& | ASSESSING STUDENT LEARNING OUTCOMES ~ LEARNING ‘OUTCOMES _ eee Clarify the principles in assessing learning outcomes. Explain the Phases of outcomes assessment VvY v portfolios > Construct a Scoring rubric > Give sample assessment task for each MI ine Determine alignment of leaning outcomes and assessment tasks Discuss various assessment methods, tools and tasks including > Explain at least 3 key features of assessment in the K to 12 Program INTRODUCTION Oiiteome assessmen: is the process of gathering information ‘on wi hether the instruction, services and activities that the program Provides are producing the desired student learning outcomes. 41. Principles of Good Practice in Assessing Learning Outcomes I. The assessment of student leaming starts with the institution’s AAMT Thee shouts ne es Ze statement on the kinds of learning that the institution values most for its students. it 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. focuses on the SQGSHMNGHUHeS 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 than “to determine the student’s verbal ability.”5 6. si Emphasize On the assess, - Provide pportunities fo put also act Assessment works best when it 1s f ae Assessment should be GMD because improvement is best achieved through a linked series of activities done over time in an instructional cycle. Begin assessment by ining GERMS. What you want to assess is/are stated in your learning outcomes/lesson objectives. The intended learning outcome/lesson objective NOT CONTENT is the basis of the assessment task. You use content in the development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is Outcome-based Teaching and Learning, Set your criterion of success or acceptable standard of success. It is against this established standard that you will interpret your assessment results. Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered success? Feedback must be specific. “Good Work!” and is welcome but actually is not fibes "1s not specific, A more cee : ou observed rules on Subject-verky entences. Three of Your commas wey Assessment sh hould be on of-context drills, ral is positive feedback ery good feedback fic better feedback is agreement and variety of re misplaced,” "World application and not on out- ment of higher-order thinking, ir Self-assessment, .46 ASSESSMENT ay oaienaial = Institutional Vision-Mission Subject Objectives Summative Assessment of] 4 Outcomes, I Mastery Learning| Diagnostic 7 Assessment Review/Reteach [I Figure 6. Outcome Assessment in the Instructional Cycle eycle as shown inthe Fi, following questions; A Deciding on Lesson Focus Formative ss ssessment 0} Outcomes 4.3. Phases of Outcome Assessment in the Instructional Cycle Study the phases of outcome assessment in the instructional igure above then as a group answer the 1. On which is assessment on the institutional cycle based after the vision mission of an institution, Program goals and subject objectives? What is the Purpose of diagnostic assessment? Based on the institutional cycle, how can you ensure mastery leaning? 4, How does formative assessment of outcomes differ from the Summative assessment of outcomes? 5. Why does summative assessment of outcomes point to Program goals and subject objectives? —she nal the Chapter 4 ~ Assessing Student Leaming Outcomes, 4.4. Constructive Alignment the principle of . Study it well. What Below is another diag constructive alignment in the is the main mes Learning Outcome Teaching- Learning Activities Assessment Task Figure 7. Constructive Alignment Figure 7 illustrates the principle of @QHSMUCHVEMNGHMER?. The pl le of constructive iment simp! e intended learning outcome is “to drive a car.” The teaching-leaming activity is driving a car not giving lectures on car driving. The assessment task is to let the student drive @ car not to describe how to drive a car. You have been victims of teachers who taught you one thing but assessed you on another. The result? Much confusion and disappointment? If you have been victims of lack of constructive alignment, then break the cycle by not victimizing your students,” too. Observe the principle of constructive alignment. Make sure your assessment tasks are aligned with your learning outcomes, Why the term “constructive?” Constructive alignment is based on the constructivist theory (Biggs, 2007) that leamers use their own activity to construct their knowledge or other outcome/s.Chapter 4 ~ Assessing Student Leaming Outcomes paper-and-pencil test. Alternate response Matching type Multiple choice proven by a product and by a performance cannot be measured by a Assessment tools for the cognitive domain (declarative knowledge) are the different Paper-and-pencil tests, Basic examples of paper-and pencil tests are shown in Figure 8, Shortanswer fick Completion 2) re qummmmiilil= rob, a Tubric is good for formative Meee ly. An analytic ic. I Summative assessment. learn more about authentic Of learning 25, iChapter 4 ~ Assessing Student Leaming Outcomes new. Created product is interesting, new, and/or helpful making an original contribution that includes identifying a previously unknown problem, issue or purpose, Originality of Contribution Figure 10. Analytic Rubric for Creativity 53 Very Creative Creative Ordinary/Routine _| Imitative Depth and | Ideas represent Ideas represent Ideas represent Ideas do not Quality of a Startling variety | important concepts important concepts represent Ideas of important from different contexts | from the same or important concepts from or disciplines. similar contexts or concepts. different contexts or disciplines. disciplines. Variety of ‘Created product Created product Created product Created product Sources draws on a wide- | draws on a variety draws on a limited set | draws on only 'y of | of sources, including | of sources and media. | one source, and/ sources, including | different tests media, or sources are different texts, Tesource persons, not trustworthy or media, resource | and/or personal appropriate persons, and! experiences. or personal experiences, Organization | Ideas are combined | Ideas are combined in | Ideas are combined in | Ideas are copied and in original and original ways to solve | ways that are derived | or restated from Combination | surprising ways to | a problem, address | from the thinking of | the source(s) of Ideas solve a problem, an issue or make others (for example, | consulted. address an issue | something new. of the authors in ‘or make something sources consulted). Created product is interesting, new, and! or helpful, making an original contribution for its intended purpose (€.g., solving a problem or addressing an issue). Created product serves its intendedcortant concepts from different contexts or disciplines. Created product draws on a wide-ranging ee bara ae different texts, media resource persons, and/or personal ia Ses 6 og combined in original and surprising ways to solve a problem a ie ee c : something new. Created product is interesting new and/or helpful making iginal contribution that includes identifying a previously unknown problem, issue or purpose Ideas represent a startling variely of imp Ideas represent important concepts from different contexts or disciplines. Created product draws on a variety of sources including different texts media resource persons, and or personal experiences. Ideas are combined in original ways to solve a problem, address an issue or make something new. Created product is interesting, new and or helpful making an original contribution for its intended purpose (e.g., solving a problem ‘or addressing an issue). - | Ordinary/Routine | 'deas represent important concepts from the same or ‘Created product draws onintended an issue). 2 see me represent important concepts. Created Product draws on only one source the somes) haan Gon dee ite. Ideas are copied or restated from : . uct does oe Solving @ problem or addressing an issue) "ot seve its intended purpose (eg. Figure 11. A Holistic Rubric for Creativity teperforming specific cognitive ta 55 Benner) Not Not Beginner Capable Competent Applicable | Evident ee 0 0) 0) 2) Recalls some Recalls all content and content and significant details but content not always | accurately | and details accurately Q Q () () () classification, Identifies Identifies Identifies principles, some most significant methologies olassifi- classifi- Classifications, and. i cations, principles, theories principle: methologies methologies | methologies | and theories and theories | and theories - ‘) Restates 0 0 () main ideas, Restates Restates Restates concepts main ideas, | main ideas, | main ideas, ard concepts and | concepts concepts and principles principles with | and principles difficulty principles. Clearly and with minimal } accurately assistance56 i fatal ' ____—_———— Not Not Beginner Capable Competent Applicable | Evident 0 0 () () () Explains Explains Explains ideas, ideas, ideas, concepts and concepts and principles principles with some with accuracy accuracy and | accuracy and relevant irrelevant and relevant | examples examples: examples b) Contextualizes () 0 0 0) = concepts Contextualizes | Contextualizes Cele principles eee ideas, ideas, concepts and | concepts and | concepts and inciples principles with ease ©) Demonstrates, 0 1 [En cal eee. | awareness OR eo) 0 a lons| rained trates Donionstates Demonstrates awareness | awareness of a clear of the depth | the deptn awareness and breadth | breadth aro | or te death | i ee ones en breadth jowledge | knowledge of one’s quences of PrinciplesNot Not Beginner | Capable | Competent Applicable | Evident : b) Seeks () ) altemative 0 ge solutions alternative solutions for a problem ‘only with problem with | independently assistance occasional assistance ©) Applies () 0 0 Q Q procedures and Applies Applies Applies concepts procedures | procedures procedures and concepts | and concepts | and concepts to familiar both familiar tasks shows 2 ANALYZING 0 0 a) Draws Draws Draws cortosioné conclusion | conclusion —_| well-reasoned with difficulty | with some ‘conclusion degree of consistently difficulty ) Distinguishes 0) QO eel) Information Denoeis relevant from irrelevant information with minimal | easily difficulty Breaks down theories, formulas or arguments into their ‘elements with difficulty‘Applicable Q ¢) Demonstrate ‘awareness a) Assesses reliability andNot Not jinner Cay Applicable | Evident = his S@SINIHESHING) 0) () 0) a) Draws: Draws Draws generalizations inconsistent or generaliza- incomplete tions that tions that are generalizations | are pi consistent from consistent and | and support- data ‘supportable able from from data data { =| b) Generates Q) () () () () new ideas Demonstrates | Demonstrates | Generates difficult minimal new ideas generating difficulty in from existing new ideas generating information from existing |new ideas | with information. from existing | accuracy and information. | consistency c) Integrates () () Q () () eee dade @bege ||” relevan relevant es knowledge knowledge knowledge from diverse | from diverse | from diverse perspective perspectives | perspectives with little with some | with depth depth and depth and and breadth breadth breadth 0 ‘Synthesizes feedback from instructor and integrates with self- assessment () Synthesizes | Utilizes self- feedback from | assessment instructor and | and other integrates with self assessmentoa rei aed Bodily/ \ Kinesthetie _/ Intrapersonal al/Spatial Interpersonal Musical Figure 12. Multiple intelligences (Source: htip:ioesteareormatets.com/mulipta-intaligances)"| Create a movement or sequence of he ee ee Visual {—________| Chart, map, cluster, or graph. into a mathematical to formula movements ia explain. aa i task or Create a slide on hes cards show, videotape, — oe e or photo album experiment on. for. of Write a poem, myth, | Make up syllogisms | Build or construct ee ane™ legend, short play, | to demonstrate. gets ut av or news article demonstrates about Create a talk show | Make up analogies | Plan and attend Invent a board fadio program to explain, @ field trip that or card game to about, will demonstrate Conduct an interview | Describe the Bring hands- offon, pattems or ‘on materials to symmetry in. demonstrate, with appropriate musical accompaniment on. address Musical Interpersonal | Intrapersonal Naturalist | Existential Give'a Conduct a Describ ich |i presentation meeting to qualies, you ees Mie Possess that tebook: will help you of : successfully Th complete Sing a rap Intentionall Set = OF Song that | use social r a qr puraue Describe explains skis to learn aa pas inthe al ‘I or global : envi Participate in a | Describe moumment oe Project | one of your — Personal vs about ‘alues Teach Write a journal | U, cre [ee Share your Feflections on4.9, Assessment of Learning Outcomes in the K to 12 Program Here are assessment practices lifted from DepEd Order 8, s. 2015 for the guidance of all teachers: | Teachers should @mploy assessment mesious that are CQRSSIAAAS This means that assessment as a process must be based on standards and competencies that are stated in the K to 12 Curriculum Guide. Assessment must be based NOT on content but on standards and competencies. Therefore, there must be alignment between assessment tools or tasks and standards and competencies. 2. Teachers must@@iipIGvIRSEMGHnatenanansmi Maen assessment both individually and collaboratively) \-scssment is done primarily to ensure learning, thus teachers are expected to assess learning in every stage of lesson development — beginning, middle and at the end, Grades are a tunction ot written Work. performance tasks and | GGQURHERIMIED. This means that grades come from multiple sources with emphasis on performance tasks from Grades 1 to 12. Grade does not come from only one source rather from multiple sources. 4. The cognitive process dimensions given by Krathwohl and Anderson (2001) — from remembering, understanding, applying. analyzing, evaluating and creating — governs formulation of assessment tasks. For more details on the DepEd grading system, refer to Chapter 8. :