MODULE 4

ASSESSING STUDENT LEARNING OUTCOMES

LEARNING OBJECTIVES
 Clarify the principles of assessing learning outcomes
 Explain the phases of outcomes assessment
 Determine the alignment of learning outcomes and assessment tasks
 Discuss the various assessment methods, tools and tasks including
portfolios
 Design sample selected and constructive response type of tests.
 Construct sample Analytic and Holistic Scoring Rubric
 Give sample assessment task for each Multiple Intelligence
 Explain at least 3 key features of assessment in the K to 12 Program

INTRODUCTION

Outcome assessment is the process of gathering information on whether the instruction,

services and activities that the program provides are producing the desired student learning
outcomes.

Lesson 1: Assessing Learning Outcomes

A. Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution’s vision, 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 vision, mission and core values. Such alignment ensures clear, shared and
implementable objectives.
3. Outcome-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.
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 by 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 the
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.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered
success?
9. Make use of varied tools for assessment data-gathering and multiple sources 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 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.

B. Samples of Supporting Student Activities

Student Learning Outcomes: (BSED Science and BEED major)

At the end of the lesson, the students will be able to:

1. Describe biotic and abiotic parts of an ecosystem in which organisms interact.
2. Investigate how organisms and populations in an ecosystem depend on and may
compete for biotic and abiotic factors.

Supporting Student Activities

1. doing differentiated activities in the Science station lab to explore biotic and
abiotic factors.
2. answering scattered activities during explanation stage.
3. interacting with their journals using INB template.
4. presenting in the class one project to demonstrate their understanding on how
organisms and populations ecosystem depend and may compete for biotic and
abiotic factors.

Student Learning Outcome # 2: (BSED English and BEED major)

At the end of the lesson, the students will be able to:

1. Write multiple-page essays complying with standard format and style

Supporting Student Activities

1. analyzing and evaluating texts

2. writing about a variety of perspectives on a single topic
3. adapting tone and style to address one’s audience
4. reviewing grammar and essay format in reading
5. holding group discussion about various topics
 Learning Task 1 (Pair Work)

A. Write at least one (1) Student Learning Outcome in your field of specialization and list down
three (3) supporting student activities to attain your SLO. Pair Work

1. Student Learning Outcome: Students can _______________________________________

_________________________________________________________________________

1. _______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
3. _______________________________________________________________________
_______________________________________________________________________

Institutional Program Subject

Vision-Mission Goals Objectives

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

C. Phases of Outcome Assessment in the Instructional Cycle

Study the phases of outcome assessment in the instructional cycle as shown in the Figure
above then as a group answer the following questions:
1. On which is assessment on the institutional cycle based after the vision mission of an
institution, program goals and subject objectives?
2. What is the purpose of diagnostic assessment?
3. Based on the institutional cycle, how can you ensure mastery learning?
4. How does formative assessment of outcomes differ from the summative assessment of
outcomes?
5. Why does summative assessment of outcomes point to program goals and subject
objectives?

D. Constructive Alignment

Below is another diagram that illustrates the principle of constructive alignment in the
assessment process. Study it well. What is the main message of Figure 7.

Learning
Outcome

Teaching-
Assessment 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. For example, if the intended learning outcome is “to
drive a car.” the teaching-learning activity is 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.
You have been victims of teachers who taught you one thing but assessed you on another.
The result? Much confusion and disappointment? If you have been victims of lack of constructive
alignment, then break the cycle by not victimizing your students, too. 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.
Example: Determine whether or not the assessment task is aligned with the learning outcome. If
the assessment task is not aligned with the learning outcome, improve it to align it with the
learning outcome.
In this mental exercise, determine whether or not the assessment task is aligned with the
learning outcome. If the assessment task is not aligned with the learning outcome, improve it to align
it with the learning outcome.
Learning Outcome Assessment Task
Dance tango Trace the history of tango
What is your favorite line in the poem? Why
Interpret a given poem
is it your favorite line?
Demonstrate how to do a PowerPoint
Present a report with PowerPoint
presentation
Derive the meaning of at least 5 words by Match the meaning of the words in Column 1
means of context clues with those in Column 2
Solve a given problem Determine what are given and what is asked
Pronounce short a sound correctly Encircle the words with short a sound
Trace the historical development of the
Trace the historical development of the
Philippine curriculum with the use of an
Philippine basic education curriculum
appropriate graphic organizer

Sources: https://www.youtube.com/watch?v=g_Xm5IljYKQ
https://www.youtube.com/watch?v=QXGOjzcQdhQ-ALIGNMENT

Lesson2: Assessment Methods, Tools and Tasks

A. 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 is 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
paper-and-pencil test.
Assessment tools for the cognitive domain (declarative knowledge) use the different paper-
and-pencil tests. Basic examples of paper-and pencil tests are shown in Figure 3.
 Selected- Constructed-
response response

Alternate
Completion
response

Matching
Short answer
type

Essay
Multiple
restricted or
choice
non-restricted

Problem
solving
Figure 3. Two groups of Written Tests and Specific Examples

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.

Examples of constructed type of tests are the completion type (Fill-in-the-blanks), short
answer, the essay test and problem solving. These will be discussed in greater detail in Chapter 5.

NOTE: Principles in designing MCI, Matching Type, Alternate response under Traditional
Assessment/Types of Written/Objective Test were given in PPT and posted in google classroom.
Examples of authentic assessment tools are the demonstrations of what have been learned by either
product or a performance. (Refer to Figure 9).

Product Performance

Performance
Product output
tasks

visual - e.g. e.g. experiments,

graph, collage oral presentation,
reflective - journal dramatization

Figure 4. Groups and Examples of Authentic Tasks

 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.

Learning Task 2 (Pair Work)

ENGLISH major

1. Choose 1 English course or subject you have taken previously or you are taking this
semester EXCEPT BSEE 23 and EDUC 75.
2. For each course/subject, have at least 4 sub-topics.
3. Then, create five (5) items for Matching Type (sub-topic 1); 10 items for Multiple Choice
(sub-topic 2); 5 items for Fill in the Blank (sub-topic 3) ; and 1 question for essay (sub-
topic 4)
4. Every type of test must have directions.

SCIENCE major

1. Choose 1 Science course or subject you have taken previously or you are taking this
semester.
2. For each course/subject, have at least 4 sub-topics.
3. Then, create five (5) items for Matching Type (sub-topic 1); 10 items for Multiple Choice
(sub-topic 2); 5 items for Fill in the Blank (sub-topic 3) ; and 1 question for essay (sub-
topic 4)
4. Every type of test must have directions.

BEED Course

1. Choose 1 course or subject you have taken previously or you are taking this
semester.
2. For each course/subject, have at least 4 sub-topics.
3. Then, create five (5) items for Matching Type (sub-topic 1); 10 items for Multiple Choice
(sub-topic 2); 5 items for Fill in the Blank (sub-topic 3) ; and 1 question for essay (sub-
topic 4)
4. Every type of test must have directions.

B. 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.
 1. Types of Portfolio
Portfolios can be classified according to purpose. According to purpose, portfolios can be
classified either as 1) working portfolios, 2) display portfolios or 3) assessment portfolios.
(Introduction to Using Portfolios in the Classroom by Charlotte Danielson and Leslye Abrutyn)

a. Working or Development Portfolio

A working portfolio is so named because it is a project “in the works,” containing work in
progress as well as finished samples of work. A growth portfolio demonstrates an
individual’s development and growth over time. Development can be 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.

b. Display, Showcase or Best Works Portfolios

It is the display of the students’ best work. Students exhibit their best work and interpret
its meaning. Showcase portfolio demonstrates the highest level of achievement attained
by the student.

c. Assessment or Evaluation Portfolio

As the name implies, the main function of an assessment portfolio is to document what a
student has learned based on standards and competencies expected of students at each
grade level. The standards and competencies of the curriculum, then, will determine what
students select for their portfolios. Their reflective comments will focus on the extent to
which they believe the portfolio entries demonstrate their mastery of the standards and
competencies. For example, if the standard or competency specifies persuasive,
narrative, and descriptive writing, an assessment portfolio should include examples of
each type of writing. Similarly, if the curriculum calls for technical skill such as use of
Power Point in report presentation then the display portfolio will include entries
documenting the reporting process with the use of Power Point.

C. Scoring Rubrics

A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of
performance quality on the criteria. The main purpose of rubrics is to assess performance made
evident in processes and products. It can serve as a scoring guide that seeks to evaluate a student’s
performance in many different tasks based on a full range of criteria rather than a single numerical
score. The objectives tests can be scored by simply counting the correct answers but the essay
tests, student’s products and student’s performances cannot be scored the way objective tests are
scored. Products and performances can be scored reliably only with the use of scoring rubrics.
Rubrics have two major parts: coherent sets of criteria and descriptions 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).

Very Creative Creative Ordinary/Routine Imitative

Depth and Ideas represent a Ideas represent Ideas represent Ideas do not
Quality of startling variety of important important concepts represent
Ideas important concepts from from the same or important
concepts from different contexts similar contexts or concepts.
different contexts or disciplines. disciplines.
or disciplines.

Variety of Created product Created product Created product Created product

Sources draws on a wide- draws on a draws on a limited draws on only
ranging variety of variety of set of sources and one source, and/
sources, including sources, including media. or sources are not
different texts, different tests trustworthy or
resource persons media resource appropriate.
and/or personal persons and/or
experiences. personal
experiences.

Organization Ideas are Ideas are Ideas are combined Ideas are copied
and combined in combined in in ways that are or restated from
Combination original and original ways to derived from the the source(s)
of Ideas surprising ways to solve a problem, thinking of others consulted.
solve a problem, address an issue (for example, of the
address an issue or make authors in sources
or make something new. consulted).
something new.

Created product is Created product Created product Created product

Originality of
interesting, new, is interesting, serves its intended does not serve its
Contribution
and/or helpful, new, and/or purpose (e.g., intended purpose
making an original helpful, making solving a problem (e.g., solving a
contribution that an original or addressing an problem or
includes contribution for its issue). addressing an
identifying a intended purpose issue).
previously (e.g., solving a
unknown problem, problem or
issue, or purpose. addressing an
issue).

Figure 5. Analytic Rubric for Creativity

 Ideas represent starting variety of important concepts from different contexts or
disciplines. Created product draws on a wide-ranging variety of sources
including different texts, media resource persons, and/or personal experiences.
Very Creative Ideas are combined in original and surprising ways to solve a problem address
an issue or make something new. Created product is interesting new and/or
helpful making an original contribution that includes identifying a previously
unknown problem, issue or purpose.

Ideas represent important concepts from different contexts or disciplines.

Created product draws on a variety of sources including different texts media
resource persons, and/or personal experiences. Ideas are combined in original
Creative
ways to solve a problem, address an issue or make something new. Created
product is interesting, new and/or helpful making an original contribution for its
intended purpose (e.g., solving a problem or addressing an issue).

Ideas represent important concepts from the same or similar contexts or

Ordinary/Routine disciplines. Created product draws on intended purpose (e.g., solving a problem
or addressing an issue).

Ideas do not represent important concepts. Created product draws on only one
source and/or sources are not trustworthy or appropriate. Ideas are copied or
Imitative
restated from the source(s) consulted. Created product does not serve its
intended purpose (e.g., solving a problem or addressing an issue).

Figure 6. A Holistic Rubric for Creativity

OTHER EXAMPLES OF SCORING RUBRICS

(Adapted from Peter Hernon and Robert Dugan and Patricia Benner)
COMPETENCY: CRITICAL THINKING
Students must be able to think critically by performing specific cognitive tasks.

Not Not Beginner Capable Competent

Applicable Evident

1. REMEMBERING () () () () ()
Recalls some Recalls most Recalls all
a) Recalls content
content and content and significant
and details
details but not details content and
always accurately details
accurately

b) Identifies () () () () ()
classification, Identifies some Identifies most Identifies
principles, classifications, classifications, significant
methodologies principles, principles, classifications,
and theories methodologies methodologies principles,
and theories and theories methodologies
and theories
c) Restates main () () () () ()
ideas, concepts Restates main Restates main Restates main
and principles ideas, ideas, ideas,
concepts and concepts and concepts and
principles with principles with principles
difficulty minimal clearly and
assistance accurately

() () () () ()
2. UNDERSTANDING
Explains ideas, Explains Explains
a) Explains ideas,
concepts and ideas, ideas,
concepts and
principles with concepts and concepts and
principles
limited principles with principles with
accuracy and some accuracy and
irrelevant accuracy and relevant
examples relevant examples
examples

b) Contextualizes () () () () ()
ideas, concepts Contextualizes Contextualizes Contextualizes
and principles ideas, ideas, ideas,
concepts and concepts and concepts and
principles with principles with principles with
difficulty minimal ease
difficulty

Not Not Beginner Capable Competent

Applicable Evident

c) Demonstrates () () () () ()
awareness Demonstrates Demonstrates Demonstrates
minimal some a clear
awareness of awareness of awareness of
the depth and the depth and the depth and
breadth of breadth of breadth of
one’s one’s one’s
knowledge knowledge knowledge

d) Anticipates () () () ()
consequences ()
Anticipates Anticipates
Anticipates
consequences consequences
consequences
of principles of principles
of principles
and concepts and concepts
and concepts
with little with some
with accuracy
accuracy accuracy
 3. APPLYING () () () () ()
a) Applies Applies Applies Applies
knowledge knowledge knowledge knowledge
with little with some with
consistency or degree of consistency or
accuracy consistency or accuracy
accuracy

() () () ()
b) Seeks ()
Seeks Seeks
alternative Seeks
alternative alternative
solutions alternative
solutions for a solutions for a
solutions for a
problem only problem with
problem
with assistance occasional
independently
assistance

c) Applies () () ()
() ()
procedures and Applies
Applies Applies
concepts procedures
procedures procedures
and concepts
and concepts and concepts
to familiar
to familiar both familiar
tasks with
tasks but and unfamiliar
limited
shows tasks
accuracy but
difficulty with
not to
unfamiliar
unfamiliar
tasks
tasks

E. 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.
 Linguistic

Existential Math/Logical

Bodily/
Naturalist Kinesthetic
Multiple
Intelligences

Visual/Spatial
Intrapersonal

Interpersonal
Musical

Figure 7. Multiple Intelligences

(Source: http://bestcareermatch.com/multiple-intelligences
Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory that deals
with sensitivity to the spoken and written language, ability to learn languages, and capacity
to use language to accomplish certain goals.

Logical-Mathematical Intelligence is the ability to analyze situations or problems logically,

identify solutions, conduct scientific research, and easily solve logical/mathematical
operations. It is one of the eight multiple intelligence types proposed by Howard Gardner
Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of
physical skills. This intelligence also involves a sense of timing and the perfection of skills
through mind–body union. Athletes, dancers, surgeons, and crafts people exhibit well-developed
bodily kinesthetic intelligence.
The visual-spatial learning style is one of eight types of learning styles defined in Howard
Gardner's Theory of Multiple Intelligences. Visual-spatial learning style, or visual-spatial
intelligence, refers to a person's ability to perceive, analyze, and understand visual information in
the world around them
Musical intelligence refers to the skill in the performance, composition, and appreciation
of musical patterns. People with musical intelligence, such as Beethoven and Ed Sheeran, have
an ability to recognize and create musical pitch, rhythm, timbre, and tone.
Interpersonal intelligence is the ability to understand and interact effectively with others. It
involves effective verbal and nonverbal communication, the ability to note distinctions among
others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple
perspectives.
Intrapersonal intelligence is the capacity to understand oneself and one's thoughts and
feelings, and to use such knowledge in planning and directioning one's life. Intra-personal
intelligence involves not only an appreciation of the self, but also of the human condition.
Naturalistic intelligence is defined as the ability to appreciate, categorize, classify, explain, and connect
the things of everyday life with nature. It is the ability to distinguish between living things, whether
plants or animals. This type of intelligence is present in people who know how to observe nature,
classify elements of the environment, and use this knowledge productively.
Naturalist intelligence can be stimulated in the classroom through activities. Some examples are the
creation of habitats, caring for animals and plants, collecting, and classifying natural objects and
organisms such as rocks, insects, or snails. The teacher can motivate the students by offering them
opportunities to do this type of activity in the classroom. In the same way, you can plan excursions or
extracurricular activities to visit museums, gardens, parks, and work for your classes in outdoor spaces.
Existential intelligence, which is one of the types of intelligence from Gardner's theory, is the
intelligence of big picture thinking. Precisely, the existential intelligence definition is the
“capacity or ability of an individual to understand and contemplate philosophical topics relating to
mankind's existence.”
 Table 5. Assessment task for each Intelligence
Linguistic Logical Bodily Visual
Use storytelling to Translate an idea into Create a movement Chart, map, cluster or
explain______ a mathematical or sequence of graph______
formula______ movements to
explain______
Conduct a debate Design and conduct Make task or puzzle Create a slide show,
on______ an experiment cards for______ videotape or photo
on______ album of______
Write a poem, myth, Make up syllogisms to Build or construct Create a place of
legend, short play or demonstrate______ a______ art that
news article demonstrates______
about______
Create a talk show Make up analogies to Plan and attend a Invent a board or card
radio program explain______ field trip that game to
about______ will______ demonstrate______
Conduct an interview Describe the patterns Bring hands-on Illustrate, draw paint,
of/on______ or symmetry in______ materials to sketch or
demonstrate______ sculpt______

Musical Interpersonal Intrapersonal Naturalist Existential

Give a presentation Conduct a Describe Create Which line of
with appropriate meeting to qualities you observation the song is
musical address______ possess that will notebooks most
accompaniment help you of______ meaningful to
on______ successfully you? Why?
complete______
Sing a rap or song Intentionally use Set and pursue a Describe Share your
that social skills to goal to______ changes in the reflections on
explains______ learn local or global the meaning of
about______ environment life
______
Indicate the Participate in a Describe one of Care for pets, What does the
rhythmical patterns service project your personal wildlife, gardens, story tell about
in______ to______ values or parks______ suffering?
about______
Explain how the Teach someone Write a journal Use binoculars, What does the
music of a song is about______ entry on______ telescopes, statement tell
similar to______ microscopes or about human
magnifiers life?
to______
 Make an instrument Practice giving Assess your own Draw or Assess
and use it to and receiving risk in______ photograph yourself? Do
demonstrate______ feedback natural yoi. u find
on______ objects______ yourself more
happy or not?
Why?

E. 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.

Learning Task 3 (Pair Work)

Have at least 1 learning outcome then design assessment task appropriate to the MIs with
scoring rubrics. Observe constructive alignment.

Sample:
Multiple Intelligence: Linguistics
Topic: Parallelism
Learning Outcome: Create a slogan that manifests parallel structures
Assessment Task Have at least three (3) sentences in creating your slogan about
the topic that interests you most manifesting parallel
structures.
Rubric: Either Analytic or Holistic (Research appropriate Rubric for the
task)
Sample Slogan:
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
References:
Balagtas, M. et al (2020) Assessment in Learning 1:1st Edition Rex Book Store
Buenaflor, R. C. (2012). Assessment of learning book one: the conventional approach.
Quezon City: Great Books Publishing
Garcia, C.D. (2013). Measuring and evaluating learning outcomes: a textbook in educational assessment
1&2. Second Ed. Mandaluyong City: Books Atbp. Publishing Corp.
Navarro, RL.et al (2017). Assessment of Learning 1. (OBE-and K to12- Based) 3rd Edition. Lorimar
Publishing Inc.Quezon City.
Navarro, RL.et al (2019). Assessment of Learning 1. (OBE-& PPST- Based) 4th Edition. Lorimar Publishing
Inc.Quezon City.

eReferences:

https://lsme.ac.uk/blog/the-three-3-domains-of-learning
https://assesmentoflearningoutcomes.weebly.com/affective-and-psychomotor-learning-
objectives.html
https://vikaspedia.in/education/teachers-corner/learning-outcomes/learning-outcomes-at-
elementary-stage/learning-indicators-science
https://www.indeed.com/career-advice/career-development/domains-of-learning
https://www.keslerscience.com/abiotic-and-biotic-factors-lesson-plan-a-complete-science-
lesson-using-the-5e-method-of-instruction/
https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-
outcomes/what-are-learning-outcomes/

https://www.teacherph.com/detailed-lesson-plan-english/

Prepared by:

DIOSALYN T. GALANG, MAEd

Asst. Professor 3

Reviewed by:

LEAH C. NAVARRO, EdD

TED, Department Chair

Approved by:

MAT M. NUESTRO, MEM

Director, Curriculum and Instruction