UM Panabo College

Department of Teachers Education

P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Big Picture in Focus: ULOc. Expound the steps in

assessing student Learning.

Metalanguage

The shift from content focus to student focus in education has impacted the teachers in
numerous ways particularly in their way of teaching. The change obliges teachers to envision the
types of graduates they want to produce after graduating. This is not an easy task especially
considering the fact that each student is unique from the other. In line with this, this unit will
discuss on student learning: the outcomes and its assessment. A good assessment is what we
need in order to make sure that the students are learning what they should be learning.
Immediately read on the following section and answer corresponding activities. If you
feel like reading more for this section, online references are also introduced in the self-help area.

Essential Knowledge
Since the shift was introduced, teachers were encourage to think of the output so they can
plan well the course that they are going to take in instruction to realize the end they have in
mind. This leads to the identification of program objectives and student learning outcomes.
These two terms were discussed in ULOa.

The Three Types of Learning

Benjamin Bloom and his colleagues in 1956 has identified three domains of educational
activities: cognitive which refers to a person’s mental skill, psychomotor refers to the ability to
do manual or physical skill and affective which pertains to a person’s growth in feeling or
emotion. Later on, teachers identified these three domains as KSA or knowledge, skill and
attitude.
These domains were organized into categories (levels) and arranged in hierarchical order
from the simplest to most complex. The outcomes were stated in active, concrete verbs to ensure
measurability. Lorin Anderson, a student of Benjamin Bloom, made a revision on the cognitive
domain and changed the levels to verbs and exchanged the topmost levels.
The following table presents the stage/levels in the cognitive domain as revised by
Anderson.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Learning Outcomes
Categories/Levels Outcomes Verbs
Statements

1. Remembering: simple Define, describe, identify, Recite the multiplication

recall of previously learned label, match, list, name, tables; match the word with
topics/information outline, recall, recognize, the parts of the picture of a
reproduce, select, state sewing machine

2. Understanding: Distinguish, estimate, Explain in one’s own words

comprehending the explain, give example, the stages in the life cycle of
meaning, translation and interpret, paraphrase, a butterfly; distinguish the
interpretation of summarize different geometric figures
instructions; stating a
problem in own words.

3. Applying: using what was Apply, change, compute, Use a mathematical formula
learned in the classroom to construct, demonstrate, to solve an algebra problem;
new similar situations discover, modify, prepare, prepare daily menus for one
produce, show, solve, use week for a family of six

4. Analyzing: separating Analyze, compare, contrast, Observe a classroom and list

materials or concept into diagram, differentiate, down the things to be
component parts to distinguish, illustrate, improved differentiate the
understand the whole outline, select parts of a tree

5. Evaluating: judging the Compare, conclude, Defend a research proposal;

value of an idea, object or criticize, critique, defend, select the most effective
material evaluate, relate, support, solution; critique a class
justify demonstration

6. Creating: building a Categorize, combine, Compile personal records

structure or pattern; putting compile, compose, devise, and documents into a
parts together design, plan, organize, portfolio; write a syllabus
rearrange, generate, modify for a school subject

The second domain focuses on the skills or psychomotor of learners. In the 1970’s, E.
Simpson and A. S. Harrow presented categories for this domain that includes physical
coordination, movement and use of the motor skills body parts. In order to develop these skills, a
person needs to constantly practice and train with accuracy and speed. Seven categories were
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

contributed by Simpson while Harrow contributed six. These 11 categories were simplified to 4

levels. Refer to the following table.

Learning Outcomes
Categories/Levels Outcomes Verbs
Statements

1. Observing: active mental Watch, detect, distinguish, Detect non-verbal

attention to a physical differentiate, describe, communication cues; watch
activity relate, select a more experienced person;
observe and read directions

2. Imitating: attempt to copy Begin, explain, move, Show understanding and do

a physical behavior display, proceed, react, sequence of steps with
show, state, volunteer assistance; recognize one’s
limitations

3. Practicing: performing a Bend, calibrate, construct, Operate quickly and

specific activity repeatedly differentiate, dismantle, accurately; display
display, fasten, fix, grasp, competence while
grind, handle, measure, mix, performing, performance is
operate, manipulate, mend moving towards becoming
automatic and smooth

4. Adapting: fine tuning the Organize, relax, shorten, Perform automatically;

skill and making minor sketch, write, re-arrange, construct a new scheme/
adjustments to attain compose, create, design, sequence; apply skill in new
perfection originate situation; create a new
routine, develop a new
program
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

The third domain refers to the way in which we deal with situations emotionally such as
feelings, appreciation, enthusiasm, motivation, values, and attitude. The taxonomy of the
affective domain or attitude has five levels and introduced by D. R. Krathwohl, B. S. Bloom and
B. B. Masia in 1964. The level starts with the lowest and goes higher as a person nears
internalization. The table below presents the categories.

Learning Outcomes
Categories/Levels Outcomes Verbs
Statements

1. Receiving: being aware or Select, point to, sit, choose, Listen to others with
sensitive to something and describe, follow, hold, respect, try to remember
being willing to listen or pay identify, name, reply profile and facts
attention

2. Responding: showing Answer, assist, comply, Participate in discussion,

commitment to respond in conform, discuss, greet, gives expectation; know the
some measure to the idea or help, perform, practice, rules and practice them;
phenomenon read, recite, report, tell, question concepts in order
write to understand then well

3. Valuing: showing Complete, demonstrate, Demonstrate belief in the

willingness to be perceived differentiate, explain, concept or process; show
as valuing or favoring follow, invite, join, justify, ability to resolve
certain ideas propose, report, share,
study, perform

4. Organizing: arranging Arrange, combine, Accept responsibility,

values into priorities, complete, adhere, alter, recognize the need for
creating a unique value defend, explain, formulate, balance between freedom
system by comparing, integrate, organize, relate, and responsible behavior,
relating and synthesizing synthesize explain how to plan to solve
values problem; prioritize time
effectively for family, work
and personal life
problems/conflicts propse
plan for improvement,
inform management/
supervisor on matters that
need attention
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

5. Internalizing: practicing Act, display, influence, Show self-reliance when

value system that controls a listen, discriminate, listen, asking; cooperate in group
person’s behavior; modify, perform, revise, activities; demonstrate
exhibiting behavior that is solve, verify objectivity in problem-
consisted pervasive, solving; revise judgment in
predictable and light of new evidences,
characteristics of the person value people for what they
are and not for how they
look

Let’s Check

The following are examples of learning outcomes. You have to identify which domain
each learning outcome belongs to and what level it is. Use the space provided for your answer.

LO Domain Level
Formulates new program.
Listen to others with
respect.
Watch a more experienced
performer
Know the rules and practice
them
Recite prices of
commodities from memory
Principles of Good Practice in Assessing Learning Outcomes

There are five principles of good practice in assessing LO. Outcomes assessment is the
process conducted to assess whether the instruction and all related activities to it were effective
and efficient in helping students achieve the desired student learning outcomes.

Principle 1. Assessment starts with the institution’s mission and core values. The school should
have a clear statement on what they want their students to become after leaving their institution.

Principle 2. Assessment works best when the programs in a school has a clear statement of
objectives that are align with the mission and core values of the institution it belongs to. This
alignment ensures that all activities the program will implement is in line with what the
institution wants for the students.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Principle 3. Since OBE focuses on skills that are relevant to students after leaving school, it
follows that the assessment should also be focused on outcomes. The key here is to design
assessment activities that are more observable than abstract like “to determine the student’s
ability to solve linear programming problems using simplex method” rather than “to determine
student’s ability to solve.”

Principle 4. Outcomes-based assessment should equally give importance to outcomes and the
experiences and activities to be employed in order to achieve the desired outcome. Imbalance
between these will not guarantee full acquisition of the end goal and thus defeating the purpose
of OBE. These are supporting student activities.

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 practice 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
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

3.5 holding group discussion about various

topics (*Navarro & Santos, 2012)

Principle 5. Assessment works best when it is continuous, on-going and episodic. The illustration
below shows the instructional cycle. The cycle begins with the institution’s mission to program
goals specific to a program then subjective objectives to formulation of desired student learning
outcomes. To measure student’s current learning state, a diagnostic assessment is conducted to
be able to decide on the focus of the lessons then coupled with student activities that will provide
experiences to realize the desired learning outcome. After this, a formative assessment will be
conducted to monitor attainment of LO then the teacher will decide whether to review/reteach
the concept in order to make students master the lesson. After this, a summative assessment of
outcomes will be conducted to measure attainment of LO. The result from this will become a
basis for the review of the program goals and subject objectives. The whole process will make
the cycle better in the long run.

Principle 6. In assessing learning outcomes, it is advisable to use a variety of assessment

instruments or tools:

1. Objective examinations – teachers are familiar with this type of assessment though it is a bit
challenging. E.g. multiple choice, true/false, matching, simple recall

2. Essay examinations – this assessment allows the students to express their thoughts and
feelings about things though this may not cover an entire range of knowledge.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

3. Written work – this allows learning while on the process as well as in the completion of the
activity. The downside for this assessment technique is that plagiarizing other peoples’ work is
very possible and hard to detect. But in the advent of modern technology, it is now possible to
check plagiarism using softwares like turnitin, grammarly, etc. however, this is limited to outputs
in softcopy.

4. Portfolio assessment – this assessment is of two types: longitudinal which contains reports,
documents and professional activities compiled over a period of time and best-case/thematic
portfolio which is specific to a certain topic or theme.

5. Assessment Rubrics – this is an authentic tool for assessment which measures student’s work.
This is a scoring guide which measures the overall performance of a student based on different
areas. This assessment will enable students to perform real life tasks which are either replica or
simulation of the situation that they might encounter in the future. Rubrics are used to assess
non-objective test performance like psychomotor tests and written reports.

Three Characteristics of Rubrics

 Emphasis is on a stated objective

 Performance is rated in a range

 Include specific performance characteristics arranged in levels or degrees in which a

standard has been met

Two Major Types of Rubrics

A. Holistic – this type of rubric covers the instrument as a whole; students receive an over-
all score based on a pre-determined scheme. This uses criterion-based standards by providing
descriptions of the different levels of performance like: most acceptable, very acceptable,
acceptable, barely acceptable and unacceptable.

The following is an example of a holistic rubric for assessing a research report.

Notice that the rubric uses a five-point score from 1 as the lowest and 5 as the highest.
Descriptive equivalent used was poor, fair, good, very good and excellent. The range
was also presented. This serves as a gauge in overall performance.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

B. Dimensional/ analytical rubric provides sub-scales for each dimension and a cumulative
score either weighted or unweighted. This type uses multiple indicators of quality for
academic tasks that involve more than one level of skill or ability. The following shows an
example of a dimensional/ analytical rubric used for the assessment of report on the
analysis of public opinions on the divorce bill. Notice that the rubric presented its criteria
and scale in the topmost section of the rubric along with its total score. The following
sections then shows subcategories for the each criterion and just like in holistic rubrics, a
range is also present to give the overall performance. This example uses three levels: most
acceptable, partially acceptable and unacceptable.
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Assessment of Learning Outcomes in the K to 12 Program (as per DepEd Order No. 31,
series of 2012)
The Department of Education has laid down a holistic assessment process in the
assessment of K to 12. This gives emphasis on formative or developmental purpose of quality
assurance in student learning. This also is standard-based as teachers are compiled to follow the
standards and expects that students will at least meet the standard or surpass it.
The assessment shall be done at four levels which are an adaptation of the cognitive
levels for learning. Weights are assigned to the levels.
Level of Assessment Percentage Weight
Knowledge 15%
Process or skills 25%
Understanding 30%
Produce/ performance 30%
 UM Panabo College
Department of Teachers Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

100%

Knowledge – this refers to the facts and information the student acquires
Process – refers to cognitive operations that the student performs on facts and information for the
purpose of constructing meanings and understandings. This level is assessed through activities or
tests of analytical ability.
Understanding – refer to enduring big ideas, principles and generalizations inherent to the
discipline which can be assessed using the aspects of understanding. Assessment at this level
requires ability to synthesize, generalize and judge accordingly.
Product/ performance – refers to real-life application of understanding as evidenced by the
student’s performance of authentic tasks. At this level, students are expected to be able to apply
what has been learned in contrived or real situations.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

*Navarro, R. & Santos, R. (2012). Assessment of Learning Outcomes 1 (Assessment 1). Second
Edition. Metro Manila: LORIMAR Publishing, Inc.

*Introduction to student learning outcomes assessment (n.d.) retrieved from

https://oira.unc.edu/files/2017/07/Introduction-to-SLO-Assessment.pdf

*Seminar on assessment (n.d.) retrieved from

https://www.slideshare.net/royalchildacademylapulapu/assessment-of-learning-outcomes