CHAPTER 4:

ASSESSING
STUDENTS
LEARNING
OUTCOMES
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.
4.1 PRINCIPLES OF GOOD
PRACTICE IN ASSESSING
LEARNING OUTCOMES
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
1. The assessment of student
learning starts with the
institution's vision, mission, and
core values.
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
2. Assessment works best when the
program has clear statement of
objectives aligned with the
institutional vision, mission, and
core values.
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
3. Outcome-based assessment
focuses on the student
activities that will be relevant
after formal schooling
concludes.
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
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.
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
5. Assessment works best when it
is continuous, ongoing and not
episodic.
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
6. Begin assessment by
specifying clearly and exactly
what you want to assess.
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
7.The intended learning
outcome/lesson objective NOT
CONTENT is the basis of the
assessment task.
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
8.Set your criterion of success or
acceptable standard of success.
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
9.Make use of varied tools for
assessment data gathering and
multiple sources of assessment
data.
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
10.Learners must be given
feedback about their
performance.
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
11.Assesment should be on
real-world application and not
on out-of-context drills.
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
12.Emphasize on the assessment of
higher-order thinking.
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
13.Provide opportunities for self-
assessment.
4.2 SAMPLES OF SUPPORTING
STUDENT ACTIVITIES
 SAMPLES OF SUPPORTING
STUDENT ACTIVITIES
Student Learning Outcome #1: Students can organize
information from secondary courses as basis of 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
 SAMPLES OF SUPPORTING
STUDENT ACTIVITIES
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 variety of
perspectives
2.3 adapting style to the identified audience
2.4 employing clear argument in writing
 SAMPLES OF SUPPORTING
STUDENT ACTIVITIES
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 variety of perspectives
2.3 adapting style to the identified audience
2.4 employing clear argument in writing
 4.3 PHASES OF OUTCOME
ASSESSMENT IN INSTRUCTIONAL
CYCLE
4.4. CONSTRUCTIVE
ALIGNMENT
 CONSTRUCTIVE
ALIGNMENT
Learning
Outcomes

Teaching
Assessment Learning
Activities
 DETERMINE WHETHER OR NOT THE
ASSESSMENT TASK IS ALIGNED WITH
THE LEARNING OUTCOME.
Learning Outcomes Assessment Task

Dance tango Trace the history of tango.

Interpret the given poem What is your favorite line in the poem? Why
is it your favorite line?
Present a report with PowerPoint Demonstrate how to do a PowerPoint
presentation presentation.
Derive the meaning of at least 5 words by Match the meaning of the words in Column
means of context clues. 1 with those in Column 2

Pronounce short “a” sound correctly. Encircle with short “a” sound.

Trace the historical development of the Trace the historical development of the
Philippine basic education curriculum. Philippine basic education curriculum with
the use of an appropriate graphic organizer.
 4.5 VARIETY OF ASSESSMENT
METHODS, TOOLS, AND TASKS
 VARIETY OF ASSESSMENT
METHODS, TOOLS, AND TASKS
Traditional Assessment
Paper-and-pencil test (Cognitive
Domain)

Authentic Assessment (Alternative

Assessment)
Non-paper-and-pencil test (all forms
of learning)
Traditional Assessment
Selected Constructed
Response Response
Alternate
Completion
Response

Matching Short Answer

Type

Essay-
Multiple restricted or
Choice non-restricted

Problem
solving
AUTHENTIC ASSESSMENT

Product Performance

Product Performance
Output Task

Visual- e.g. graph, e.g. experiments,

collage oral presentation,
Reflexive journal dramatization
4.6 PORTFOLIO
PORTFOLIO
Is a purposeful collection of
student work or documented
performance that tells the
story of student achievement
or growth
 TYPES OF PORTFOLIO
ACCORDING TO PURPOSE
1. Working or Development Portfolio
"in the works"
Containing work in a progress as well as
finish subject of work.
Demonstrate an individual's development
and growth over time.
 TYPES OF PORTFOLIO
ACCORDING TO PURPOSE
2. Display, Showcase, or Best
Works Portfolio
Display student best works
Demonstrate the highest level of
achievement.
 TYPES OF PORTFOLIO
ACCORDING TO PURPOSE
3. Assessment and Evaluation
Portfolio
Document what a student has
learned based on standard and
competencies expected of students
at each grade level.
4.7 SCORING RUBRICS
SCORING RUBRICS

Rubric
Is a coherent set of criteria for student’s
work that includes descriptions of levels of
performance quality on the criteria.
Coherent sets of criteria and descriptions of
levels of performance for these criteria.
 2 TYPES OF RUBRICS

Analytic Holistic
Each criterion is Allcriteria are
evaluated evaluated
separately simultaneously.
 4.8 ASSESSMENT STRATEGIES
AND MULTIPLE INTELLIGENCE
ASSESSMENT STRATEGIES
AND MULTIPLE
INTELLIGENCE
Existential Linguistic Math/Logical

Naturalist Bodily
Kinesthetic
Multiple
Intelligences
Intrapersonal

Visual/Spatial

Interpersonal Musical
 4.9 ASSESSMENT OF LEARNING
OUTCOMES IN K TO 12 PROGRAM
 ASSESSMENT OF LEARNING
OUTCOMES IN K TO 12 PROGRAM

1. Teachers should employ

assessment methods that are
consistent with standards.
 ASSESSMENT OF LEARNING
OUTCOMES IN K TO 12 PROGRAM
2. Teachers must employ both
formative and summative both
individually and collaboratively.
 ASSESSMENT OF LEARNING
OUTCOMES IN K TO 12 PROGRAM

3. Grades are a function of

written work, performance
tasks and quarterly tests.
 ASSESSMENT OF LEARNING
OUTCOMES IN K TO 12 PROGRAM
4. The cognitive process dimensions
given by Krathwohl and Anderson
(2001) - from remembering,
understanding, applying, analyzing,
evaluating and creating - governs
formulating of assessment tasks.