Here are some sample supporting student activities for each learning outcome: A. 1. Practice calculating areas and perimeters of different shapes 2. Solve word problems involving geometric concepts 3. Do worksheets and assignments on geometry B. 1. Brainstorm ideas for an outing and write notes 2. Read sample paragraphs written in past tense 3. Peer review and edit each other's paragraphs C. 1. Learn about different PowerPoint elements and formatting tools 2. Create slides with text, images, and animations 3. Practice delivering presentations and getting feedback D. 1. Maintain a journal during the community outreach activity 2. Discuss

1. Assessing Students
Learning Outcomes

2. Learning Outcomes
“They are statements that specify what learners will know
or be able to do as a result of a learning activity. They are
usually expressed as knowledge , skills, or attitudes.”
(Oakleaf 2012)

3. Learning Outcomes are:
● Observable, assessable, and measurable
● Relevant and meaningful to the learners
● A “Promise” - Students have do their part
● “Clear statements of what learners is expected to achieve
and how he or she is expected to demonstrate that
achievement” (Kennedy, Hyland and Ryan 2006).

4. Effective Learning Outcomes
are SMART
● Specific
● Measurable
● Attainable
● Relevant
● Time-bound

5. Ineffective Learning Outcomes are:
● Intangible and poorly defined
● Broad and not specific
● Difficult to assess
● Do not clearly define what “competence” or “mastery”
of the materials looks like
● Lengthy , jargony, “padded”

6. Tip 1
Set up your criteria

7. Learners Outcome
(Design question)
● Do they reflect broad conceptual essential knowledge and generic skill or
attitudes?
● Do they focused on results of the learning experiences that your students will
undergo in class?
● Do they reflect the desired end of the learning process, rather than the
process itself
● Do they clearly state the minimum level of performance that students must
achieve at the end of the program?

8. Learning Outcomes
(Philosophy)
Designed
from the
perspective
of what
The
Students
(Not the
teacher)

9. Tip 2
Become familiarized with the benefits
of learning outcomes .

10. Learning Outcomes
(Benefits)
Students know more precisely what is expected from
them.
As the curriculum is made more transparent students learn
more effectively.

11. Learning Outcomes
(Benefits)
Teachers can design their material following a
clear route.
Teachers can select teaching and assessment
strategies aligned with the outcomes desired.

12. Tip 3
Learn how to write coherent learning
outcomes.

13. Learning Outcomes
(Suggestion)
Begin with an action verb , followed by the object of
the verb , the followed by a phrase that gives the
context.
Use only one verb per learning outcomes.

14. Learning Outcomes
(Suggestion)
Make sure that it represents an observable and
measurable behaviour or skill.
Make sure that your outcomes can be assessed
Design your rubrics and establish your performance
criteria accordingly.

15. Cognitive Outcomes
Students needs to demonstrate
● Knowledge
● Comprehension
● Application
● Analysis
● Synthesis
● Evaluation

16. Affective Outcomes
Students need to express
● Attitudes
● Feelings
● Values

17. Psychomotor Outcomes
Students need to show
● Skills or behaviour
(Apply, adapt, adjust, etc)

18. Summary of Key Concepts
❖ Always make sure they represent observable and measurable
student behaviour.
❖ Don’t confuse learning outcomes with learning objectives.
Become familiarized with the benefits they bring to the teaching
- learning cycle
❖ Learn how to differentiate and integrate cognitive, affective,
and psychomotor outcomes.

19. PRINCIPLES OF GOOD
PRACTICE IN ASSESSING
LEARNING OUTCOMES

20. 1. The assessment of student learning starts with the
institution’s 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 mission and core values. Such alignment
ensures clear, shared and implementable objectives.

21. 3. Outcomes-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.

22. 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 by specifying clearly and exactly what you
want to assess.

23. 7. The intended learning outcome/ lesson objectives
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
Outcomes-Based Teaching and Learning.
8. Set your criterion of success or acceptable
standard of success.

24. 9. Make use 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.
10. Assessment should be on real-world application
and not on out-of-context drill.

25. 11. Learners must be given feedback about their
performance.
12. Emphasize on the assessment of higher-order
thinking.
13. Provide opportunities for self-assessment.

26. Samples of Supporting
Student Activities

27. Student Learning Outcome #1: Students can organize
information from secondary sources as basis of a research topic.
Supporting Student Activities
1. practice differentiating source material and one’s opinion
2. reading articles and formulating an original paragraph
from quotes, paraphrases and summaries
3. writing of essays to develop the topic
4. integrating bibliographic entries in appropriate format

28. Student Learning Outcome #2: Students apply
principles of logical thinking and persuasive argument
in writing.
Supporting Student Activities
1.forming opinion about the topic
2.researching and writing about a variety of
perspectives
3.adapting style to the identified audience
4.employing clear argument in writing

29. Student Learning Outcome #3: Students 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 single
topic
3.adapting tone and style to address one’s
audience
4.reviewing grammar and essay format in readings
5.holding group discussion about various topics

30. LEARNING ASSESSMENT:
List down three (3) supporting student activities to attain each of the
identified Student Learning Outcomes.
A. Student Learning Outcomes: Students can solve, mathematical
problems involving two-dimensional figures.
1.
2.
3.
B. Student Learning Outcomes: Student can write a paragraph about an
outing to a resort using verbs in the past tense.
1.
2.
3.

31. C. Student Learning Outcomes: Students can demonstrate how to prepare
a PowerPoint Presentation.
1.
2.
3.
D. Student Learning Outcomes: Students can write a reflection essay on
lessons learned in community outreach activity.
1.
2.
3.