This document discusses key concepts in assessing student learning outcomes. It explains that outcome assessment is used to determine if a program is achieving desired learning results. There are various assessment methods, including traditional tests as well as authentic assessments like portfolios and performance tasks. Scoring rubrics are used to evaluate student work objectively according to established criteria. Assessment should account for student multiple intelligences and allow diverse ways for demonstrating knowledge. The goal is to obtain a full picture of what students have learned through various assessment practices.

1. SHIFT OF
EDUCATIONAL FOCUS
FROM CONTENT TO
LEARNING OUTCOMES

2. Questions:
● What is your main goal as a
student and as a future
teacher and how will you
achieve it?
● How do you see yourself 5
years after your graduation?

3. Learning Outcomes:
At the end of this module, the students are expected to:
1. explain 3 outstanding characteristics of outcome-
based education;
2. distinguish among institutional outcomes, program
outcomes, course outcomes, and learning outcomes;
3. distinguish between immediate outcomes and
deferred Outcomes; and
4. discuss the nature and purposes of assessment.

4. Definition of Education
● Education originated
from the terms
"educare or ""educere"
which meant "to draw
out."

5. Old Views About Education
● education is a "pouring in" process
● the teacher was the infallible giver
of knowledge
● the student was the passive
recipient
● focus of instruction was content
and subject matter

6. New Views About Education
● Teachers as facilitators
● Students are active learners
● Accessible information
through user-friendly
technology

7. 1.1. Outcome-Based Education: Matching
Intentions with Accomplishment
Three Characteristics of
OBE
1. student-centered
2. faculty-driven
3. It is meaningful

8. 1.2. The Outcomes of Education
Immediate outcomes are
competencies/skills acquired
upon completion of an instruction,
a subject, a grade level, a
segment of the program, or of the
program itself.

9. 1.2. The Outcomes of Education
Deferred outcomes refer to the
ability to apply cognitive,
psychomotor, and affective
skills/competencies in various
situations many years after
completion of a degree program.

10. 1.3. Institutional, Program, Course, and Learning
Outcomes
Institutional
Program
Course
Learning
Outcomes

11. Difference between learning objectives
and learning targets
● Educational objectives/Learning
objectives are formulated from the
point of view of the teacher.
● Learning outcomes are what
students are supposed to
demonstrate after instruction
(Learning targets).

13. 1.4. Nature and Purposes of
Assessment
● On August 11, 2017, the Department of
Education (DepEd), through its DepEd Order
No.42 s.2017 known as the “National
Adoption and Implementation of the
Philippine Professional Standards for
Teachers (PPST), adopted the PPST in
line with the new professional standards for
teachers through the Teacher Education

14. 1.4. Nature and Purposes of
Assessment
● This paved the way for changing
the titles of the Domains in
NCBTS. Domain 5: Planning,
Assessing, and Reporting
became Domain 5: Assessment
and Reporting with 5 strands.

15. Five Strands of Domain 5 in PPST
(1) Design, selection, organization, and utilization of
assessment strategies,
(2) Monitoring and evaluation of learner progress and
achievement,
(3) Feedback to improve learning,
(4) Communication of learner needs, progress, and
achievement to key stakeholders, and
(5) Use of assessment data to enhance teaching and learning
practices and programs.

16. Some Important Terms in
Assessment
● Classroom Assessment
● Assessment
● Test
● Measurement
● Evaluation

17. Purposes and Functions of
Assessment
There are four purposes of assessment according to
Wyatt(1988).
1. To inform the teacher about the student’s progress
2. To inform the students about their progress;
3. To inform others about the student’s progress
(parents and future teacher
4. To provide information for the public

18. Purposes and Functions of
Assessment
● According to Earl, there are three purposes
of assessment that summed the four purposes
proposed by Wyatt.
 Assessment for Learning
 Assessment of Learning
 Assessment as Learning

19. Purposes and Functions of
Assessment
Valuable Functions of Assessment
● It concentrates attention on specific aspects of a subject.
● It provides necessary feedback.
● It redirects attention to particular areas to increase mastery.
● It necessitates the consolidation of learning/practice of
skills
● It facilitates the student’s self-assessment of his/her
progress.

20. Purposes and Functions of
Assessment
Importance of Assessment
● Provide essential guide for planning, implementing, and
improving instructional programs and techniques
● Monitor student progress
● Promote learning by providing positive info
● Measure the outcomes of instruction
● Provide parents with information on how well their children
are doing in school

21. Task
Promote Assessment (Individual)
In a short video clip (ranging from 1 to 2
minutes), promote assessment in the
teaching-learning process. Upload your
video to the provided Google classroom.
Class Code: v6glpj

22. MODULE 2: DETERMINING
PROGRESS TOWARDS THE
ATTAINMENT OF LEARNING
OUTCOMES

23. Learning Outcomes:
● Learning Outcomes: At the end of this
module, the students are expected to:
1. distinguish among measurement,
assessment, and evaluation; and
2. explain the various approaches of
assessment: assessment FOR, OF, and AS
learning.

25. Measurement
● Measurement is the process of
determining or describing the attributes
or characteristics of physical objects
generally in terms of quantity.
● When we measure, we are collecting
quantitative information relative to
some established standards.
● This talks about grades/scores.

26. Types of Measurement
● Objective Measurement
● Subjective Measurement

27. Assessment
● Assessment is the process of gathering
evidence of students over a period of time to
determine learning and mastery of skills.
● The overall goal of assessment is to improve
student learning and provide students,
parents, and teachers with reliable
information regarding student progress and
extent of attainment of the expected learning
outcomes.

28. Roles of Assessment
● Placement role
● Diagnostic role
● Formative role
● Summative role

29. Evaluation
● Evaluation is a process
designed to provide
information that will help us to
make a judgment about a
particular situation. The result
of the evaluation is to adopt,
reject or revise what has been
evaluated.

30. Formative Evaluation
● Formative evaluation is a
method of judging the worth of
a program while the program
activities are in progress.
● This type of evaluation focuses
on the process.

31. Summative Evaluation
● Summative evaluation is a method of
judging the worth of a program at the
end of the program of activities.
● The focus is on the result.
● Summative evaluation is designed to
determine the effectiveness of a
program or activity based on its
avowed purposes

32. In summary
● we measure height, distance,
weight knowledge of subject
matter through testing; we
assess learning outcome; we
evaluate results in terms of
some criteria or objectives.

33. Assessment FOR, OF and AS Learning:
Approaches to Assessment

34. MODULE 3:
PROGRAM OUTCOMES
AND STUDENT
LEARNING OUTCOME

35. Learning Outcomes:
At the end of this lesson, the students are expected to:
1. distinguish the 6 levels of knowledge under the cognitive
domain;
2. discuss the psychomotor categories in the psychomotor
domain of objectives contributed by Simpson, Dave and
Harrow;
3. discuss the 6 levels of learning objectives in the affective
domain arranged hierarchically; and
4. discuss Kendall’s and Marzano's new taxonomy.

36. The Three Types of Learning
● Cognitive
(Knowledge)
● Psychomotor (Skills)
● Affective (Attitude)

37. Cognitive (Knowledge) Domain

38. Four Levels of Knowledge
1) factual knowledge
2) conceptual knowledge,
3) procedural knowledge and
4) metacognitive knowledge

39. Psychomotor (Skills) Domain
● Simplified and Re-organized Categories or Levels of Learning in
the Psychomotor Domain

40. Affective (Attitude)
● The affective domain refers to
how we deal with situations
emotionally such as feelings,
appreciation, enthusiasm,
motivation, values, and
attitude.

43. MODULE 4:
ASSESSING STUDENT
LEARNING OUTCOMES

44. Learning Outcomes:
● At the end of this lesson, the students are expected to:
1. explain the phases of outcomes assessment;
2. discuss various assessment methods, tools, and tasks
including portfolios;
3. construct a scoring rubric;
4. give sample assessment task for each MI(Multiple
Intelligences); and
5. explain at least 3 key features of assessment in the K to 12
Program.

45. Outcome assessment
● 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.

46. Principles of Good Practice
in Assessing Learning
Outcomes
● Read pages 39 - 40

48. Understanding by Design

51. Constructive Alignment

52. Variety of Assessment Methods,
Tools, and Tasks
● Traditional
Assessment method
● Authentic
Assessment Method

53. Traditional

54. Authentic

55. Designing Performance Tasks (PT)
using the GRASPS Model

56. Designing Performance Tasks (PT)
using the GRASPS Model

57. Portfolio
● The portfolio falls under the non-
paper-and-pencil test. A
portfolio is a purposeful
collection of student work or
documented performance (e.g.
video of dance) that tells the
story of student achievement or
growth.

58. Types of Portfolio
1) working portfolios
2) display portfolios
3) assessment portfolios

59. Scoring Rubrics
● A rubric is a coherent set of
criteria for a student’s work that
includes descriptions of levels of
performance quality on the
criteria.
● The main purpose of rubrics is to
assess performance made

60. Parts of a Rubric
● Rubrics have two major
parts: coherent sets of
criteria and descriptions of
levels of performance for
these criteria.

61. Types of Rubrics
● Analytic
-In an analytic rubric, each criterion
(dimension, trait) is evaluated
separately.
● Holistic
-In a holistic rubric, all criteria
(dimensions, traits) are evaluated
simultaneously.

62. Assessment Strategies and Multiple
Intelligences
● Learners have multiple
intelligences and varied
learning styles. Students must
be allowed to demonstrate
learning that is aligned to their
multiple intelligences and their
learning styles.

63. Assessment of Learning Outcomes in the K
to 12 Programs
Here are assessment practices lifted from
DepEd Order 8, S. 2015 for the guidance of
all teachers:
1. Teachers should employ
assessment methods that are
consistent with standards.

64. Assessment of Learning Outcomes in the K
to 12 Programs
2. Teachers must employ
both formative and
summative assessments both
individually and
collaboratively.

65. Assessment of Learning Outcomes in the K
to 12 Programs
3. Grades are a function
of written work,
performance tasks, and
quarterly tests.

66. Assessment of Learning Outcomes in the K
to 12 Programs
4. The cognitive process
dimensions are given by
Krathwohl and Anderson (2001) –
from remembering,
understanding, applying,
analyzing, evaluating, and
creating governs the formulation