Resresucna OF r EARNING | . oii , c Rosita L. Navarro, Ph.D. _ ~ Rosita G. Santos, Ph.D. __ Brenda)B. Corpuz, Ph.D. af wv < da yea d we eee a & sfASSESSMENT OF LEARNING 1 THIRD EDITION Copyright, 2017 by ROSITA L. NAVARRO, Ph.D. ROSITA G. SANTOS, Ph.D. BRENDA B. CORPUZ, Ph.D. and LORIMAR PUBLISHING, INC. . ISBN 978-621-8035-13-3 Published by LORIMAR PUBLISHING, INC. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila Tel. Nos. 721-2715 + 723-1560 + 727-3386 Cellphone No. 0918-5375190 Telefax (632) 727-3386 Cover and book design by Ronnie Llena Martinez All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, mimeographing, or by any information and retrieval system, without written permission from the copyright holder. To purchase additional copies of this Worktext call LORIMAR PUBLISHING, INC. Tel. Nos. 721-2715 + 723-1560 + 727-3386 + CP No. 0918-5375190 Telefax (632) 727-3386. Ask for Julie or send e-mail to [email protected]FOREWORD Setting new benchmarks for teacher education is no mean task. This is so in the instance of Project WRITE (Writing Resources for Innovative in Teacher Education) which we initiated on August 4, 2006 culminating in the production and publication of workbooks and textbooks. lt was @ yeoman’s task to gather our colleagues from Luzon, Visayas, and Mindanao and motivated them to get involved in a textbook writing process. The best happened such that we were able fo form a prolific partnership as proven by this WRITE publication. This third edition of Assessment of Learning 1 is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines consisting of seven (7) integrated domains, twenty-one (24) strands and eighty (80) performance indicators with the ‘end in view of contributing to the formation of competent and committed professional teachers. It is focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing in SY 2012-2013. It is dotted with activities and exercises which are in keeping with current trends in education such as outcomes-based, reflective, integrative, interactive, inquiry-based, brain-based and research-based teaching, constructivism, multiple intelligences, multicultural education, and authentic assessment. Likewise, this edition updates the readers on assessment policies and guidelines for the Kto12 curriculum. We gratefully acknowledge the authors who are pillars of teacher education in the country - Dr. Rosita L. Navarro, Dr. Rosita G. Santos, and Dr. Brenda B. Corpuz ~ for sharing their expertise in teacher education. This Project WRITE publication is one of the latest editions of the more than 40 publications that are in active circulation throughout: the country. We look forward to more publications that will help improve teacher performance and advance the enhancement of both the pre-service and in- service phases of teacher education. Onward fo Project WRITE! Paz |. Lucido, Ph.D. President Emeritus, PAFTE iit(PAFTE) & Evaluation A ‘Among. he validity st books in Publishé, The shift of educational focus from subject/course content to student learning outcomes marks the serious effort to implement Outcomes-Based Education (OBE) which is the current national and international thrust of education at all levels. Without the appropriate assessment measures, however, the aims and ideals of OBE may not be strategically achieved. This book Assessment of Learning Outcomes (Assessment 1) implements and complements OBE by clarifying the concept of Outcomes-Based Education (OBE), identifying and explaining student learning outcomes at the different levels of schooling, and illustrating a variety of assessment tools to determine if the desired learning outcomes have been achieved. Every chapter of the book includes ‘models and examples to aid students’ understanding. To enhance their capability to apply the concept learned, relevant exercises are provided at the end of the chapter. The authors effectively blended measurement and evaluation in the discussion of OBE and learning outcomes-based assessment in order to complete the teaching-learning cycle, thus making the book an invaluable guide not only for teacher education students but also. for practicing professional teachers. It includes the latest assessment policies and guidelines of the Department of Education contained in DepEd Order # 8, s. 2015 RLN RGS BBCTable of Contents Page FOREWORD iii PREFACE iv Cuarter 1 Shift of Educational Focus from Content to Learning Outcomes A.) Introduction. 1.1. Outcomes-Based Education: Matching Intentions with Accomplishments. 1.2. The Outcomes of Education 1.3, Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) 1.4. Exercises Cuapter 2 Measurement, Assessment and Evaluation in. Qutcomes-Based Education : 10 2.1, Measurement. 2.2. Assessment 2.3. Evaluation 2.4 Assessment FOR, OF and AS Learning. 2.5. Exercises Giuerer3 Program Outcomes and Student Learning Outcomes 3.1, Program Outcomes and Student Learning Outcomes. 3.2. Program Outcomes for Teacher Education. 3.3. The Three Types of Learnin, 3.4. Domain I: Cognitive (Knowledge) 22 3.5. Domain II: Psychomotor (Skills) 3.6. Domain III: Affective (Attitude).. 3.7. Kendall's and Marzano’s New Taxonomy. 3.8. Exercises : (_Chwprer 4 Assessing Student Learning Outcomes 4.1. Principles of Good Practice in Assessing Learning Outcomes. 4.2. Samples of Supporting Student Activities ... 4.3. The Outcomes Assessment Phases in the Instructional Cycle ... 4.4. Constructive Alignment 4.5. Variety of Assessment Methods, Tools and Tasks 4.6, Portfolio 4.6.1 Types of Portfolio4.6.1.1 Working Portfoli 4.6.1.2 Display, Showcase, or Best Works Portfolios .6.1.3 Assessment or Evaluation Portfolio. 4.7. Scoring Rubrics... 4.8. Assessment Methods and Multiple Intelligences. 4.9, Assessment of Learning Outcomes in the K to 12 Program. (_Cuwerer 5 Development of Varied Assessment Tools 5.1. Types of Objective Tests.. $.2, Planning a Test and Constructing a Table of Specifications (TOS) 5.3. Constructing a True-False Test . 5.4. Multiple Choice Tests . 5.5. Matching Type 5.6. Supply Type or Constructed-Response Type.. 5.6.1 Completion Type of Tests. Guidelines in the Formulation of a Completion Type of Test. 5.6.2 Essays. 5.6.2.1 ‘Types of Essays. 5.7, Exercises Exercises I Exercises II. 6.1. Item Analysis and Validation Basic Item Analysis Statistics viSoeEINS Table of Contents son eee Page (_Cuarrer 7 _Performance-Based Tests ich eee. EO) Introduction 97 7.1. Performance-Based Tests 8 7.2. Performance Tasks 98 7.3, Rubrics and Exemplars 99 7.4. Creating Rubrics 102 7.5. Writing and Selecting Effective Rubrics 102 7.5.1. Desired Characteristics of Criteria for Classroom Rubrics 103 7.6. Tips in Designing Rubrics 106, 7.7. Automating Performance-Based Tests 108 7.8. Exercises 0 (Chweren 8 Grading Systems oS Introduction ul 8.1. Norm-Referenced Grading a 112 8.2. Criterion-Referenced Grading 115 8.3. Four Questions in Grading 116 8.4, What Should Go Into a Student’s Grade 7 8.5. Standardized Test Scoring 120 8.6. Cumulative and Averaging Systems of Grading 121 8.7. Policy Guidelines on Classroom Assessment for ~ the K to 12 Basic Education DepEd Order No. 8, s. 2015 121 8.8. Steps in Grade Computation 123 8.9. Grade Computation : 8.10. Reporting the Leamer’s Progress 126 8.11, Promotion and Retention at the End of the School Year 127 8.12. Altemative Grading System 128 8.13. Exercises 129 [REFERENCES 131 AppennixA Areas of a Normal Curve 133, AprexoxB Transmutation Table 134 AprenpixC Sample Report Card 135SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES & LEARNING OUTCOMES a " > Explain at least 3 characteristics of outcomes-based education » Distinguish among institutional outcomes, program outcomes, course outcomes and learning instructional outcome > Formulate learning outcomes based on given educational objectives INTRODUCTION Reduced to the barest components, the educative process happens between the teacher and the student. Education originated from the terms “educare” or “educere” which meant “to draw out.” Ironically, however, for centuries we succeeded in perpetuating the belief that education is a “pouring in” process wherein the teacher was the infallible giver of knowledge and the student was the passive recipient. It followed that the focus of instruction was content and subject matter. We were used to regarding education basically in terms of designating a set of subjects to take and when the course is completed we pronounce the students “educated ,” assuming that the instruction and activities we provided will lead to the desired knowledge, skills and other attributes that we think the course passers would possess. The advent of technology caused a change of perspective in education, nationally and internationally. ‘The teacher ceased to be the sole source of knowledge. With knowledge explosion, students are surrounded with various sources of facts and information accessible through user-friendly technology. The teacher has become a facilitator of knowledge who assists in the organization, interpretation and validation of acquired facts and information. 11 ‘AssessMenr oF Learns Ourcowes (Assessuenr 1) 1.1, Outcomes-Based Education: Matching Intentions with Accomplishment The change in educational perspective is called Outcomes-Based Education (OBE) which has three (3) characteristics: 1, It is student centered; that is, it places the students at the center of the process by focusing on Student Learning Outcomes (SLO). 2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing program outcomes and motivating participation from the students. 3. It is meaningful; that is, it provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities. To implement outcomes-based education on the subject or course level, the following procedure is recommended: L GEBBD exucationat objectives are the broad goals that the subject/course expects to achieve, and defining in general terms the knowledge, skills and attitude that the teacher will help the students to attain, The objectives are stated from the point of view of the teacher such as: “to develop, to provide, to enhance, to inculcate, etc.” ‘Since subject/course objectives are broadly stated, they do not provide detailed guide to be teachable and measureable. Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning outcomes statements is the taxonomy of educational objectives by Benjamin Bloom. Bloom’s taxonomy of educational objectives is grouped into three (3): ’ © Cognitive, also called knowledge, refers to mental skills such as remembering, understanding, applying, analyzing, evaluating, synthesizing/creating. ¢ Psychomotor, also referred to as skills, includes manual or Physical skills, which proceed from mental activities andChapter 1 ~ Shit of Educational Focus rom Content o Leeming Outcomes range from the simplest to the complex such as observing, imitating, practising, adapting and innovating, ° Affective, also known as attitude, refers to growth in feelings or emotions from the simplest behavior to the most complex such as receiving, responding, valuing, onganizing, and internalizing, 5: AN This procedure will enable the teacher to determine the degree to which the students are attaining the desired learning outcomes. It identifies for every outcome the data that will be gathered which will guide the selection of the assessment tools to be used and at what point assessment will be done. 1.2. The Outcomes of Education Outcomes-based education focuses classroom instruction on the skills and competencies that Students must demonstrate when they exit. There are two (2) types of outcomes: immediate and deferred outcomes. Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or of the program itself. Examples: ¢ Ability to communicate in writing and speaking Mathematical problem-solving skill Skill in identifying objects by using the different senses Ability to produce artistic or literary works Ability to do research and write the results. Ability to present an investigative science project z 2 Promotion to rade level Cae Graduation from a program Passing a required licensure examination Initial job placement eee eee s cee Deferred outcomes refer to the ability to apply cognitive, Psychomotor and affective skills/competencies in various situations many years after completion of a subject; grade level or degree program.Assesmen © Loses Ourcones (Assessuewt 1) Examples; Success in professional practice or occupation Promotion in a job * Success in career planning, health and wellness © Awards and recognition These are referred to as institutional outcomes. 1.3. Institutional, Program, Course and Learning Outcomes These are the attributes that a graduate of an institution is expected to demonstrate 3 or more than 3 years after graduation, Outcomes in Outcomes-Based Education (OBE) come in different levels: 1) institutional, 2) program 3) course, and 4) learning/instructional/lesson outcomes ourse Or subject outcomes are what strate at the end of course or subject. Learning or instructional outcomes are what students should be able to do after a lesson or instruction. Institutional outcomes are most broad. These institutional outcomes become more specific in the level of program or degree outcomes, much more specific in the level of course or subject outcomes and most specific in the learning or instructional outcomes, Program outcomes and learning outcomes are discussed more in detail in Chapter 3. Educational objectives as given im 1.4 are formulated from the Point of view of the teacher. Learning outcomes are what students are supposed to demonstrate after instruction.‘Chapter Shf of Educational Focus from Content to Learring Outcomes, 1.4, Sample Educational Objectives and Learning . Pagbibigay sa mga mag- aaral ng kaalaman at pang-unawa tungkol sa tao, kapaligiran at lipunan (Cognitive objective). Outcomes in Araling Panlipunan (K to 12) buhay simula sa pagsilang hanggang sa kasalukuyang edad. 1.2. Nasasabi at naipapaliwanag ang mga alituntunin sa id-aralan at sa paaralan. 1.3.Naiisa-isa ang mga tungkulin ng isang mabuting mamamayan sa pangangalaga ng ieea 2. Paglinang ng kakayahan na magsagawa ng proyektong pangtahanan at pampamayanan (Psychomotor objective). 2.1.Nakakasulat ng sanaysay na naglalarawan ng mga taong bumubuo ng sariling pamilya. 2.2.Nakapagsasagawa ‘ng panayam sa ilang mahahalagang pinuno ng sariling barangay at naisusulat ang mga nakalap Pagganyak sa mga mag-aaral upang maipamalas ang malalim na pagpapahalaga sa kapaligiran (Affective objective). 3.1. Nakasusulat ng tula, awit o maikling kuwento tungkol sa kahalagahan ng kapaligiran. 3.2. Nakagagawa ng “video presentation” tungkol sa wastong pag-aalaga ng kapaligiran.‘Assessvent oF Learwnc Ourcowes (Assessuenr 1) 1.5. Exercises . Give and explain 3 characteristics of OBE. .. Distinguish among institutional, program, course and lesson, instructional outcome. . The following statements are incorrect. On the blank before each number, write the letter of the section which makes the statement wrong, and on the blank after each number, re-write the wrong section to make the statement correct. + 1. Because of knowledge explanation/ brought about by the @ (b) useof computers in education/the teacher ceased to be C the sole source of knowledge. Se SS eae - At present, / the teacher is the giver of knowledge/ by (@) (b) eau in the baa of facts and information. (c) - The change of focus/ in instruction/ from outcomes to o o) é content/ is known as See eae Education (OBE). } A good source /of subject matter statement/ is Benjamin a Bloom’s/ Taxonomy of Educational Objectives. © @ . Education comes/ from the ae root/ “educare” or (a) (©) educere”/ which means “to pour in”.‘Chapter 1 ~ Shif of Educational Focus from Content to Leeming Outcomes . In the a / the focus/ of instruction/ was learning (a) © @) outcomes. . “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/ a fanpkbt s9:ta0, Kapeligiran 91 lip an cxamaple? 7 (b) © of learning outcomes. . Ability to communicate/ in writing and speaking/ (b) a) is an example/ of deferred outcome. © @) ). The content and the outcome/ are the two/ main elements/ S (b) © (a) of the educative process. @ . “Nailalarawan ang sariling buhay/ simula sa pagsilang a hanggang sa kasalukuyang edad”/ is an example/ of educational objective. © @AsSessuent oF Leamwne OuTooves (Assessvent 1) C. The following are educational objectives for the subject Elementary Science (K to 12). For every educational objective, formulate two learning outcomes; Educational Objectives _Learning Outcomes To provide instruction that w: enable the pupils to understand their immediate physical environment by using their senses, questioning, sharing ideas and identifying simple cause-and-effect relationships. | 1.2. The pupils can (Cognitive objective) eee Sa I Sie are ea eee ee 2. To equip the pupils with the skill | 2.1.The Pupils can to conduét guided investigation a a by following a series of steps ee ee that includes making and testing ae predictions, collecting and recording data, discovering patterns and | 2.2.The pupils can Suggesting possible explanations, SS aa (psycho-motor objective) —— Ae a SaaS 3. To encourage among the pupils a | 3.1. The pupils can deep understanding and appreciation ees. 2G of the differences of the plant and ea animal groups found in the locality. Gage ae eos eee ra oS Seas = a ear 3.2. The pupils canChapter 1 - Shit of Educational Focus from Content to Learning Outcomes D. Differentiate each of the following pairs by explaining the meaning of each and giving examples for further clarification, 1. Educational Objective and Learning Outcome a ae ee 2. Immediate Outcome and Deferred Outcome a i i a ee ge a ee 3. Content and Learning Outcome eee Seale er es Aas ler 4. Institutional and Program Outcomes —.]_ Soke eee ee St a ibaa sh (os = eet ie ae i sl eo: : 5. Program Outcomes and Course Outcomes : nee a i wh gece, Se ec a i ae a A a ee a 6. Student-Centered Instruction and Content-Centered Instruction ee a aA ds a i at es ee 7. “to develop communication skills” and “can communicate orally and in writing” See A me ictt es age ae aay, ES i RM I eB Baad Bes ake tl | Seton ge2 MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION av LEARNING OUTCOMES > Distinguish among measurement, assessment and evaluation > Explain the meaning of assessment FOR, OF, and AS leaming INTRODUCTION With the change of focus in instruction from content to Ieaming outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired learning outcomes. These are measurement, evaluation and assessment. 2.1. Measurement Measurement is the process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity. When we measure, we use some standard instrument to find out how long, heavy, hot, voluminous, cold, fast or straight some things are. Such instruments may be tuler, scale, thermometer or pressure gauge. When we measure, we are actually collecting quantitative information relative to some established standards. To measure is to apply a standard measuring device to an object, group of objects, events or situations according to procedure determined by one who is skilled in the use of such device. Sometimes, we can measure physical quantities by combining directly measurable quantities to form derived quantities. For example, to find the area of a rectangular piece of paper, we simply multiply the lengths of the sides of the paper. In the field of education, however, the quantities and qualities of interest are abstract, unseen and cannot be touched and so the measurement process becomes difficult; hence, the need to specify the learning outcomes to be measured. For instance, knowledge of the subject matter is often measured through standardized test results. In this case, theCChapler 2—Measurement, Assessment and Evaluation in Outcomes-Based Education measurement procedure is testing, The same concept can be measured in another way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the subject matter in a scale of I to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured through perceptions. 1. Types of Measurement Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In the example cited, testing produces objective measurements while expert ratings provide subjective measurements. Objective measurements are more stable than subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome. For this reason many people prefer objective measurements over subjective measurements whenever they are available. However, there are certain facets of the quantity or quality of interest that cannot be successfully captured by objective procedures but which can be done by subjective methods e.g, aesthetic appeal of a product or project of a student, student's performance in a drama, etc. It follows that it may be best to use both methods of assessment whenever the constraints of time-and resources permit. Whether one uses an objective or subjective assessment procedure, the underlying principle in educational measurement is summarized by the following formula: Measurement of Quantity or Quality of Interest = True value plus random error. Each measurement of the quantity of interest has two components: a true value of the quantity and a random error component. The objective in educational measurement is to estimate or approximate, as closely as possible, the true value of the quantity of interest, e.g, true knowledge of the subject matter. This is a tall order and one which will occupy most of our time in this particular course. Objective measurements are measurements that do not depend on the person or individual taking the measurements. Regardless of who is taking the measurement, the same measurement values should be obtained when using an objective , assessment procedure. In contrast, subjective measurements often ' differ from one assessor to the next even if the same quantity or quality is being measured. "1 f f ‘ 4)‘ASSESSMENT OF LEARNING OuTcowes (AsSESsweNT 1) 2. Measuring Indicators, Variables and Factors An educational variable (denoted by an English alphabet, like X) is a measureable characteristic of a student. Variables may be directly measureable as in X = age or X = height of a student. However, many times, a variable cannot be directly measured like ‘when we want to measure “class Participation” of a student. For those variables where direct measurements are not feasible, we introduce the concept of indicators, An indicator, I, denotes the Presence or absence of a measured characteristic. Thus: I= 1, if the characteristic is present = 0, if the characteristic is absent For the variable X= class Participation, we can let ted, ++» I, denote the participation of a student in n class recitations and let X = sum of the I’s divided by n recitations. Thus, if there were n = 10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%, Indicators are the building blocks of educational measurement upon which all other forms of measurement are built. A group of indicators constitute a variable. A group of variables form a construct or 4 factor. The variables which form a factor correlate highly with each other but have low correlations with variables in another group. Example: The following variables were measured in a battery of tests: XI = computational skills X2 = reading skills X3 = vocabulary X4 = logic and reasoning X5 = sequences and series X6 = manual dexterity These variables can be grouped as follows: Group 1 : (X1, X4, X3) = mathematical ability factor Group 2 : (X2, x3) = language ability factor Group 3 : (x6) = psychomotor ability factor The first group is called a “mathematical ability” factor, the second group is called a “language ability” factor while the third group (with only one variable) is called a “psychomotor ability” factor.(Chapter 2 Measurement, Assessment and Evaluation in Outcomes Based Education In educational measurement, we shall be concerned with indicators, variables and factors of interest in the field of education. 2.2, Assessment The term assessment is derived from the Latin assidere which means “to sit beside” (Wiggins, 1993) Assessment is the process of gathering evidence of students’ performance over a period of time to determine learning and mastery of skills. Such evidences of learning can take the forms of dialogue record, journals, written work, portfolios, tests and other learning tasks, Assessment requires review of journal entries, written work, presentation, research papers, essays, story written, test results, etc. The overall goal of assessment is to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of : attainment of the expected learning outcomes. Assessments use, as basis, the levels of achievement and standards required i for the curricular goals appropriate for the grade or year level. Assessment results show the more permanent learning and clearer picture of the student's ability: Assessment of skill attainment is relatively easier than assessment of understanding and other mental ability. Skills can be practised and are readily demonstrable. Either the skill exists at a certain level or it doesn’t. Assessment of understanding is much more complex. We can assess a person’s knowledge in a number of ways but we need to infer from certain indicators of understanding through written descriptions. Assessment of learning outcomes will be treated in a separate chapter. 2.3, Evaluation Evaluation originates from the root word “value” and so when we evaluate, we expect our process to give information regarding the worth, appropriateness, goodness, validity or legality of something for which a reliable measurement has been made. Evaluation is a process designed to provide information that will help us to make a judgment about a particular situation. The end result of evaluation is to adopt, reject or revise what has been evaluated. Objects of evaluation include instructional programs, school . projects, teachers, students, and educational goals. Examples include evaluating the “education for all” project of a school‘Assessvent oF Levwena Ovrcoues (Assessuent 1) district, the comparative effectiveness of two remedial reading programs, correlation between achievement test results and diagnostic test results, and attributes of an effective teacher. 7 Evaluation involves data collection and analysis and quantitative | and qualitative methods. Evaluation can help educators determine the success of their academic programs and signal efforts to improve student achievement. It can also help identify the success factors of programs and projects. Evaluations are aften divided into two broad categories: formative and summative. Formative evaluation is a method of judging the worth of a program while the program activities are in progress. This type of evaluation focuses on the process. The results of formative evaluation give opportunities to the proponents, learners and teachers how well the objectives of the program are being attained. Its main objective is to determine deficiencies so that the appropriate interventions can be done. Formative evaluation may also be used in analyzing leaming materials, student learning and achievements and teacher effectiveness. Summative evaluation is a method of judging the worth of a program at the end of the program activities. The focus is on the result. The instruments used to collect data for summative evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative evaluation is designed to determine the effectiveness of a program or activity based on its avowed purposes. Scriven gave as techniques for summative evaluation: pretest-posttest with one group; pretest-posttest with experimental and control groups; one group descriptive analysis. The subject of evaluation is wider than assessment which focuses specifically on student learning outcomes. To summarize, we measure height, distance, weight; we assess leaming outcome; we evaluate results in terms of some criteria or objectives. 2.4 Assessment FOR, OF and AS Learning The preposition “for” in assessment FOR learning implies that assessment is done to improve and ensure learning. This is referred to as FORmative assessment, assessment that is given while the teacher is in the process of student formation (learning). It ensures that learning is going on while teacher is in the process of teaching. Teacher does not lose anything if as he/she teaches he/she checks for understanding now and then. This is to ensure that‘Chapter 2 Measurement, Assessment and Evaluation in Outoomes-Based Education before he/she proceeds further or comes near the end of the chapter, unit or course or grading period, the students understood the lesson, It will be tragic and a waste of time if teacher just proceeds with his/her teaching presuming that students understood the lesson only to discover at the end of the unit or grading period that students after all did not understand the lesson. So much time has already been wasted. Besides, lack of understanding of the lesson must have been compounded because the “ABCs” of the lesson weren’t mastered and teacher already proceeded to “XYZ”. Too late to discover that at the end of a unit or a grading period the students did not learn what was expected of them. Formative assessment also includes the pretest and the posttest that a teacher gives to ensure learning. This is also termed pre-assessment. Why the pretest? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction. ‘Why the posttest? It is to find out if the intended learning outcome has been attained after the teaching-learning process. If not all students have attained it, then teacher has to apply an intervention or a remediation. Why do these have to take place? To ensure learning, thus the term assessment FOR learning. In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching. Assessment OF Learning is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF Learning. Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students. ‘Assessment AS Learning Assessment Figure 1. Various Approaches to AssessmentAssessuent oF Learwns Outoowes (ASsESsuenT 1) As students assess their own work (e.g. a paragraph) and/ or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is. At the same time, as they are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short, in assessment AS learning, students set their targets, actively monitor and evaluate their own learning in relation to their set target. As a consequence, they become self-directed or independent learners. By assessing their own learning, they are learning at the same time. 2.5, Exercises A. Each of the following statements refers either to (a) measurement, (b) assessment, or (c) evaluation. On the blank before each number write the letter corresponding to your answer: 1. Overall goal is to provide information regarding the extent of attainment of student learning outcomes. 2.. Can help educators determine the success factors of academic programs and projects. 3, Uses such instruments as ruler, scale or thermometer. 4, Used to determine the distance of a location. 5. Process designed to aid educators make judgment and indicate solutions to academic situations 6. Can determine skill attainment easier than attainment of understanding. 7. Process of gathering evidence of student competencies/skills over a period of time. 8. Results show the more permanent learning and clear picture of student’s ability. 9. Objects of study may be instructional programs, school projects, teachers, students or tests results, 10, Usually expressed in quantities.(Chapler 2 Measurement, Assessment and Evalvaion in Oucomes-Based Educaton 17 See er es B. List down three (3) activities or processes involved in each of the following: 1. Measurement C: Differentiate each of the following pairs; examples may be cited to further clatify the meaning, 1. Assessment and Evaluation a a ee eee a ae 2. Formative evaluation and Summative evaluation ap ie age oe ee 3. Mental skill and Manual skill a eS SLA ee ee 4. Measurement and Evaluation So ee a oe ee a ae a ee eye D. By means of a diagram, show that institutional outcomes are most broad statements compared to program/degree outcomes, course, subject outcomes and learning/instructional outcomes. E. Formative assessment is “when the cook tastes the soup while summative assessment is when the guest tastes the soup.” Do you agree? Why or why not? F. “All tests are forms of assessment, but not all assessments are tests: Which definitions of assessment given in E support this ‘Statement?} Assessuent oF Lene Ourcoues (Assessuent 1) 18 G. Here are how authors distinguish measurement, assessment and evaluation: Evaluation is the process of making judgments based on criteria and evidence. Assessment is the process of documenting knowledge, skills, attitudes and beliefs usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning. Measurement refers to the process by which the attributes or dimensions of some physical objects are determined with the exception of IQ or attitudes. Assessment is a process by which information is obtained relative to some known objective or goal. A test is a special form of assessment. Evaluation is a process designed to provide information to help one make a judgement about a given situation. (source: www.adprima.com/measurement.htm) Based on the notes given above, distinguish among measurement, assessment and evaluation.PROGRAM OUTCOMES AND LEARNING OUTCOMES a LEARNING OUTCOMES » State the program outcomes expected of all educational institutions and educational institutions according to type » Discuss the programs outcomes of teacher education - » Distinguish learning outcomes in the 3 domains of learning and in the additional levels of knowledge processing of Kendall and ‘Marzano » Formulate learning outcomes in the cognitive, psychomotor and affective domains in the different levels and in the metacognitive and self-system knowledge processing of Kendall & Marzano INTRODUCTIO Tn this Chapter, you will distinguish program outcomes from learning outcomes. Learning outcomes come in three (3) different domains — cognitive, psychomotor, and affective. You will also be introduced to Kendall’s and Marzano’s five levels of processing information, mental procedures and psychomotor procedures. 3.1. Program Outcomes and Student Learning Outcomes The shift of focus in education from content to student learning outcomes has changed teachers’ instructional perspective. In the past, teachers were often heard about their concern to finish their subject matter before the end of the term. Maybe because of the number of their students or failure to clarify the desired learning outcomes, teacher’s concern for outcomes was secondary to the completion of the planned content for the subject. In other words, teachers were more content-centered than outcomes-centered. The new educational perspective requires teachers to visualize the ideal graduates three or more years after graduation and right after completion of the program, i.e., graduation time (as stated in institutional outcomes and program outcomes. The Commission on Higher Education, the body that regulates higher education in the‘Assessuenr oF Leaanns Outcowes (Assessuent 1) b. cs Philippines in its Memorandum Order # 20, s. 2014 requires the following program outcomes for all higher education institutions: the ability to: a) articulate and discuss the latest developments in the specific field of practice 66. b) effectively communicate orally and in writing using both English and Filipino. ©) work effectively and independently in multi-disciplinary and multi-cultural teams 67. 4) act in recognition of professional, social, and ethical responsibility. e) preserve and promote “Filipino historical and cultural heritage” 68. Some program outcomes are based on HEI type because this determines the focus and purpose of the HEI. For example: + Graduates of professional institutions demonstrate a service orientation in one’s profession. + Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves. + Graduates of universities participate in the generation of new knowledge or in research and development projects. + Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans”. The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards and Guidelines (PSGSs) per program or degree issued by the same Commission. The following are the program outcomes for the Bachelor in Elementary Education (BEEd) degree/program that were endorsed to the Commission en bane for approval as of writing time. 3.2 Program Outcomes for Teacher Education Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological, and political contexts. Demonstrate mastery of subject matter/discipline. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.(Chapter 3 ~ Program Outcomes and Learning Outcomes d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. f, Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities. h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. 3.3. The Three Types of Learning Believing that there were more than one (1) type of leaming, Benjamin Bloom and a committee of colleagues in 1956, identified three domains of educational activities; the cognitive, referring to mental skills; affective referring to growth in feeling or emotion; and psychomotor, referring to manual or physical skills, These terms were regarded as too technical by practicing teachers and so the domains were translated to simpler terms commonly used by teachers; knowledge, skills and attitudes (KSA). These domains are organized into categories or levels and arranged in hierarchical order from the simplest behavior to the most complex behavior. To ensure that the learning outcomes are measurable, demonstrable and verifiable, the outcomes should be stated as concrete and active verbs, In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives and effected some changes. The two ‘most prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b) slightly re-arranging the order. These three domains of learning are given in detail in the succeeding pages. Me[Assesswent oF Learwnne Outcowes (ASSESSMENT 1) 2 3.4, DOMAIN I: Cognitive (Knowledge) Se eu Outcomes Verbs See ae 4.4. Remembering: recall of previously learned information define, describe, identify, label, match, list, name, outline, recall, recognize, reproduce, select, state Recite the multiplication tables; match the word with the parts of the picture of a sewing machine 4.2 Understanding: comprehending the meaning, translation and interpretation of instructions; state a problem in one’s own distinguish, estimate, explain, give example, interpret, paraphrase, summarize Explain in one's own words the stages in the life cycle of a butterfly; distinguish the different geometric figures 4.3. Applying: using what was learned in the classroom into similar new situations Apply, change, compute, construct, demonstrate, discover, modify, prepare, produce, show, solve, use Use a mathematical formula to solve an algebra problem; prepare daily menus for one week for a family of six. ‘Analyzing: separating materials or concept into component parts to understand the whole Evaluating: judging the value of an idea, object or material analyze, compare, contrast, ' diagram, differentiate, distinguish, illustrate, outline, select Compare, conclude, criticize, critique, defend, evaluate, relate, support, justify Observe a classroom and list down the things to be improved; differentiate the parts of a tree Defend a research proposal; select the most effective solution; critique a class demonstration 1.6 Creating: building a structure or pattern; putting parts together Categorize, combine, compile, compose, devise, design, plan, organize, revise, rearrange, generate, modify Compile personal records and documents into a portfolio; write a syllabus for a school subject Table 1. Domain |: Cognitive (Knowledge) (Source: Bloom, Benjamin S Taxonomy of Educational Objectives, Book 1: Cognitive Domain, 2 edition June 1984)‘Chapter 3 ~ Program Outcomes and Learning Outcomes Figure 2. The Categories/Levels of Cognitive Domain Learning Objectives * ‘Arranged Hierarchically (Source: Bloom, Benjamin S. Taxonomy of Educational Objectives Book 1: Cognitive Domain, 2nd edition, June 1984) 23Assessuent oF Learning Ourcomes (Assesswent 1) 3.5. DOMAIN II: Psychomotor (Skills) In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the Psychomotor Domain which included physical coordination, movement and use of the motor skills body parts. Devel jopment of these skills requires constant practice in accuracy and speed. Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories Carn Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Smo Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). Guided Response: The early jes in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one’s abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds. Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Table 2. Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Domain 11: Psychomotor (Skills) (Source: htto:/+vww.nwtink.com/~donctark/nrd/Bloomy/psychomotor_domain.htm! Retrieved, February 3, 2017)Chapter 3— Program Outcomes and Leaming Outcomes fort Teelay Complex Overt Response (Expert): The skillful performance of motor acts that involve complex movement pattems. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the fee! of the act what the result will produce. Soe cm cs) Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation: Skills are well developed and the individual can Modify movement pattems to fit ‘special requirements. jination; Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. esAssessuenr oF Learwnc Ourooues (ASSessvent 1) Psychomotor Domain Taxonomies Dave (1975): re Imitation — Observing and patterning behavior after someone else. Performance may be of low quality. Manipulation — Being able to perform certain actions by memory or following instructions. ~ Precision — Refining, becoming more exact. Performing a skill within a high degree of precision Example and Key Words (verbs) Examples: Copying a work of art. Performing a skill while observing a demonstrator. Key Words: copy, follow, mimic, repeat, replicate, reproduce, trace Examples: Being able to perform a skill on one's own after taking lessons or reading about it. Follows instructions to build a model. Key Words: act, build, execute, perform Examples: Working and reworking something, so it will be “just right.” Perform a skill or task without assistance. Demonstrate a task to.a beginner. Key Words: calibrate, demonstrate, master, perfectionism Articulation — Coordinating and adapting a series of actions to achieve harmony and internal consistency. Naturalization — Mastering a high level performance until it become second-nature or natural, without needing to think much about it. Examples: Combining a series of skills to produce a video that involves music, drama, color, sound, etc. Combining a series of skills or activities to meet a novel requirement. Key Words: adapt, constructs, combine, creates, customize, modifies, formulate Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Michael Jordan playing basketball or Nancy Lopez hitting a golf ball. Key Words: create, design, develop, invent, manage, naturally‘Chapter 3 ~ Program Outcomes and Leaming Outcomes Harrow (1972): Ce Example and Key Words (verbs) Reflex Movements — Reactions that are not learned, such as a involuntary reaction Examples: instinctive response Key Words: react, respond Fundamental Movements — Basic movements such as walking, or grasping. Examples: perform a simple task Key Words: grasp an object, throw a ball, walk Perceptual Abilities — Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. Examples: track a moving object, recognize a pattern Key Words: catch a ball, draw or write Physical Abilities (fitness) — Stamina that must be developed for further development such as strength and agility. ‘earned movements as one would find in sports or acting. Skilled movements — Advanced Examples: Using an advanced series of = Examples: gain strength, run a marathon Key Words: agility, endurance, strength integrated movements, perform a role in a Stage play or play in a set of series in a sports game. Key Words: adapt, constructs, creates, modifies Nondiscursive communication — Use effective body language, such as. gestures and facial expressions. ~ Examples: Express one's self by using movements and gestures Key Words: arrange, compose, interpretation‘Assesswenr oF Learnna Ourcowes (Assesswenr 1) 3.6. DOMAIN III: Affective (Attitude) The affective domain refers to the way in which we deal with situations emotionally such as feelings, appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is ordered into 5 levels as the person progresses towards internalization in which the attitude or feeling consistently guides or controls a person’s behavior. Responding Figure 3. The Categories/Levels of Affective Domain Learning Objectives Arranged Hierarchically ‘Source: D.R. Krathwoh!, B.S. Bloom, B.B. Masia (1964) Taxonomy of Educational ‘Objectives: Handbook |I-Affective Domain, New York: David Mckay Co.(Chapter 3 — Program Outcomes and Learning Outcomes 29 These contributions from Simpson, Dave and Harrow have been re-organized and simplified into 4 categories or levels. ‘ Learning Outcomes Categories/Levels iz Outcomes Verbs a 2.1 Observing: active watch, detect, distinguish, Detect non-verbal mental attention to a differentiate, describe, communication cues; watch physical activity relate, select @ more experienced person; observe and read directions 2.2 Imitating: attempt begin, explain, move, Show understanding and to copy a physical display, proceed, react, do sequence of steps with behavior show, state, volunteer assistance; recognize one's limitations a 23 Practising: performing | bend, calibrate, construct, | Operate quickly and | @ specific activity differentiate, dismantle, accurately; display Tepeatedly display, fasten, fix, grasp, competence while grind, handle, measure, performing, performance is mix, operate, manipulate, moving towards becoming mend + automatic and smooth. 24 Adapting: fine tuning organize, relax, shorten, Perform automatically; the skill and making sketch, write, re-arrange, Construct a new scheme/ minor adjustments to compose, create, design, sequence; apply skill in attain perfection originate New situation; create a new routine, develop a new program mot Table 3. Simplified and Re-organized Categories or Levels of Learning in the Psychomotor DomainASoESsvent oF Learens Outooues (Assessvea 1) 30 Categories/Levels Outcomes Verbs Learning Outcomes, Statements 3.1 Receiving: being aware or | select, point to, sit, choose, | Listen to others with respect, try fo sensitive to something and | describe, follow, hold, identify, | remember profile and facts being wiling to listen or | name, reply pay attention 13.2 Responding: showing ‘answer, assist, and, comply, commitment to respond | conform, discuss, greet, help, in some measure to the | perform practice, read, recite, idea or phenomenon report, tell, write 3.3 Valuing: showing complete, demonstrate, Demonstrate belief in the concept wilingness to be differentiate, explain, flow, | or process; show ability to resolve perceived as valuing or | invite, join, justi, propose, favoring certain ideas report, share, study, perform 34 Organizing: arranging arrange, combine, complete, | Accept responsiblity, recognize values into priorities, adhere, alter, defend, explain, | the need for balance between creating a unique value | formulate, integrate, organize, | freedom and responsible behavior, system by comparing, relate, synthesize explain how to plan to solve relating and synthesizing problem; prioritize time effectively values for family, work and personal life Participate in discussions, gives ‘expectation; know the rules and practice them; question concepts in ‘order to understand them well problemsiconfiicts propose plan for improvement, inform management! ‘supervisor on matters that need attention 35 Intemnalizing: practicing | act, display, influence, listen, value system that controls | discriminate, listen, modify one's behavior; exhibiting | perform, revise, solve, verity behavior that is consisted pervasive, predictable and characteristics of the person ‘Show self-reliance when asking: cooperate in group activities; demonstrate objectivity in problem- solving; revise judgment in light of new evidences, value people for what they are and not for how they look. Figure 4. The Categories / Levels of the Affective Domain (Source: Krathwool, David R. and Benjamin Bloom. Taxonomy of Educational Objectives, Handbook WI; Affective Domain (The Classification of Educational Goals) 1956)‘Chapter 3 - Program Outcomes and Leaming Outcomes 3.7, Kendall’s and Marzano’s New Taxonomy Kendall and Marzano instead of categorizing learning activities which Bloom and Anderson did, reframed the three domains of knowledge (information, mental procedures and psychomotor procedures) by describing six levels of processing knowledge. (Refer to Figure 5). The first four levels of processing are cognitive, beginning with the lowest (retrieval) then moving upward with increasing ive complexity -- comprehension, analysis, and knowledge utilization. The fifth level of processing, the metacognitive system, involves the learner’s specification of learning goals, monitoring of the leamer’s own leaming process, clarity and accuracy of the leamer’s leaming. (See Figure 5) The highest level of knowledge processing self-system, involves the learner's examination of the importance of the learning task and his/her self-efficacy. It also involves the learner’s examining his/her emotional response and his/her motivation of leaming. Level 6: Salt-system Level 5: ‘Metacogntive System Level 4: ‘Knowledge Utilization (Cognitive System) sempecoig z1owOURKed, uowewoyy ‘saunp20did WON, Level 3: ‘Analysis (Cognitive System) vel 2: Cagroern (oon Sate) fi" Levelt Retrieval (Cognitive System) (ie Figure 5. Kendall's and Marzano's New Taxonomy. (Source: Marzano, R.J. and J.S. Kendall. The New Taxonomy of Education Objectives, 2nd ed.)‘Assesshewt oF Leanne Ourcomes (Assessuent 1) 32 ‘The New Taxonomy (Marzano and Kendall, 2007) identify and explain logical or factual eros in knowledge. classify; organize; sor; identify a broader category; identity different pes ‘categories ‘The student can identify super ordinae and subordinate categories to which Information ‘categorize, compare & contrast; difereoliae; Uieriminate; Uisingulsh; sors symbol ep represent ilstat; draw; show se model, nga tm stent can depict critical aspects of knowledge in pictorial of symbolic the Key pats of describe the effecis: describe the in whieh; paraphrase; suramarize Figure 6. The New Taxonomy in Detail ‘Source: http:/mww-greatschoo!spartnership.org/wp-contentluploads/2014/06/3B_Marzano_New_Taxonomy_Chart_with verbs_3.16.121.patChapter 3 Program Outcomes and Leaming Outcomes For additional information on the new taxonomy of Marzano and Kendall, refer to Figure 6. 3.8, Exercises A. The following are examples of learning outcomes; on the second column, write the domain in which each outcome is classified and on the third column the level /category to which the learning outcome belongs. Domain Level/Category* 1. Formulate a procedure to follow in preparing for class demonstration 2. Formulate new program 3. Perform repeatedly with speed and accuracy 4. Listen to others with respect. 5. Select the most effective among a number of solutions 6. Watch a more experienced performer 7. Know the rules and practice them 8. Show ability to resolve problems/conflicts 9. Apply learning principles in studying pupil behavior 10. Recite prices of commodities hi from memory * For the psychomotor domains, use Harrow's Classification to determine level. * For the cognitive domain use Bloom's and Anderson's taxonomy.[ASSeSsMENT OF LeaRwne Outcowes (Assessuenr 1) B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3 domains arranged from the simplest to the most complex level or category. 1. Cognitive: Topic - Investigative Project in Biological Science 1.1.Remembering 1.2. Understanding 1.3. Applying 1.4, Analyzing 1,5. Evaluating 1.6. Creating 2. Psychomotor: Topic - Table Setting 2.1. Observing 2.2. Imitating 2.3. Practicing 2.4. Adapting 3. Affective: Topic - Developing and Nurturing Honesty 3.1 Receiving 3.2 Responding 3.3 Valuing 3.4 Organizing 3.5 Internalizing C. Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from the K to 12 Curriculum Guide to illustrate levels of difficulty found in the new taxonomy of Kendall and Marzano. Refer to Kendall’s and Marzano’s new taxonomy in Figure 5.Crwrrer 4. ASSESSING STUDENT LEARNING OUTCOMES LEARNING OUTCOMES Explain the principles in assessing learning outcomes \llustrate constructive alignment with a diagram Determine whether an assessment task is aligned or not aligned to a given learning outcome > Make a complete outline of the different assessment tools and tasks > Construct a scoring rubric — analytic and holistic > Explain the implication of multiple intelligences to assessment vvv Ourcomes assessment is the process of gathering information on whether the instruction, services and activities that the program provide are producing the desired student learning outcomes. 4,1. 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 leaning that the 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 than “to determine the student’s verbal ability.” 35‘Assessuenr oF Leanne Ourcowes (AssEssvenr 1) 10. 12. 13. 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. 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. 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, 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 Outcomes-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? Make use 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 measures as one assessment guideline. 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 since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” . Assessment should be on real-world application and not on out- of-context drills. Emphasize on the assessment of higher-order thinking. Provide opportunities for self-assessment.Chapter 4 ~ Assessing Student Learning Outcomes 4.2, Samples of Supporting Student Activities Student Learning Outcome #1: Students can organize information from secondary sources as basis of a research topic. ‘Supporting Student Activities 1.1. practise differentiating source material and one’s opinion 1.2. reading articles and formulating an original paragraph from quotes, paraphrases and summaries 1.3. writing of essays to develop the topic 1.4. integrating bibliographic entries in appropriate format Student Learning Outcome #2: Students apply principles of logical thinking and persuasive argument in writing. ‘Supporting Student Activities 2.1. forming opinion about the topic 2.2. researching and writing about a variety of perspectives 2.3. adapting style to the identified audience 2.4, employing clear argument in writing Student Learning Outcome #3: Students write multiple page essays complying with standard format and style Supporting Student Activities 3.1. analyzing and evaluating texts 3.2. writing about a variety of perspectives on single topic 3.3. adapting tone and style to address one’s audience 3.4, reviewing grammar and essay format in readings 3.5. holding group discussion about various topicsAssessvent oF Leanwne Ourcowes (Assessvenr 1) 38 Institutional Program. Subject Mission Goals Objectives ae 4 jammative ¢ Assessment of| iy ¢ Desired Student Outcomes Learning Outcomes [Mastery Learni : ‘ pea Diagnostic Assessment Review/Reteach Deciding on Lesson Focus Formative Assessment Outcomes Figure 7. Outcomes Assessment in the Instructional Cycle. 4.3. The Outcomes Assessment Phases in the Instructional Cycle Describe the phases of outcomes assessment in the instructional cycle as shown in the Figure above.Chapter 4 Assessing Student Learring Outcomes 4.4. Constructive Alignment Below is another diagram that illustrates the principle of constructive alignment in the assessment process. Study it well. What is the main message of Figure 8. Learning Outcome Teaching- Learning Activities. Assessment Task Figure 8. Constructive Alignment Figure 8 illustrates the principle of constructive alignment. The principle of constructive alignment simply means that the teaching- leaming activity or activities and assessment tasks are aligned to the intended learning outcome. 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. 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 to your learning outcomes. Why the term “constructive”? Constructive alignment is based on the constructivist theory (Biggs, 2007) that learners use their own activity to construct their knowledge or other outcome/s.-Asoesovent oF Lente Outeowes (Assessuen 1) A Mental Exercise In this mental exercise, determine whether or not the assessment task is aligned to the learning outcome, If the assessment task is not aligned to the leaming outcome, improve it to align it to the learning ‘outcome. Learning Outcome Assessment Task Dance tango Trace the history of tango 3 What is your favorite line in the Interpret a given poem poem? Why is it your favorite line? Present a report with Demonstrate how to do a PowerPoint PowerPoint presentation Derive the meaning of at least 5 tea pe words by means of context clues Column 2 Solve a given problem Determine what are given and what is asked Pronounce short a sound|Encircle the words with short a correctly sound | Trace the historical development | Trace the historical development of the Philippine basic education | of the Philippine basic education ‘curriculum curriculum with the use of an appropriate graphic organizer 4.5, 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 while authentic assessment refers to non-paper-and-pencil test. Authentic assessment is also called alternative assessment, it being an alternative to the traditional. ‘The paper-and-pencil test (traditional assessment) assesses learning in the cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012). The paper-and-pencil test, however, is inadequate to measure all forms of learning. Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall and Marzano, 2012) and learning(Chapter 4 ~ Assessing Student Learning Outcomes proven by a product and by a performance cannot be measured by a paper-and-pencil test. 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 9. eel rraatCaca Bary ees Completion Figure 9. Two groups of Written oe and Specific Examples Examples of selected response type of tests are alternate response (True or False, Yes or No, W or %); matching type and the multiple choice type. Examples of constructed type of tests are the completion type (Fill-in-the-blanks), short answer, the essay test and problem solving. These will be discussed in greater detail in Chapter 5.‘AssesswenT oF Leanwins Ourtcoues (Assessuent 1) ———— Examples of authentic assessment tools are the demonstrations of what have been leamed by either a product or a performance. (Refer to Figure 10). Performance Product “| Performance Product Output tae visual- e.g. graph, e.g. experiments, collage oral presenation. reflective - dramatization journal Figure 10. Groups and Examples of Authentic Tasks Examples of products are reports, papers, research projects, reviews. Examples of performance tests are executing steps of tango, delivering a keynote speech, opening a computer, demonstration teaching, etc, 4.6. Portfolio Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful collection of student work or documented performance (e.g. video of dance ) that tells the story of student achievement or growth. The word purposeful implies that a portfolio is not a collection of all student's work. It is not just a receptacle for all student’s work. The student’s work that is colleéted depends on the type and purpose of a portfolio you want to have. It can be a collection of products or recorded performances or photos of performances.Chapter 4 ~ Assessing Student Learing Outcomes 4.6.1 Types of Portfolio Portfolios can be classified according to purpose. According to purpose, portfolios can be classified either as 1) working portfolios, 2) display portfolios, or 3) assessment portfolios. (Introduction to Using Portfolios in the Classroom by Charlotte Danielson and Leslye Abrutyn) 4.6.1.1 Working Portfolio 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. 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 purposes. For this reason, it is also called development portfolio. Growth or development portfolio can serve as a holding tank for work that may be selected later for a more permanent assessment or display port- folio. (Charlotte Danielson and Leslye Abrutyn) 4.6.1.2. Display, Showcase, or Best Works Portfolios It is the display of the students’ best work. Students exhibit their best work and interpret its meaning. Showcase portfolio demonstrates the highest level of achievement attained by the student. . Assessment or Evaluation Portfolio ‘As the name implies, the main function of an as- sessment portfolio is to document what a student has learned based on standards and competencies expected of students at each grade level. 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.i : | ASSESSMENT OF LEARNING OUTCOMES (ASSESSMENT 1) 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 skill 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. p://www.ascd.org/publications/books/100046/ chapters/Determining-the-Basics-of-Student- Portfolios.aspx 4.7. Scoring Rubrics A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria, The main purpose of rubrics is to assess performance made evident in processes and products. It can serve as a scoring guide that seeks to evaluate a student’s performance in many different tasks based on a full range of criteria rather than a single numerical score. The objectives tests can be scored by simply counting the correct answers, but the essay tests, student’s products and student's performances cannot be scored'the way objective tests are scored. Products and performances can be scored reliably only with the use of scoring tubrics. Rubrics have two major parts: coherent sets of criteria and descriptions of levels of performance for these criteria. (Brookhart, Susan. 2013. How to create and use rubrics). There are two types: 1) analytic and 2) holistic. In an analytic rubric, each criterion (dimension, trait) is evaluated separately. In a holistic rubric, all criteria (dimensions, traits) are evaluated simultaneously. An analytic tubric is good for formative assessment, It is also adaptable to summative assessment because if you need an overall score for grading, you can combine the scores. In a holistic rubric, scoring is faster than with analytic rubric. It is good for summative assessment. Examples are given below.