LET REVIEW NOTES: ASSESSMENT OF LEARNING

I. Introduction to Assessment

Assessment is the process of collecting, analyzing, and interpreting information about students' learning to
improve instruction and ensure educational objectives are met.

Types of Assessment

1. Assessment for Learning (Formative Assessment)

o Conducted during instruction

o Provides feedback to improve learning

o Examples: quizzes, observations, exit tickets

2. Assessment of Learning (Summative Assessment)

o Conducted after instruction

o Measures student achievement against standards

o Examples: final exams, standardized tests, projects

3. Assessment as Learning

o Engages students in self-assessment and reflection

o Helps develop metacognitive skills

o Examples: peer assessment, self-evaluation, learning journals

II. Principles of Assessment

1. Validity – Measures what it intends to measure

2. Reliability – Consistent and dependable results

3. Fairness – Free from bias and considers all learners

4. Practicality – Easy to administer and cost-effective

5. Usefulness – Provides meaningful information for decision-making

6. Transparency – Clearly communicates expectations and criteria to students

7. Flexibility – Adaptable to different learning needs and contexts

III. Sources of Learning Outcomes
Learning outcomes define what students should know, understand, and be able to do after instruction. They are
derived from various sources, including:

1. National and International Standards

o Government-mandated curricula (e.g., DepEd K-12 Curriculum, CHED policies)

o International frameworks (e.g., Common Core, UNESCO Education Goals)

2. Educational Theories and Models

o Bloom’s Taxonomy (Cognitive, Affective, and Psychomotor domains)

o Constructivist, behaviorist, and cognitive learning theories

3. Discipline-Specific Competencies

o Academic and professional standards for specific fields (e.g., engineering, medicine, education)

4. Stakeholder Expectations

o Employers' needs and workforce requirements

o Parents' and community expectations for student success

5. Institutional Vision, Mission, and Goals

o School-specific objectives and graduate attributes

6. Real-World Applications

o 21st-century skills (e.g., critical thinking, problem-solving, digital literacy)

o Societal needs and global challenges

7. Student Needs and Interests

o Differentiated instruction and personalized learning pathways

IV. Differences Among Program Outcomes, Course Learning Outcomes, and Other Learning Outcomes

1. Program Outcomes (POs)

o Broad statements that describe what graduates should achieve after completing a degree
program.

o Aligned with institutional and national educational frameworks.

o Example: Engineering graduates should be able to design and analyze complex engineering
problems.

2. Course Learning Outcomes (CLOs)

 o Specific skills and knowledge that students should acquire after completing a particular course.
o More detailed than program outcomes and directly linked to course assessments.

o Example: In a mathematics course, students should be able to solve differential equations.

3. Institutional Learning Outcomes (ILOs)

o Overarching learning goals set by the institution for all graduates.

o Reflect the institution’s vision, mission, and values.

o Example: Graduates should demonstrate ethical leadership and social responsibility.

4. Specific Learning Outcomes (SLOs)

o Detailed and measurable statements describing what a student should achieve at the lesson or
module level.

o Example: By the end of this lesson, students should be able to identify the parts of a cell.

5. Graduate Attributes (GAs)

o The expected characteristics, skills, and values that students should develop by the time they
graduate.
o Example: Critical thinking, teamwork, lifelong learning, communication skills.

6. Performance Indicators (PIs)

o Measurable criteria used to determine whether learning outcomes have been met.

o Example: Score of 85% or higher in a problem-solving test on engineering principles.

Each level of learning outcomes is interconnected, ensuring a coherent and structured learning experience for
students.

V. Establishing High-Quality Assessment

To ensure that assessments effectively measure student learning, they must meet high-quality standards. High-
quality assessments are:
1. Aligned with Learning Objectives

o Assessment items should directly reflect the intended learning outcomes.

2. Comprehensive and Balanced

o A mix of assessment types (objective, subjective, performance-based) provides a well-rounded

picture of student learning.

3. Clear and Understandable

 o Instructions and expectations should be explicit to minimize confusion.
4. Cognitively Appropriate

o Assessments should match students’ developmental levels and encourage critical thinking.
5. Fair and Inclusive

o Assessments should be free from bias and accessible to all learners, considering diverse
backgrounds and abilities.

6. Reliable and Consistent

o The same assessment should yield similar results across different instances or scorers.

7. Feasible and Practical

o Assessments should be easy to administer, score, and interpret without overwhelming teachers
or students.

8. Engaging and Motivating

o Well-designed assessments promote active learning and motivate students to demonstrate their
best work.

9. Provides Timely and Meaningful Feedback

o Feedback should help students understand their strengths and areas for improvement.

VI. Outcome-Based Education (OBE) and Assessment

What is OBE?
Outcome-Based Education (OBE) is an educational approach that focuses on achieving specific learning
outcomes. It ensures that students demonstrate mastery of competencies through meaningful assessments.

Principles of OBE

1. Clarity of Focus – Learning outcomes must be clearly defined.

2. Design Down, Deliver Up – Curriculum and assessment should be designed based on desired outcomes.
3. High Expectations – All learners are expected to achieve success.

4. Expanded Opportunities – Learners are given multiple ways to demonstrate mastery.

Constructive Alignment in OBE

Constructive alignment is the process of ensuring that teaching activities, learning outcomes, and assessments
are coherently aligned.

1. Intended Learning Outcomes (ILOs) – Clearly defined learning objectives.

 2. Teaching and Learning Activities (TLAs) – Instructional methods that align with outcomes.
3. Assessment Tasks (ATs) – Evaluation methods that measure achievement of learning outcomes.

OBE and Assessment

1. Aligned with Learning Outcomes – Assessments measure students' achievement of intended learning
outcomes.

2. Performance-Based Assessment – Focuses on students' ability to apply knowledge in real-world

contexts.

3. Continuous Assessment – Uses formative and summative assessments to track student progress.

4. Criterion-Referenced Evaluation – Students are evaluated based on predefined standards.

5. Authentic and Contextualized Tasks – Encourages the application of knowledge in real-life scenarios,
fostering deeper learning.

By mastering these concepts, you will be better prepared to answer questions related to assessment in the LET.
Good luck with your review!