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 do the
“do now” activity

Please click the link in the chatbox, answer the questions

within 10 minutes.
 e ed to ha ve
Why do we n m es
ent le ar nin g o ut co
stud ma in s
based on th e t h r ee d o
of learning?
 w do st ud en t le a r n in g
Ho ion
o m es im pa ct m o tiv a t
outc th e
and engagem e nt in
classroom?
 do l ea rn in g ou tc o m es
How m a in s
based o n t he t hr ee d o
prepare st u d en t s fo r
ze n sh ip a n d c o m m un it y
citi
in v o l ve m e n t?
 agenda
DO DOW/ ATTENDA
NCE

REVIEW/ DISCUSSIO
N

ACTIVITY/ASSIGNM
ENT
INTENDED LEARNING
OUTCOMES
Explain the principles in assessing learning outcomes
Illustrate constructive alignment with a diagram
Determine whether an assessment task is aligned or
not aligned to a given learning outcome
Make a complete outline of the different
assessment tools and tasks
Construct a scoring rubric – analytic and holistic
Explain the implication of multiple intelligences to
assessment
 review
chapter 3
Chapter 3 Activity: 3 Domains of Learning
 Levels of Outcomes
in OBE

Learning/
Institutional Program Course Instructional
Outcomes Outcomes Outcomes Outcomes
are statements of what are what graduates of are what students are what students
the graduates of particular educational should be able to should be able to
educational institution programs or degrees demonstrate at the end demonstrate after a
are supposed to be are of a course or a subject lesson or instruction
able to do beyond
graduation
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.
 Pr in c ip l es of G o o d
Pra c t ic e in A ss es sin g
Lea rn in g Ou t co m es
 #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, on going 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
Samples of Supporting
Student Activities
 Samples of Supporting Student Activities

Student Learning Supporting Student Activities

Outcome #1: ◎1.1. practise differentiating source material and
Students can organize one's opinion
information from ◎1.2. reading articles and formulating an original
secondary sources as paragraph from quotes, paraphrases and summaries
basis of a research topic. ◎1.3. writing of essays to develop the topic
◎1.4. integrating bibliographic entries in appropriate
format
 Samples of Supporting Student Activities

Student Learning Supporting Student Activities

Outcome #2: Students ◎2.1. forming opinion about the topic
apply principles of logical ◎2.2. researching and writing about a variety of
thinking and persuasive perspectives
argument in writing. ◎2.3. adapting style to the identified audience
◎2.4. employing clear argument in writing
 Samples of Supporting Student Activities

Student Learning Supporting Student Activities

Outcome #3: Students ◎3.1. analyzing and evaluating texts
write multiple-page ◎3.2. writing about a variety of perspectives on
essays complying with single topic
standard format and style ◎3.3. adapting tone and style to address one's
Supporting Student audience
Activities ◎3.4. reviewing grammar and essay format in
readings
◎3.5. holding group discussion about various topics
 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?
Constructive
Alignment
Constructive Alignment
 Constructive Alignment
Figure 7 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 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.
 Constructive Alignment
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.
 Constructive Alignment
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.
Constructive Alignment
MENTAL EXERCISE!!!
 Variety of
Assessment
Methods, Tools and
Tasks
Assessment methods can be classified as
traditional and authentic.

Traditional assessment Authentic assessment

refers to non- paper-and-
method refers to pencil test.
the usual paper-and- It is also called alternative
pencil test. assessment, it being an
alternative to the traditional.
 Traditional Assessment
1 The paper-and-
The paper-and- 3 The paper-and-
pencil test 2 pencil test
pencil test
(traditional assessment)
however, is inadequate to measure
Assessment tools
assesses learning in the all forms of learning. Psychomotor for the cognitive
cognitive domain (Bloom) learning (Kendall and Marzano,
2012) or procedural knowledge
domain (declarative
or declarative
(Kendall and Marzano, 2012) and knowledge) are the
knowledge (Kendall and learning proven by a product and
Marzano, 2012). by a performance cannot be
different paper-
measured by a -paper-and-pencil and-pencil tests.
test.
 Traditional Assessment
Two groups of
Written Tests
and Specific
Examples
 Authentic Assessment
Examples of authentic
assessment tools are
the demonstrations of
what have been learned
by either a product or a
performance.
Thanks!
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