HINATUAN SOUTHERN COLLEGE

Hinatuan, Surigao del Sur

ASSESSMENT IN LEARNING 1 – BSED MATH III

MODULE 3 HANDOUTS - ASSESSING STUDENT LEARNING OUTCOMES

INTRODUCTION #8. Set your criterion of success or acceptable

standard of success. It is against this established
Outcome assessment is the process of standard that you will interpret your assessment
gathering information on whether the instruction, results. Example: Is a score of 7 out of 10 (the
services and activities that the program provides highest possible score) acceptable or considered
are producing the desired student learning success?
outcomes.
#9. Make use of varied tools for assessment
Principles of Good Practice in Assessing data-gathering and multiple sources of
Learning Outcomes assessment data. It is not pedagogically sound to
rely on just one source of data gathered by only
#1. The assessment of student learning starts one assessment tool. Consider multiple
with the institution's vision, mission and core intelligences and learning styles. DepEd Order No.
values. There should be a clear statement on the 73, s. 2012 cites the use of multiple measures as
kinds of learning that the institution values most for one assessment guideline.
its students.
#10. Learners must be given feedback about
#2. Assessment works best when the program their performance. Feedback must be specific.
has clear statement of objectives aligned with "Good work!" is positive feedback and is welcome
the institutional vision, mission and core but actually is not a very good feedback since it is
values. Such alignment ensures clear, shared and not specific. A more specific better feedback is
implementable objectives. "You observed rules on subject-verb agreement
and variety of sentences. Three of your commas
#3. Outcome based assessment focuses on the were misplaced."
student activities that will still be relevant after
formal schooling concludes. The approach is to #11. Assessment should be on real-world
design assessment activities which are observable application and not on out of-context drills.
and less abstract such as "to determine the
student's ability to write a paragraph" which is more #12. Emphasize on the assessment of higher-
observable than "to determine the student's verbal order thinking.
ability."
#13. Provide opportunities for self-assessment.
#4. Assessment requires attention not only to
outcomes but also and equally to the activities
and experiences that lead to the attainment of Samples of Supporting Student Activities
learning outcomes. These are supporting student
activities. Student Learning Outcome #1: Students can
organize information from secondary sources
#5. Assessment works best when it is as basis of a research topic.
continuous, ongoing and not episodic.
Assessment should be cumulative because of Supporting Student Activities
improvement is best achieved through a linked
series activities done over time in an instructional 1.1. practice differentiating source material and
cycle. one's opinion
1.2. reading articles and formulating an original
#6. Begin assessment by specifying clearly and paragraph from quotes, paraphrases and
exactly what you want to assess. What you want summaries
to assess is/are stated in you learning 1.3. writing of essays to develop the topic
outcomes/lesson objectives. 1.4. integrating bibliographic entries in appropriate
format
#7. The intended learning outcome/lesson
objective NOT CONTENT is the basis of the Student Learning Outcome #2: Students apply
assessment task. You use content in the principles of logical thinking and persuasive
development of the assessment tool and task but it argument in writing.
is the attainment of your learning outcome NOT
content that you want to assess. This is Outcome- Supporting Student Activities
based Teaching and Learning.
2.1. forming opinion about the topic

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2.2. researching and writing about a variety of 2.4. employing clear argument in writing
perspectives
2.3. adapting style to the identified audience
3.2. writing about a variety or perspectives on
Student Learning Outcome #3: Students write single topic
multiple-page essays complying with standard 3.3. adapting tone and style to address one's
format and style audience
3.4. reviewing grammar and essay format in
Supporting Student Activities readings
3.5. holding group discussion about various topics
3.1. analyzing and evaluating texts

Institutional Vision - Program Goals Subject Objectives

Mission

Summative Assessment of Outcomes Desired Student

Learning Outcomes

Mastery Learning
Diagnostic Assessment

Review / Reteach
Deciding on Lesson Focus

Formative Assessment of Outcomes

Supporting Student Activities

Figure 1. Outcome Assessment in the Instructional Cycle

Constructive Alignment

Below is another diagram that illustrates the principles of constructive alignment in the assessment
process. Study it well.

Learning
Outcome

Assessment Teaching – Learning

Task Activities

Figure 2. Constructive Alignment

Figure 2 illustrates the principle of constructive alignment. The principle of constructive alignment
simply means that the teaching- learning activity or activities and assessment tasks are aligned with the
intended learning outcome. The intended learning outcome is "to drive a car." The teaching-learning activity is

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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.
Observe the principle of constructive alignment. Make sure your assessment tasks are aligned with
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.

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 proven by a product and by a performance cannot be measured by
a proven paper-and-pencil test.
Assessment tools for the cognitive domain (declarative knowledge) are different paper-and-pencil tests.
Basic examples of paper-and pencil tests are shown in Table 1.

Selected Response Constructed Response

Alternate response Completion
Matching type Short answer
Multiple choice Essay (restricted or non-restricted)
Problem solving

Examples of selected response type of tests are alternate response (True or False, Yes or No, 4 or 6);
matching type and the multiple choice type. Further, they are called selected response type of tests because
the options (choices of answers) are already given and the test taker will only have to select the best answer
among those options or choices.
Examples of constructed type of tests are the completion type (Fill-in-the-blanks), short answer, the
essay test and problem solving. They are called constructed type of test because there are no options to
choose from and the test taker will be the one to provide the answers to the questions given.
Examples of authentic assessment tools are the demonstrations of what have been learned by either a
product or a performance. Refer to Table 2 below.

Product Performance
Product Output – graphs, collage, reflective journal, Performance tasks – experiments, oral presentation,
reports, papers, research projects, reviews dramatization,

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.

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 collected 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.
Types of Portfolio
1. Documentation or Working Portfolio

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  To highlight development and improvement over time.
 Showcase the process of learning by including full progression of project development
 Also known as growth / development portfolio
 It showcases the process of learning by including full progression of development project
 Often involves a range of artifacts from brainstormed lists to rough drafts to finished products.
 It includes BEST and WEAKEST work.
2. Process Portfolio

 To document all stages of the learning process.

 It also includes samples of student work throughout the entire educational progression
 It expands the information in a documentation portfolio by integrating reflections and higher-order
cognitive activities.
 In includes documentation of reflection such as learning logs, journals, or documented discussions.
 It includes BEST and WEAKEST work + REFLECTION
3. Product or Showcase Portfolio

 To highlight student’s best work by showcasing the quality and range of student accomplishments.
 Typically, it is used as a summative assessment to evaluate mastery of learning objectives
 It includes only the COMPLETED WORK + WRITTEN ANALYSIS + REFLECTION

Scoring Rubrics
 A rubric is a coherent set of criteria for student’s work that includes description of levels of performance
quality on the criteria (Brookhart, 2013).
 The main purpose of rubrics is to assess performances and products. For some performances, you
observe the student in the process of doing like dribbling the ball. For others, you observe the product
which results from the students’ work.
 There are two type of rubrics – analytic and holistic. Analytic rubrics describe work on each criterion
separately while a holistic rubric assesses a student work as a whole.
 Analytic rubrics identify and assess components of a finished product.
 Holistic rubrics assess student work as a whole

To know better about holistic and analytic rubric, see the following table given below:

Type of Rubric Description Advantages Disadvantages

Holistic Rubric  It describes the  It allows fast  It does not describe
overall quality of a assessment. the degree of the
(Used when time is performance or criterion satisfied or
limited to assess / score product.  It provides one score not by the
a performance) to describe the performance or
 In this rubric, there is overall performance product.
(Easy to construct & only one rating given or quality of the work.
easy to score) to the entire work or  It does not permit
performance.  It can indicate the differential weighting
general strengths of the qualities of a
and weaknesses of product or a
the work performance.
performance.
Analytic Rubric  It describes the  It clearly describes  It is more time
quality of a the degree of the consuming to use.
(Pinpoints strengths and performance or criterion satisfied or
weaknesses) product in terms of not by the  It is more difficult to
the identified performance or construct.
(Difficult to construct and dimension and / or product.
difficult to score) criteria for which are
rated independently  It permits differential
to give a better weighting of the
picture of the quality qualities of a product.
of work or
performance..  It helps raters
pinpoint specific

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 areas of strengths
and weaknesses.

Below are examples of a holistic and an analytic rubric:

Fiction Writing Content Rubric - HOLISTIC

 5 – The plot, setting and characters are developed fully and organized well. The who, what, where,
when and why are explained using interesting language and sufficient detail.

 4 – Most parts of the story mentioned in a score of 5 above are developed and organized well. A
couple of aspects may need to be more fully or more interestingly developed.

 3 – Some aspects of the story are developed and organized well, but not as much as detail or
organization is expressed as in a score of 4.

 2 – A few parts of the story are developed somewhat. Organization and language usage need
improvement.

 1 – Parts of the story are addressed without attention to detail or organization.

Source: http://www.fctl.ucf.edu

Fiction Writing Content Rubric - ANALYTIC

Criteria 4 3 2 1
PLOT: “What” and Both plot parts are One of the plot Both plot parts are Neither plot parts
“Why” fully developed. parts is fully addressed but not are fully developed.
developed part is at fully developed.
least addressed.
SETTING: “When” Both setting parts One of the setting Both setting parts Neither setting
and “Where” are fully developed. parts is fully of the story are parts are
developed and the addressed but not developed.
less developed part fully developed.
is least addressed.
CHARACTERS: The main The main The main None of the
“Who” described by characters are fully characters are characters are characters are
behavior, developed with developed with identified by name developed or
appearance, much descriptive some descriptive only. named.
personality and detail. The reader detail. The reader
character traits. has a vivid image has a vague idea of
of the characters. the characters.
Source: http://wccnet.edu/departments/curriculum/assessment,php?levelone=rubric

The following are the steps in developing a scoring rubric:

1. Identify the characteristics of what you are assessing. In most cases, these will be specific stated
learning outcomes.
2. Describe the best work you could expect using these characteristics. This describes the top range of
your rubric.
3. Describe the worst acceptable product using these characteristics. This describe the lowest acceptable
range of your rubric.
4. Describe an unacceptable product. This describes the lowest range of your rubric.
5. Develop descriptions of intermediate level products and assign them to intermediate ranges.

Assessment Strategies and Multiple Intelligences

Learners have multiple intelligences and varied learning styles. Students must be given the opportunity
to demonstrate learning that is aligned to their multiple intelligences and to their learning styles. It is good for
teachers to consider the multiple intelligences of learners to enable learners to demonstrate learning in a
manner which makes them feel comfortable and successful. Teachers truly consider learners' multiple
intelligences when they make use of a variety of assessment tools and tasks.

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 Figure 3. Multiple Intelligences
(https://specialedandme.wordpress.com/2007/11/26/multiple-intelligences-by-howard-gardner/)

Table _. Assessment task for each intelligence

Linguistic Logical Bodily Visual

Use storytelling to Translate an idea into a Create a movement or Chart, map, cluster or
explain __________ mathematical formula sequence of movements graph ________
__________ to explain ________

Conduct a debate on Design and conduct an Make task or puzzle Create a slide, show,
__________ experiment on ________ cards for ________ videotape, or photo
album of ________

Write a poem, myth, Make up syllogisms to Build or construct a Create a piece of art that
legend, short play, or demonstrate _________ ________ demonstrates ________
news article about
______

Create a talk show radio Make up analogies to Plan and attend a field Invent a board game to
program about ________ explain __________ trip that will ________ demonstrate ________

Conduct and interview of Describe the patterns or Bring hands-on materials Illustrate, draw, paint,
/ on ________ symmetry in __________ to demonstrate sketch or sculpt
________ ________

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 Musical Interpersonal Intrapersonal Naturalist Existential
Give a presentation Conduct a meeting Describe qualities Create observation Which line of the
with appropriate to address you possess that notebooks of song is most
musical ________ will help you ________ meaningful to you?
accompaniment on successfully Why?
________ complete ________

Sing a rap or song Intentionally use Set and pursue a Describe changes Share your
that explains social skills to learn goal to ________ in the local or reflections on the
________ about ________ global environment meaning of life
________

Indicate the Participate in a Describe one of Care for pets, What does the
rhythmical patterns service project to your personal wildlife, gardens, or story tell about
in ________ ________ values about parks ________ suffering?
________

Explain how the Teach someone Write a journal Use binoculars What does the
music of a song is about ________ entry on ________ telescopes, statement tell about
similar to ________ microscopes or human life?
magnifiers to
________

Make an instrument Practice giving and Assess your own Draw or Assess yourself.
and use it to receiving feedback work in ________ photograph natural Do you find
demonstrate on ________ objects ________ yourself happier or
________ not? Why?

Assessment of Learning Outcomes in the K to 12 Program

Here are assessment practices lifted from DepEd Order 8, s. 2015 for the guidance of all teachers:
1. Teachers should employ assessment methods that are consistent with standards. This means that
assessment as a process must be based on standards and competencies that are stated in the K to 12
Curriculum Guide. Assessment must be based NOT on content but on standards and competencies.
Therefore, there must be alignment between assessment tools or tasks and standards and competencies.
2. Teachers must employ both formative and summative assessment both individually and collaboratively.
Assessment is done primarily to ensure learning, thus teachers are expected to assess learning in every
stage of lesson development beginning, middle and at the end.
3. Grades are a function of written work, performance tasks and quarterly test. This means that grades come
from multiple sources with emphasis on performance tasks from Grades 1 to 12. Grade does not come
from only one source rather from multiple sources.
4. The cognitive process dimensions given by Krathwohl and Anderson (2001) - from remembering,
understanding, applying, analyzing, evaluating and creating governs formulation of assessment tasks.