Assessing Students Learning Outcomes  Supporting Students Activities

o Forming opinion about the topic.

Outcomes assessment is the process of gathering information on
o Researching and writing about a variety of perspectives.
whether the instruction, services and activities that the program provide are
o Adapting style to the identified audience.
producing the desired student learning outcomes.
o Employing clear argument in writing.
4.1. Principles of Good Practice in Assessing Learning Outcomes
 Students Learning Outcomes #3
1. The assessment of student learning starts with the institution’s mission
o Students write multiple page essays complying with standard
and core values. There should be a clear statement on the kinds of
format and style.
learning that the institution values most for its students.
 Supporting Student Activities
2. Assessment works best when the program has clear statement of
o Analysing and evaluating texts.
objectives aligned with the institutional mission and core values. Such
o Writing about a variety of perspectives on single topic.
alignment ensures clear, shared and implementable objectives.
o Adapting tone and style to address one’s audience.
3. Outcomes – based assessment focuses on the student’s activities that
o Reviewing grammar and essay format in readings.
will still be relevant after formal schooling concludes. The approach is to
o Holding group discussion about various topics.
design assessment activities which are observable and less abstract
such as “to determine the student’s ability to write a paragraph” which is 4.3. The Outcomes Assessment Phases in the Instructional Cycle
more observable than “to determine the student’s verbal ability.”
4. Assessment requires attention not only to outcomes but also and equally  Assessment works best when it is continuous, ongoing and not episodic.
to the activities and experiences that lead to the attainment of learning Assessment should be cumulative because improvement is best
outcomes. These are supporting student’s activities. achieved through a linked series of activities done over time in an
instructional cycle.
4.2. Samples of Supporting Students Activities
INSTITUTIONAL PROGRAM SUBJECT
 Students Learning Outcome #1 MISSION GOALS OBJECTIVES
o Students can organize information from secondary sources as
basis of a research topic.
DESIRED STUDENTS
 Supporting Students Activities SUMMATIVE ASSESSMENT
LEARNING OUTCOMES
o Practise differentiating source material and one’s opinion. OF OUTCOMES

o Reading articles and formulating an original paragraph from

quotes, paraphrase and summaries. DIAGNOSTIC
MASTERY LEARNING ASSESSMENT
o Writing of essays to develop the topic.
o Integrating bibliographic entries in appropriate format.

REVIEW / RETEACH
 Students Learning Outcomes #2 DECICIDING ON
o Students apply principles of logical thinking and persuasive LESSON FOCOS

argument in writing.
FORMATIVE ASSESSMENT SUPPORTING STUDENT
OUTCOMES ACTIVITIES
4.4. Variety of Assessment Instrument  Rubrics have two major types;
 It is best to use a variety of assessment instruments or tools when
o Holistic Rubric
assessing student learning outcomes.
o Dimensional / Analytical Rubric
1. OBJECTIVE EXAMINATION (e.g. MULTIPLE CHOICE, TRUE/FALSE,
 HOLISTIC RUBRIC
MATCHING, SIMPLE RECALL).
o Covers the instrument as a whole, students receive an over-all
 The advantages in using this type is that teachers are familiar with it,
score based on a pre-determined scheme.
although constructing high quality test question may be difficult.
o It is uses criterion based standards by providing descriptions of
2. ESSAY EXAMINATION
the different levels of performance like; Most Acceptable, Very
 Allow for student individuality and expression although it may not cover Acceptable, Barely Acceptable and Unacceptable.
an entire range of knowledge.
3. WRITTEN WORKS (e.g. REPORTS, PAPERS, RESEARCH EXAMPLE OF HOLISTIC RUBRIC THAT MAKES USE OF CRITERION-
PROJECTS, REVIEWS, ETC.) BASED STANDARDS.
 This type allows learning in the process as well as in the completing of
ASSESSING A RESEARCH REPORT
the process. The disadvantages is that plagiarism may occur and written ASSESSMENT EXCELLENT
VERY GOOD FAIR POOR
work is difficult to quantify. SCALE GOOD
(4) (3) (2) (1)
CRITERIA (5)
4. PORFOLIO ASSESSMENT 1. DEGREE TO WHICH
 Portfolios may either be longitudinal portfolio which contains reports, THE REPORT REFLECTS
THE OBJECTIVES OF
documents and professional activities compiled over a period of time, or THE RESEARCH.
best-case/thematic portfolio which is specific to a certain topic or theme. 2. LEVEL OF CREATIVITY
5. ASSESSMENT RUBRICS
 A rubric is an authentic assessment tool which measures student’s 3. CLARITY
works. It is a scoring guide that seeks to evaluate a student’s
performance based on a full range of criteria rather than a single 4. VISUAL APPEAL

numerical score. Authentic assessment tool like rubric allows students

5. LEVEL OF EFFORTS
to perform real-world tasks which are either replicas or simulations of
the kind of situation encountered by adult citizen, consumer or
SUB-TOTALS
professionals. Rubrics are used to assess non-objective test
performance like psychomotor tests and written reports. TOTAL
 Rubrics have three (3) common characteristics;
o Emphasis is on a stated objective.
o Performance is rated in a range
o Included specific performance characteristics arranged in levels
or degrees in which a standard has been met.
SCORING PROTOCOL COMPETENCIES / SKILLS ASSESSMENT FROM BEGINNER TO
PROFCIENCY LEVEL
 Most Acceptable 20 and above
 Very Acceptable 15-19 It is a skills acquisition undergoes places from beginner to proficiency level.
 Acceptable 10-14 This may be illustrated in assessing cognitive and psycho-motor skills as
Barely Acceptable 5-9 demonstrated in the combination of “An adaptation of the Motor Skills
 Unacceptable Below 5 Acquisition” by Patricia Benner applied to the “Assessment of Critical Thinking
and of Technological Skills” by Hernon and Dugan.

 DIMENSIONAL / ANALYTICAL RUBRIC

EXAMPLES OF COMPETENCIES / SKILLS ASSESSMENT
o It is yields sub-scores for each dimension, as well as a cumulative (Adapted from Peter Hernon and Robert Dugan, and Patricia Benner)
score which is the sum, either weighted or unweighted. A
dimension rubric utilizes multiple indicators of quality for COMPETENCY: CRITICAL THINKING
academic task that involve more than one level of skill or ability.
EXAMPLE OF DIMENSIONAL / ANALYTICAL RUBRIC; Student’s Name: Date:
Subject Title: Course:
CRITERIA POINTS
NOT NOT
1 2 3 4 APPLICABLE EVIDENT BEGINNER CAPABLE COMPENTENT
STUDENTS STUDENTS
AUDIENCE AUDIENCE HAS
PRESENTS PRESENTS ()
CANNOT DIFFICULT () () RECALLS ALL
ORGANIZATION UNDERSTAND FOLLOWING
INFORMATION IN INFORMATION IN
LOGICAL LOGICAL, REMEMBERING RECALLS SOME RECALLS MOST SIGNIFICANT
PRESENTABLE PRESENTATION
SEQUENCE INTERESTING (RECALLS CONTENT () () CONTENT AND CONTENT AND CONTENT AND
STUDENTS IS AT AND DETAILS) DETAILS BUT NOT DETAILS DETAILS
STUDENTS DOES STUDENTS IS ALWAYS ACCURATELY ACCURATELY
EASE WITH STUDENTS
CONTENT NOT HAVE UNCOMFORTABLE
CONTENT, BUT DEMONSTRATES
KNOWLEDGE GRASP OF WITH
FAILS TO FULL KNOWLEDGE ()
INFORMATION INFORMATION
ELABORATE EXPLAINS IDEAS, () ()
STUDENTS USED
COCEPTS AND EXPLAINS IDEAS, EXPLAINS IDEAS,
STUDENTS DOES STUDENTS VISUAL RELATED UNDERSTANDING PRINCIPLES WITH CONCEPTS AND CONCEPTS AND
VISUALS TO (EXPLAINS IDEAS,
VISUALS NOT USED IN OCCASIONAL TO TEXT AND
REINFORCE () () LIMITED PRINCIPLES WITH PRICIPLES WITH
VISUALS USED VISUALS PRESENTATION CONCEPTS AND ACCURACY AND SOME ACCURACY ACCURACY AND
SCREEN TEXT
PRINCIPLES) IRRELEVANT AND RELEVANT RELEVANT
STUDENTS PRESENTATION PRESENTATION
PRESENTATION EXAMPLES EXAMPLES EXAMPLES
PESENTATION HAD THREE HAS NO
HAS NO MORE
MECHANICS HAD FOUR OR MISSPELLINGS,
THAN TWO
MISSPELLING OR
MORE SPELLING GRAMMATICAL GRAMMATICAL ()
MISSPELLLINGS () ()
ERRORS ERROR ERRORS APPLIES
APPLIES APPLIES
KNOWLEDGE WITH
APPLYING KNOWLEDGE WITH KNOWLEDGE
STUDENTS AUDIENCE
STUDENTS USED A () () LITTLE
SOME DEGREE OF WITH
MUMBLES, MEMBERS HAVE STUDENT’S VOICE (APPLIES KNOWLEDGE)
CLEAR VOICE AND CONSISTENCY OR
DELIVERY INCORRECTLY DIFFICULTY IS CLEAR. MOSTLY CONSISTENCY OR CONSISTENCY
CORRECT ACCURACY
PRONOUNCES HEARING WORD CORRECTLY ACCURACY OR ACCURACY
PRONOUNCIATION
TREMS PRESENTATION

TOTAL
 () EXAMPLES OF COMPETENCY/SKIL ASSESSMENT
() ()
DRAWS
ANALYZING DRAWS
CONCLUSION WITH
DRAWS WELL-
(DRAWS () () CONCLUSION WITH
SOME DEGREE OF
REASONED (Adapted from Peter Hernon and Robert Dugan)
CONCLUSIONS) DIFFICULT CONCLUSION
DIFFICULT
CONSISTENTLY
() () ()
Student’s Name: Date:
EVALUATING ASSESSES THE ASSESSES THE ASSESSES THE
(ASSESSES RELIABILITY AND RELIABILTY AND RELIABILITY AND
RELIABILITY AND
() () COMPREHENSIVENESS COMPREHENSIVENESS COMPREHENSIVENESS Subject Title: Course:
OF SOURCES WITH OF SOURCES WITH SOME OF SOURCES WITH
COMPREHENSIVENESS) LIMITED ACCURACY ACCURACY LIMITED ACCURACY
() Students will be expected to use technology ethically, to access information
()
() DRAW and use productivity tools to solve problems and produce products and
DRAWS
DRAW GENERALIZATIONS
SYNTHESIZING INCONSISTEENT THAT ARE
GENERALIZATION
presentations. They will be expected to locate and analyse various sources of
(DRAWS () () OR INCOMPLETE PARTIALLY
THAT ARE
GENERALIZATION)
GENERALIZATIONS CONSISTENT AND
CONSISTENT AND information for problem-solving and conductive research.
SUPPORTABLE
FROM DATA SUPPORTABLE
FROM DATA NOT NOT
FROM DATA BEGINNER CAPABLE COMPETENT
APPLICABLE EVIDENT
()
SELF () UTILIZES SELF- 1. Demonstrates an
ASSESSMENT () SYNTHESIZES ASSESSMENT ability to operate () ()
(MODIFIES IDENTIFIES MAJOR FEEDBACK FROM AND OTHER technology ()
PERFORMS PERFORMS
PERFORMANCE, () () WEAKNESSES INSTRUCTOR AND FEEDBACK TO DOES BASIC
() () ROUTINE TASKS COMPLEX
BASED ON ONE’S AND STRENGTHS INTERGRATES DETERMINE OPERATIONS
WITH MINIMAL TASKS
STRENGHTS AND WITH ASSISTANCE WITH SELF- MEANS OF A.) OPERATIONS/ WITH HELP
ASSISTANCE INDEPENDENTLY
WEAKNESSES) ASSESSMENT MODIFYNG TASKS
PERFORMANCE
()
()
TROUBLESHOOT
B.) TROUBLESHOOT
() SOME
TROUBLESHOOTS COMMON
() () UNABLE TO
OPERATIONAL
ADVANCED
TROUBLESHOOT OPERATIONAL
DIFFICULTIES
DIFFICULTIES

2. Uses technology
tools ()
()
collaboratively, () TAKES
USUALLY
SELDOM WORKS LEADERSHIP
safely, responsibly WORKS
() () COOPERATIVEY
COOPERATIVELY
ROLE IN
and ethically USING COLLABARATIVE
IN USING
TECHNOLOGY WORK USING
TECHNOLOGY
A.) TECHNOLOGY
COLLABORATION
()
MODELS HIGH
B.) ETHICS: ()
LEVELS OF
models ethical DEMONSTRATES ()
RESPECT AND
LITTLE DEMONSTRATES
behaviour in using () () ETHICAL
EVIDENCE OF ETHICAL USE OF
technology BEHAVIOR IN
ETHICAL USE OF TECHNOOGY
THE USE OF
TECHNOLOGY
TECHNOLOGY
 ASSESSMENT OF LEARNING OUTCOMES IN THE K-12 PROGRAM 3. UNDERSTANDINGS
(PER DEPED ORDER NO. 31, S. 2012)  It refers to enduring big ideas, principles and generalizations inherent to
the discipline, which may be assessed using the facets of
The assessment process is holistic, with emphasis on the formative or
understanding. Assessment at this level, should require ability to
developmental purposes of quality assurance in student learning. It is also
synthesize, generalize and judge accordingly
standard-based as it seeks to ensure that teachers will teach according to the
standards and students will aim to meet or even exceed the standards. The 4. PRODUCT / PERFORMANCES
student’s attainments of standards in terms of content and performance is,
therefore, a critical evidence of learning.  It refers to real-life application of understanding as evidenced by the
student’s performance of authentic tasks. At this level students are
The assessment shall be done at four levels which are an adaptation of the expected to be able to apply what has been learned in contrived or real
cognitive levels for learning. Weights are assigned to the levels. situations.
LEVEL OF ASSESSMENT PERCENTAGE WEIGHT
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Product/Performances 30%
TOTAL 100%

THE LEVELS ARE DEFINED AS FOLLOWS:

1. KNOWLEDGE
 It refers to the substantive content of the curriculum, the facts and
information that the students acquires.
2. PROCESS
 It refers to cognitive operations that the students performs on facts and
information for the purpose of constructing meanings and
understandings. This level is assessed through activities or tests of
analytical ability.