ASSESSING STUDENT LEARNING

OUTCOMES
LESSON 2

I.Objectives;
At the end of this module, the student will be able to:
 Explain the principles in assessing learning outcomes
 Illustrate constructive alignment with a diagram
 Determine whether assessment task is aligned or not aligned to a
given learning outcomes
 Make a complete outline of the different assessment tools and tasks
 Construct a scanning rubric- analytic holistic
 Explain the implication of multiple intelligences to assessment
II.Content:
Assessing Student Learning Outcomes
III. Introduction:
Student learning outcomes (SLOs) “clearly state the expected knowledge,
skills, attitudes, competencies, and habits of mind that students are
expected to acquire at an institution of higher education” (National
Institute for Learning Outcomes Assessment, 2012). They capture what
students should know or be able to do upon completion of their
educational program .Assessing student learning outcomes is necessary
to improve educational programs and serves as a key input to educational
planning processes . If students consistently fail to attain a learning
outcome in a particular program, that indicates that programmatic
changes are needed. Perhaps additional courses should be added to the
program that stress this particular learning outcome, or one or more
courses should be revised to better teach the knowledge and/or skills
associated with the outcome. Without assessment data, program changes
would be made blindly and might not target the areas in which
improvement was most needed.

Principles of Good Practice for Assessing Student Learning

a. The assessment of student learning begins with educational
values.
✓ Assessment is not an end but a vehicle for educational improvement.
 ✓ Where questions about educational mission and values are skipped
over, assessment threatens to be an exercise in measuring what’s
easy, rather than a process of improving what we care about.
b. Assessment is most effective when it reflects an
understanding of learning as multidimensional, integrated
and revealed at performance over time.
✓ Learning is a complex process. It entails not only what students
know but what they can do with what they know; it involves not only
the knowledge and abilities but values, attitudes, and habits of mind
that affect both academic success and performance beyond the
classroom.
✓ Assessment should reflect these understandings by employing a
diverse array of methods, including those that call for actual
performance, using them over time to reveal change, growth, and
increasing degrees of integration.

c. Assessment works best when the programs it seeks to

improve have clear, explicitly stated purposes.
✓ Assessment is a goal-oriented process. It entails comparing
educational performance with educational purposes and
expectations – those derived from the institution’s mission, from
faculty intentions in program and course design, and knowledge of
students’ own goals.
✓ Clear, shared, implementable goals are the cornerstone for
assessment that is useful.

d. Assessment requires attention to outcomes but also and

equally to the experiences that lead to those outcomes.
✓ To improve outcomes, we need to know about student
experiences along the way about curricula, teaching, and the kind of
student effort that led to particular outcomes.
✓ Assessment can help us understand which students learn best
under what conditions; with such knowledge comes the capacity to
improve the whole of their learning.

e. Assessment works best when it is ongoing, not episodic.

✓ Assessment is a process whose power is cumulative.
Improvement is best fostered when assessment entails a linked
series of activities undertaken over time.
✓ The point is to monitor progress toward intended goals in a spirit
of continuous improvement.

f. Assessment fosters wider improvement when

representatives from across the educational community
are involved.
 ✓ Student learning is a campus-wide responsibility, and
assessment is a way of enacting that responsibility.
✓ Assessment is not a task for small groups of experts but a
collaborative activity; its aim is wider, better-informed attention
to student learning by all parties with a stake in its improvement.

g. Assessment makes a difference when it begins with

issues of use and illuminates questions that people care
about.
✓ Assessment approaches should produce evidence that relevant
parties will find credible, suggestive, and applicable to decisions
that need to be made.
✓ The point of assessment is not to gather data and return
“results”; it is a process that starts with questions of decision-
makers, that involves them in the gathering and interpreting of
data, and that informs and helps guide continuous improvement.

h. Assessment is most likely to lead to improvement when it

is part of a larger set of conditions that promote change.
✓ Assessment alone changes little. Its greatest contribution
comes on campuses where the quality of teaching and learning is
visibly valued and worked out.
✓ On such campuses, the push to improve educational
performance is a visible and primary goal of leadership;
improving the quality of undergraduate education is central to
the institution’s planning, budgeting, and personnel decisions.

i. Through assessment, educators meet responsibilities to

students and the public.
✓ 1 deeper obligation – to ourselves, our students, and society –
is to improve.
✓ 2. Those to whom educators are accountable have a
corresponding obligation to support such attempts at
improvement.
 Phases of Outcome Assessment in the Instructional Cycle

Assessment is a constant cycle of improvement. Data

gathering is ongoing. The goal of assessment, whether for an
academic department or a program, is to provide:
❖ a clear conceptualization of intended student learning
outcomes,
❖ a description of how these outcomes are assessed and
measured,
❖ a description of the results obtained from these measures, and
❖ a description of how these results validate current practices or
point to changes needed to improve student learning.

Phase 1:
➢Institutional Mission
statements provide
various constituencies—
students, faculty,
legislators, etc.—with
the institution’s
educational goals and
guidance concerning the
achievement of these
goals.
Examples
✓The DepEd Mission To
protect and promote the
right of every Filipino to
quality, equitable,
culture-based, and
complete basic
education where:
Students learn in a child
friendly
institution.
✓Family, community,
and other stakeholders
are actively engaged
and share responsibility
for developing lifelong
learners.
✓Teachers facilitate
learning and constantly
nurture every learner.
Administrators and staff,
as stewards of the
institution, ensure an
enabling and supportive.
Phase 1:
➢Institutional Mission statements provide various constituencies
—students, faculty, legislators, etc.—with the institution’s educational
goals and guidance concerning the achievement of these goals.
Examples
✓The DepEd Mission To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic education where:
Students learn in a child friendly institution.
✓ felong learners.
✓Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive.
Phase 2:
➢ Program Goals are broad statements of the kinds of learning we
hope students will achieve - they describe learning outcomes and
concepts (what you want students to learn) in general terms (e., clear
communication, problem-solving skills, etc.)
Examples
✓ GOAL: Students will develop positive cross-cFamily, community, and
other stakeholders are actively engaged and share responsibility for
developing liultural attitudes.
✓ Objectives: By grades 4-6, students will demonstrate positive cross-
cultural attitudes as indicated by Agreement with cultural items on the
Cross-Cultural Attitude Scale.
✓ This scale ranges from Strongly Disagree to Strongly Agree. See WHAT
Data to Collect for various attitude scales.

Phase 3:
➢ Subject Objectives are brief statements that describe what
students will be expected to learn by the end of school year,
course, unit, lesson, project, or class period.
Example: This course is designed to prepare you for professional writing
experiences.
By the end of the course, you should be able to:
- Identify the primary and secondary audience(s) of a text.
- Craft texts which take into consideration the needs of your primary
audience(s).
- Write in an array of genres for a variety of purposes.
- Identify different rhetorical strategies and appeals in the writing of
others.
- Use various rhetorical strategies and appeals to make arguments in your
own writing. - Appreciate the requirements and limitations placed on
different types of writing by their unique rhetorical situations.
- Craft texts which consider the requirements and limitations of their
unique rhetorical situations.

Phase 4:
➢ Desired Student Learning Outcomes are statements that
describe significant and essential learning that learners have
achieved and can reliably demonstrate at the end of a course or
program. In other words, learning outcomes identify what the learner will
know and be able to do by the end of a course or program.
Example
✓ The learner will have demonstrated the ability to make engine repairs
on a variety of automobiles. In the above statement, the ability to make
engine repairs implies that the person has the requisite knowledge to do
so.
Constructive Alignment

➢ 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.
Variety of Assessment Methods, Tools, and Tasks Assessment
methods can be classified as traditional and alternative
Traditional Assessment
➢It refers to the use of traditional assessment strategies or tools to
provide information on student learning.Typically, objective (e.g. multiple
choice ) and subjective (e.g. essay) paper and pencil test are used to
assess students.Traditional assessment are often used as the basis for
evaluating and grading students.They are more commonly used in
classrooms because they are easier to design and quicker to be scored.
Alternative Assessment
➢It refers to the use of alternative or non traditional assessment
strategies or tools to collect information on student learning.Examples of
alternative forms of assessment are performance-oriented and product-
oriented assessment methods. At the core of alternative assessment need
to design and implement assessment task or activities that refrain from
usingbtraditional paper and pencil test,which typically assess cognitive
learning outcomes amd thus have right or wrong answers.
Different models of alternative assessment
 Emergent Assessment
 Developmental Assessment
 Authentic Assessment

 Portfolio
➢ Portfolio is a collection of learning and performance artifacts by a
student and it typically accompanied by personal narrative and
reflections.The use of portfolio allows the students to document and
demonstrate their accomplishments int the classrooms and provide
opportunities to the learners to evaluate the progress in a given period of
time(Tolentino 2009).
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 Portfolios
Portfolios can be classified according to purpose. According to purpose,
portfolios can be classified either:
1. Working Portfolio
2. Display, Showcase, or Best Works Portfolios
3. Assessment or Evaluation Portfolio

Working 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 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, (Charlotte Danielson and Leslye Abrutyn)
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.

Assessment or Evaluation Portfolio

➢ As the name implies, the main function of an Assessment portfolio is to
document what a student has learned 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.

PORTFOLIO ASSESSMENT
Purposes of Portfolio Assessment Portfolio assessment has several
purposes and rationale for its use.

➢ Matches assessment to teaching.

➢ Has a clear goal.
➢ Gives a profile of learner’s abilities.
➢ A tool for assessing a variety of skills not normally testable in a single
for traditional testing.
➢ Develops awareness of own learning by the students.
➢ Caters to individuals in a heterogeneous class.
➢ Develops social skills.
➢ Develops independent and active learners.
➢ Can improve motivation for learning and thus achievement.
➢ Provides an opportunity for student-teacher dialogue.
Assessing and Evaluating the Portfolios
 Detailed rating criteria may be evolved to evaluate the finished portfolio
presented by students. In general, however, they should include the
following:

❖ Thoughtfulness (including evidence of students’ monitoring of their

comprehension, metacognitive reflective, and productive habits of mind)
❖ Growth and development in relationship to key curriculum
expectancies and indicators
❖ Understanding and application of key processes.
❖ Completeness, correctness, and appropriateness of products and
processes presented in the portfolio.
❖ Diversity of entries (e., use of multiple formats to demonstrate
achievement of designated performance standards)
Essential Elements of the Portfolio
Every portfolio must contain the following essential elements:

1.Cover Letter- the cover letter summarizes the evidence of a student’s

learning and progress.
2.Table of Contents with numbered pages- a list of titles organized in
the order in which the parts appear.
3.Entries- both core (item students must include) and optional (items of
student’s choice). The core elements will be required for each student and
will provide a common base from which to make decisions on assessment.
4.Dates on all entries, to facilitate proof of growth over time.
5.Drafts of aural/oral and written products and revised versions, i., first
drafts and corrected/revised versions.
6.Reflection can appear in different stages in the learning process(for
formative or/and summative purposes)in the lower levels can be written in
mother tongue or by students who find it difficult to express themselves
in english.
7.For each item, a brief rationale for choosing the item should be
included.Tbis can relate to student’s performance, to their feelings
regarding their progress and/or themselves as learners.

What is a RUBRIC?
A rubric is an assessment tool that specifies the performance expectations
for any kind ostudent work, particularly those not traditional in nature,
such as portfolio, outputs or project, performances, collaborative work and
research.
3 Essential Features
 Criteria or the aspects of performances that will be assessed
 Desciptors or the characteristics associated with each criterion
 Performance levels that identifystudent’s level of mastery within
each criterion

Examples of student perfromances and outputs that can be

assessed by a rubric:

Student Performances:

1.Oral PresentationsfDemonstrations

 Research paper/poster presentation

 Individual or group report

 Skills demonstration. such as baking and teaching

 Extemporaneous speech

2.Dramatic/Creative Performances

 Dance recital
 Performance in a play or musicals
 Poetry reading and interpretation
 Playing musical instruments

3.Public Speaking

 Debates
 Declamation
 Panel discussion
 Inspirational speech
4.Athletic Skills Demonstration/Competition
Products/Outputs
1 . Visual Products

 Paintings
  Collages
 Posters
 Video presentations

2.Kinesthetic Products

 Dioranna
 Sculpture
 Dance recital
 Wood carvings

3.Written Products

 Essays
 Poems
 Thesis/tev paper
 Movie/TV script

4.Verbal Products

 Audiotapes
 Voice recording
 Speech scripts (to inform, to persuades etc.)

Types of Rubrics

General/Generic Rubric

It contains criteria that are general and can be applied across tasks.
This is most convenient for teachers who do not have the time and
skills in developing different types of rubric as they can reuse the
same rubrics for several tasks or assignments. However, the teacher
may not be able to assess accurately the student's performance for
a particular task.
For example, the same rubric that can be used to evaluate both oral
presentation and research output.

Task-Specific Rubric

It contains criteria that are unique to a specific performance task to

be assessed. This kind of rubric is best for instruction and formative
assessment since it provides the students feedback on what aspects
of their performance or work need to be improved. However,
developing analytic rubrics is time-consuming for teachers.

For example, a rubric can only be used for oral presentation and
another rubric is applicable for research output.
Holistic Rubric

A student's performance or output is evaluated by applying all

criteria simultaneously, thus providing a single score based on an
overall judgment about the quality of student's work. It does not
provide a score on each individual criterion.
One advantage of holistic rubric is that it is quick to develop and use
by the teachers. However, it does not inform students about their
specific strengths and weaknesses, and thus, may not be as
sufficient and helpful in guiding them in improving their
performance.

For example, rubric for problem solving activities which entails

scoring the student's overall ability to solve a particular problem or
issue, and rubric for creative work (e.g., painting), which gives an
overall score for the student's creativity and skill.
 Analytic Rubric

A student's work is evaluated by using each criterion separately,

thus providing specific feedback about a student's performance or
product along several dimensions. This is most applicable for
assessing a complex performance or product.

One advantage is it identifies the student's strengths and areas for

improvement based on the criteria identified. Scoring with an
analytic rubric however entails more time than with a holistic rubric.

For example, rubric for research paper that requires scoring a

student's work on different parts of the research paper, or a rubric
for chemical laboratory experiment taking into consideration the
student's performance in every stage of the experiment.

Quiz
Identification
1. What number of phase that the institutional mission statements provide
various constituencies.
2. It is the letter that summarizes the evidence of a students learning and
progress.
3. It is a collection of learning and performance artifacts by a student and
it typically accompanied by personal narrative and reflections.
4. Based on the constructivist theory (Biggs, 2007) that learner's use their
own activity to construct their knowledge or other outcomes.
5. It is a list of titles organized in the order which the parts appear.

Enumeration
6-7 Give at least 2 Different models of alternative assessment
8-10 Give at least 3 Essential elements of the portfolio
Essay
11-15(5 points)
What is the purpose of assessment in education? How does it contribute
to student learning and improvement?

References
Studocu. (2024). Assessing Student Learning Outcomes -

ASSESSING STUDENT LEARNING OUTCOMES Principles of Good -

StudOCU.

https://www.studocu.com/ph/document/iloilo-science-and-

technology-

university/bsed/assessing-student-learning-outcomes/72082601

Dr.David, A.P. ,Dr. Golla,E.F., Dr.,Magno.C.P.,Dr.,Valladolid.V.C(2020).

Assessment in Learning 2