ASSESSMENT OF LEARNING 2

2 ASSESSING STUDENT LEARNING OUTCOMES

INTRODUCTION
Outcomes assessment is the process of gathering information on whether the instruction,
services, and activities that the program provide are producing the desired learning outcomes.

Learning Outcomes:
At the end you are expected to:
a) Differentiate student learning outcomes and learning activities;
b) Identify the principles of good practice in assessing learning outcomes
and
c) Create student learning activities congruent to the learning outcomes

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 learning 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”.
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 activities.

Sample 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
ASSESSMENT OF LEARNING 2
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

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.
The Outcomes Assessment Phases in the Instructional Cycle

Institutional Program Subject

Mission Goals Objectives
Desired Student
Learning Outcomes
Summative
Assessment
of Outcomes
Diagnostic
Assessment

Mastery Learning

Deciding on
Lesson Focus
Review/Reteach Formative
Assessment
Outcomes Supporting Student
Activities
ASSESSMENT OF LEARNING 2

Variety of Assessment Instruments

6. It is best to use a variety of assessment instruments or tools when assessing student
learning outcomes.
a) Objective Examinations (e.g. multiple choice, true/false, matching, simple recall)
The advantage in using this type is that teachers are familiar with it, although
constructing high quality test questions may be difficult.
b) Essay examinations allow for student individuality and expression although it may
not cover an entire range of knowledge.
c) Written work (e.g. reports, papers, research projects, reviews, etc.) This type allows
learning in the process as well as in the completion of the process. The disadvantage
is that plagiarism may occur and written work is difficult to quantify.
d) Portfolio assessment. Portfolios may either be longitudinal portfolio which contains
reports, documents and professional activities compiled over a period of time, or best-
case/thematic portfolio which is specific to a certain topic or theme.
e) Assessment Rubrics
A rubric is an authentic assessment tool which measures student’s work. It is a scoring
guide that seeks to evaluate a student’s performance based on a full range of criteria
rather than a single numerical score. Authentic assessment tool like rubric allows
students to perform real-world tasks which are either replicas or simulations of the
kind of situation encountered by adult citizen, consumers or professionals. Rubrics
are used to assess non-objective test performance like psychomotor tests and written
reports.

Rubrics have three (3) common characteristics

• 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.
Rubrics are of two major types: holistic and analytic rubric
Holistic rubric covers the instrument as a whole; student receive an over-
all score based on a pre-determined scheme. Holistic rubric uses criterion-based
standards by providing descriptions of the different levels of performance like: Most
acceptable, Very acceptable, Acceptable, Barely Acceptable and Unacceptable.
ASSESSMENT OF LEARNING 2

EXAMPLE OF HOLISTIC RUBRIC THAT MAKES USE OF CRITERION-BASED STANDARDS

ASSESSING A RESEARCH REPORT

Assessment Excellent Very Good Good Fair Poor
Scale (5) (4) (3) (2) (1)

Criteria
Degree to which
the report reflects
the objectives of
the research
Level of Creativity
Clarity
Visual appeal
Level of effort
SUB TOTALS
TOTAL: _______________

SCORING PROTOCOL:

Most Acceptable: 20 and above

Very Acceptable: 15-19

Acceptable: 10-14

Barely Acceptable: 5-9

Unacceptable: Below 5

Dimensional/Analytical Rubric yields sub-scores for each dimension, as well as a cumulative

score which is the sum, either weighted or unweighted. A dimensional rubric utilizes multiple indicators of
quality for academic tasks that involve more than one level of skill or ability.
ASSESSMENT OF LEARNING 2

EXAMPLE OF DIMENSIONAL/ANALYTICAL RUBRIC

Assessment of Report on the Analysis of Public Opinions on the Divorce Bill

ASSESSMENT OF LEARNING 2

Assessment of Learning Outcomes in the K to 12 Program (Per DepEd Order No. 31, s.
2012)
The assessment process is holistic, with emphasis on the formative or developmental
purpose of quality assurance in student learning. It is also 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 student’s attainment of standards in terms of content and performance is,
therefore, a critical evidence of learning.
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 (s) 30%
Product/Performances 30%
100%

The levels are defined as follows:

1. “Knowledge” refers to the substantive content of the curriculum, the facts and information
that the student acquires.
2. “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.
3. “understanding” refer to enduring big ideas, principles and generalizations inherent to the
discipline, which may be assessed using the facets of understanding. Assessment at this
level, should require ability to synthesize, generalize and judge accordingly.
4. “Products/Performances” refer 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.

2 EXERCISES

A. Differentiate each of the following pairs by explaining the meaning of each and giving
examples for further clarification.

1) Holistic Rubric and analytic rubric

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
ASSESSMENT OF LEARNING 2

2) Student learning outcomes and student supporting activities

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. List down three (3) supporting activities to attain the assigned learning outcome based
on your specialization.
Student Learning Outcome (Math/BEED): Students can solve, mathematical problems
involving two-dimensional figures.
a) _________________________________________________________________
b) _________________________________________________________________
c) _________________________________________________________________

Student Learning Outcome (English/BEED): Students can write a paragraph about an

outing to a resort using verbs in the past tense
a) _________________________________________________________________
b) _________________________________________________________________
c) _________________________________________________________________

Student Learning Outcome (Filipino): Ang mga mag-aaral ay nauuri ang mga anyo ng
panitikan batay sa mga halimbawa nito.
a) _________________________________________________________________
b) _________________________________________________________________
c) _________________________________________________________________

C. There are six (6) principles of good practice in assessing learning outcomes (a-f). At the
blank before each number indicate the letter corresponding to the principle illustrated in
the item.
a. The assessment of student learning starts with the institution’s mission and core
values
b. Assessment works best when the program has clear statement of objectives aligned
with the institutional mission and core values
c. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes.
d. Assessment works best when it is continuous, ongoing and not sporadic.
ASSESSMENT OF LEARNING 2

e. It is best to use a variety of assessment instruments or tools when assessing student

learning outcomes.
_______ 1. The faculty, students, parents and staff understand and commit to
implement the program/department objectives.
_______ 2. Assessment activities should be observable and measurable.
_______ 3. Outcomes are assessed through supporting activities
_______ 4. Every school must publicize its mission, and core values.
_______ 5. Rubrics assessment is used for non-objective type of test.
_______ 6. Supporting activities are as important as outcome.
_______ 7. Outcomes are attained through supporting activities.
_______ 8. Assessment should be ongoing and continuous.
_______ 9. The institution must decide on its mission of education and values it will
develop.
_______ 10. Portfolios are of two types.

A. Gutierrez,Danilo S. (2007). Assessment of Learning Outcomes (Cognitive Domain book 1 and

2). Kerusso Publishing House. ISBN 978-971-93783-0-3
B. Garcia, Carlito D. (2008). Measuring and Evaluating Learning Outcomes: A textbook in
Assessment of Learning 1 & 2. Books Atbp. Publishing Corp. ISBN 971-0388-45-5
C. Navarro, et al. (2012) Assessment of Learning Outcomes (Assessment 1). Lorimar Publishing,
Inc. ISBN 971-685-748-1
D. Navarro, et al. (2013) Authentic Assessment of Student Learning Outcomes (2 nd Edition).
Lorimar Publishing, Inc. ISBN 971-685-766-5
E. Yazon, A & Callo, E (2019). Assessment in Student Learning. Wiseman;s Books Trading Inc.
978-621-418-057-8
F. Ignacio A. and Santos, M. (2019) Assessment of Student Learning 1. St, Andrew Publishing
House. ISBN 978-971-014-611-6
G. Department of Education Order No. 8, s. 2015