Chapter 4
Chapter 4
Chapter 4
Learning Outcomes:
At the end of this chapter, you are expected to:
LESSON 1:
PRINCIPLES OF GOOD PRACTICE IN ASSESSING
LEARNING OUTCOMES
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4. Assessment requires attention not only to outcomes but also and equally
to the activities and experiences that lead to the attainment of learning
outcomes. These are supporting student’s activities.
5. Assessment works best when it is continuous, ongoing and not episodic.
Assessment should be cumulative because improvement is best
achieved through a linked series of activities done over time in an
instructional cycle.
6. Begin assessment b specifying clearly and exactly what you want to
assess. What you want to assess is/are stated in your learning
outcomes/lesson objectives.
7. The intended learning outcome/lesson objective NOT CONTENT is the
basis of 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.
8. Set your criterion of success or acceptable standard of success. It is
against this established standard that you will interpret your assessment
results.
9. Make use of varied tools for assessment data-gathering and multiple
resources 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.
10. Learners must be given feedback about their performance. Feedback
must be specific. "Good Work!” is positive feedback and is welcome but
actually it 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.”
11. Assessment should be on real world application and not on out-of-
context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.
LESSON 2:
SAMPLES OF SUPPORTING STUDENT ACTIVITIES
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Supporting Students Activities
LESSON 3:
PHASES OF OUTCOME ASSESSMENT IN THE
INSTRUCTIONAL CYCLE
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5. Why does summative assessment of outcomes point to program
goals and subject objectives?
LESSON 4:
CONSTRUCTIVE ALIGNMENT
You have been victims of teachers who taught you one thing, but
assessed at another. The result? Much confusion and disappointment? If you
have been victims of lack of constructive alignment, then break the cycle by not
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victimizing your students, too. Observe the principle of constructive alignment.
Make sure your assessment tasks are aligned with your learning outcomes.
LESSON 5:
VARIETY OF ASSESSMENT METHODS, TOOLS
AND TASKS
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The paper-and-pencil test however is inadequate to measure all forms
of learning. Psychomotor learning (Kendall and Marzano, 2012) and learning
proven by a product and by a performance cannot be measured by a paper-
and-pencil test.
Constructed
Selected Response
Response
Essay restricted or
Multiple Choice non-restricted
Problem Solving
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PRODUCT PERFORMANCE
LESSON 6:
PORTFOLIO
Types of Portfolio
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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 portfolio.
It is the display of student’s best work. Students exhibit their best work
and interpret its meaning. Showcase portfolio demonstrates the highest level of
achievement attained by the student.
LESSON 7:
SCORING RUBRICS
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Rubrics have two major parts: coherent sets of criteria and description
of levels of performance for these criteria. (Brookhart, 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
rubric 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. (You will learn more about authentic
assessment tools in the course, assessment of learning 2).
Ordinary/
Very Creative Creative Imitative
Routine
Depth and Ideas Ideas Ideas Ideas do not
Quality of represent a represent represent represent
ideas starting variety important important important
of important concepts from concepts concepts.
concepts from the different from the
different concepts from same or
contexts or different similar
disciplines contexts or contexts
disciplines. disciplines.
Variety of Created Created Created Created
Sources products product draws products product
draws on a on a variety of draws on a draws on
wide ranging sources, limited set of only one
variety of including sources and source,
sources, different tests media. and/or
including media, sources are
different texts, resource not
media, persons, trustworthy
resource and/or or
persons, and/ personal appropriate.
or personal experiences.
experiences.
Organization Ideas are Ideas are Ideas are Ideas are
and combined in combined in combined in copied or
Combination original and original ways ways that restated from
of Ideas surprising to solve a are derived the source
ways to solve problem, from the (s)
a problem address an thinking of consulted.
address and issue or make others (for
issue or make something example, of
something new. the authors
new. in sources
consulted).
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Originality of Create Created Created Created
Contribution products is product is product product does
interesting, interesting, serves its not serve its
new, and/or, new, and/or intended intended
helpful, helpful, purpose purpose
making an making an (e.g., (e.g., solving
original original solving a a problem or
contribution contribution problem or addressing
that includes for its addressing an issue).
identifying a intended an issue
previously purpose (e.g.
unknown solving a
problem, issue problem or
or purpose. issue or
purpose.
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trustworthy or appropriate. Ideas are copied or restated
from the source (s) consulted. Created product does not
serve its intended purpose (e.g., solving a problem or
addressing an issue).
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and irrelevant accuracy and irrelevant
examples irrelevant examples
examples
a) Contextuali () () () () ()
zes ideas, Contextualizes Contextualize Contextualizes
concepts ideas, concepts s ideas, ideas,
and and principles concepts and concepts and
principles with difficulty principles principles with
with minimal ease
difficulty
b) Demonstrat () () () () ()
es Demonstrates Demonstrates Demonstrates
awareness minimal some a clear
awareness of awareness of awareness of
the depth and the depth and the depth and
breadth of one’s breadth of breadth of
knowledge one’s one’s
knowledge knowledge
c) Anticipates () () () () ()
consequenc Anticipates Anticipates Anticipates
es consequences consequence consequences
of principles and s of principles of principles
concepts with and concepts and concepts
little accuracy with some with accuracy
accuracy
Not Not Beginner Capable Competent
Applic Evident
able
3. APPLYING () () () () ()
a) Applies Applies Applies l Applies
knowledge knowledge with knowledge knowledge
little consistency with some with
or accuracy degree of consistency or
consistency accuracy
or accuracy
b) Seeks () () () () ()
alternative Seeks l Seeks Seeks
solutions alternative alternative alternative
solutions for a solutions for solutions for a
problem only a problem problem
with assistance only with independently
occasional
assistance
c) Applies () () () () ()
procedures Applies l Applies Applies
and procedures and procedures procedures
concepts concepts to and concepts and concepts
familiar tasks to familiar but both familiar
with limited shows
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accuracy but not difficulty with and unfamiliar
to unfamiliar unfamiliar tasks
tasks tasks
Not Not Beginner Capable Competent
Applic Evident
able
4. ANALYZIN () () () ()
G Draws Draws
a) Draws conclusion with conclusion
conclusions difficulty with some
degree of
difficulty
b) Distinguishe () () () () ()
s Distinguishes Distinguishes Distinguishes
Information relevant from relevant from relevant from
irrelevant irrelevant irrelevant
information information
with minimal easily
difficulty
c) Breaks () () () () ()
down Breaks down Breaks down Breaks down
theories, theories, theories, theories,
formulas or formulas or formulas or formulas or
arguments arguments into arguments arguments
their elements into their into their
with difficulty elements with elements with
minimal accuracy
difficulty
d) Demonstrat () () () () ()
es Demonstrates Demonstrates Demonstrates
awareness minimal some degree full awareness
awareness of of awareness of one’s or
one’s or another of one’s or another
biases, another biases,
assumptions or biases, assumptions
values assumptions or values
or values
Not Not Beginner Capable Competent
Applic Evident
able
5. EVALUATI () () () () ()
NG Assesses the Assesses the Assesses the
a) Assesses reliability and reliability and reliability and
reliability comprehensiven comprehensi comprehensiv
and ess of sources veness of eness of
comprehen with limited sources with sources with
siveness accuracy some limited
accuracy accuracy
b) Determines () () () () ()
effectivenes
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s and Determines with Determines Determines
appropriate minimal degree with some with accurate
ness of effectiveness degree of degree of
and effectiveness effectiveness
appropriateness and and
, a specific appropriatene appropriatene
process, ss, a specific ss, a specific
method or process, process,
theory in solving method or method or
a problem theory in theory in
solving a solving a
problem problem
c) Demonstrat () () () () ()
es ability to Demonstrate Demonstrate Demonstr
assess minimal ability some ability ate
to assess the to assess the accuratel
effectiveness of effectiveness y the
one’s choices of one’s ability to
and is unable to choices and assess
modify them is unable to the
modify them effectiven
ess of
one’s
choices
and is
unable to
modify
them
6. SYNTHESI () () () () ()
ZING Draws Draws Draws
a) Draws inconsistent or generalizatio generalization
generalizati incomplete ns that are s that are
on generalizations partially consistent and
from data consistent supportable
and from data
supportable
from data
b) Generates () () () () ()
New Ideas Demonstrates Demonstrates Demonstrates
difficulty in minimal new ideas
generating new difficulty in from existing
ideas from generating information
existing new ideas with accuracy
information from existing and
information consistency
c) Integrates () () () () ()
relevant Integrates Integrates Integrates
knowledge relevant relevant relevant
knowledge from knowledge knowledge
diverse from diverse from diverse
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perspective with perspective perspective
little depth and with some with depth and
breadth depth and breadth
breadth
7. SEL- () () () () ()
ASSESSM Synthesizes Synthesizes Utilizes self-
ENT feedback from feedback assessment
Modifies instructor and from and other
performance, integrates with instructor and feedback to
based on one’s self-assessment integrates determine
strengths and with self- means of
weaknesses assessment modifying
performance
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c) Uses () () () () ()
technology Demonstrates Uses Models
responsibly/ little evidence of technology technology with
safely concern for with meticulous
personal and appropriate concern for
physical safety concern for personal and
personal and physical safety
physical
safety
3. Uses () () () () ()
technology Demonstrates Formulates Formulates
as a little evidence of problems and problems and
problem- formulating chooses chooses
solving tool problems or appropriate appropriate
choosing strategies strategy using
appropriate with some technology
strategies for guidance
using using
technology technology
4. Uses () () () () ()
technologic Uses few or Uses variety Consistently
al resources inefficient of technology uses the most
technology resources to appropriate
resources to gather strategy using
gather information technology
information
5. Uses () () () () ()
assessment Seldom Usually Always
resources evaluates evaluates researches and
accuracy, accuracy, evaluates the
relevance, relevance, accuracy,
appropriateness appropriatene relevance,
, ss, appropriateness
comprehensiven comprehensi and bias of
ess veness, and electronic
bias of information
electronic resources
information
resources
6. Uses () () () () ()
technology Needs much Uses Designs and
to produce assistance to technology to develops
class produce a design, advanced
assignment product using develop, products with
and projects technology publish and little or no
a) Designs present a assistance
and product with
develop minimal
s assistance
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b) Communica () () () () ()
tes Communicates Communicate Fluently
and/or illustrates s and/or communicates
ideas with illustrates and/or illustrates
difficulty using ideas using ideas with
technology technology technology
with minimal
assistance
7. Uses () () () () ()
technology Discovers the Analyzes Assesses and
to locates, use of which search evaluates the
evaluate technology to engines are credibility of
and collect locate, evaluate more electronic
information and collect effective in information to
form a information form locating a ascertain the
variety of a variety of variety of authenticity,
sources source using electronic reliability and
search engine information to bias of the data
for the purpose conduct gathered before
of gathering research using it
electronic data and/or solve
a problem
8. Self- () () () () ()
assessment Identifies major Synthesizes Utilizes self-
modifies weaknesses feedback assessment and
performanc and strengths from other feedback
e based on with assistance instructor and to determine
self- integrated means of
assessment with self- modifying
assessment performance.
to continue
growth in the
use of
technology
LESSON 8:
ASSESSMENT STRATEGIES AND MULTIPLE
INTELLIGENCES
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truly consider learners’ multiple intelligences when they make use of a variety
of assessment tools and tasks.
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Create a talk show Make up Plan and Invent a board or
radio program analogies to attend a field card game to
about ______ explain _____ trip that will demonstrate____
_____
Conduct an Describe the Bring handson Illistrate, draw,
interview of/on patterns or materials to paint, sketch or
_____ symmetry in demonstrate sculpt ____
____ ____
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LESSON 9:
ASSESSMENT OF LEARNING OUTCOMES IN THE
K TO 12 PROGRAM
Here are assessment practices lifted from DepEd Order 8, s. 2015 for the
guidelines of all teachers:
3. Grades are a function of written work, performance task and quarterly test. This
means that grades come from multiple sources with emphasis on performance
task from Grade 1 to 12. Grades does not come from only one source rather
from multiple sources.
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Chapter Exercises
___1. The faculty, student, parents, and staff understand and commit
to implement the program/department objectives.
___2. Assessment activities should be observable and measurable.
___3. Assessment should be ongoing and continuous.
___4. Outcomes are attained through supporting activities.
___5. The outcomes assessment phases are organized in an
instructional cycle.
___6. Rubrics assessment is used for non – objective type of test.
___7. To solve a problem is more observable than “analytical ability”.
___8. Every school must publicize its mission and core values.
___9. Competencies or skills may be assessed from the simple to the
more complex level.
___10. Essay, examinations allow for student individual expression but
difficult to construct.
___11. The program or department should have mission and objectives
aligned with the institution’s mission and core values.
___12. Portfolios are two types: longitudinal and “best case/thematic.”
___13. Supporting student activities is provided as part of instruction.
___14. The institution must decide on its mission of education and
values it will develop.
___15. Supporting activities is as important as outcome.
B. Construct a scoring rubric for the following tasks – analytic and holistic.
1. Problem – solving
2. Reporting
3. Class Participation
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Assessment Task
Learning
Math/ Bodily/ Visual/
Outcome Linguistic Musical
Logical Kinesthetic Spatial
1.
2.
3.
2.
3.
1.1 _____________________________________________________
1.2 _____________________________________________________
1.3 _____________________________________________________
2.1 _____________________________________________________
2.2 _____________________________________________________
2.3 _____________________________________________________
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