opening a computer and
Demonstration teaching
4. Discuss the types of Portfolios according to its purpose.
Working Portfolio
o A working portfolio is so named because it is a project “in the works,”
containing work in progress as well as finished samples of work.
o A growth portfolio demonstrates an individual’s development and growth over
time. Development can be focused on academic or thinking skills, content
knowledge, self-knowledge, or any area that is important for your proposes.
o For this reason, it is also called a development portfolio can serve as a holding
tank for work that may be selected later for a more permanent assessment or
display portfolio.
Display, Showcase, or Best Works Portfolio
o It is the display of the student’s best work.
o Students exhibit their best work and interpret its meaning
o Showcase portfolio demonstrates the highest level of achievement attained by
the student
Assessment or Evaluation Portfolio
o The main function of an assessment portfolio is to document what a student has
learned based on standards and competencies expected of students at each
grade level.
o The standards and competencies of the curriculum, then, will determine what
students select for their portfolios. Their reflective comments will focus on the
extent to which they believe the portfolio entries demonstrate their mastery of the
standards and competencies.
For example:
if the standard or competency specifies persuasive, narrative, and descriptive
writing, an assessment portfolio should include examples of each type of writing.
Similarly, if the curriculum calls for technical skills such as use of Power Point in report
presentation, then the display portfolio will include entries documenting the reporting
process with the use of Power Point.
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“A premier multidisciplinary-technological university”
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“A premier multidisciplinary-technological university”
