stc20168th lecturer

1. Dorothy D. Silva
Isabela State University
December 6, 2016

2. How to align assessment
with learning outcomes
How to assess learning
outcomes

3. “ If you don’t know
where you are headed,
you’ll probably end up
someplace else.”
-Douglas J. Eder, Ph.D.-

4. What is assessment?
 We use the general term assessment to
refer to all those activities undertaken by
teachers and by their students in
assessing themselves – that provide
information to be used as feedback to
modify teaching and learning activities.

5. Assessment Cycle
Gathering
evidence
Giving
feedback
Reflecting
and
planning
Teaching
and
Learning

6.  Holistic
 Diagnostic (assessment for learning)
 Formative/Developmental (assessment for
and assessment as learning)
 Summative and Evaluative (assessment of
learning)
 Standards based
 Content – what the student knows, can do,
and understand
 Performance – how the student transfers
his/her understanding to life situations.

7. TYPE PURPOSE
Formative
assessment
=
Assessment FOR Learning
Provides feedback that helps ensure
quality future achievement by improving
teaching and learning
Summative
assessment
=
Assessment OF Learning
Used to measure, record and report on a
student's level of achievement in regards
to specific learning expectations

8. Formative assessment = assessment FOR learning
Summative assessment = assessment OF learning
What is assessment AS learning?
Assessment AS Learning is a process of
developing and supporting students’ active
participation in their own learning.

9. Have we always considered individual
differences?

10. Assessment for Learning
 Assessment should boost student
motivation to want to make the effort
and be willing to keep on engaging,
even when they find learning difficult.
 To sustain motivation for learning,
progress and achievement should be
emphasized, not failure.

11.  Effective assessment for learning
requires that learning goals, teaching
strategies and assessment should be
carefully matched.
 Students should know in advance what
they will learn, as well as how and why
they are to be assessed.
 Hence, teachers’ instructional plans
should be flexible to be able to cater to
individual, group or class needs
anytime.

12. As a tool for improving teaching and learning,
assessment should take place at the

13. As a tool for improving teaching and learning,
assessment should take place

14. Assessment as Learning
 Students make progress when they
develop the ability to monitor their own
work. To do this well, they need to
understand:
what high quality work looks like
what criteria define quality work
how to compare and evaluate their
own work against such criteria

16. DEPARTMENT OF EDUCATION
Is pre-assessment formative or summative?
• Pre-assessment is formative because it’s purpose
is to expose the background knowledge of
learners of a new lesson.
• Pre-assessment informs both the teacher and the
students their strengths and weaknesses
(diagnostic assessment).
• Pre-assessment allows learners to have an
overview of the lesson prior to instruction.
• Pre-assessment gives meaning and purpose to
learning as students tackle the lesson.

17. DEPARTMENT OF EDUCATION
Is pre-assessment formative or summative?
• Pre-assessment is formative because it’s purpose
is to expose the background knowledge of
learners of a new lesson.
• Pre-assessment informs both the teacher and the
students their strengths and weaknesses
(diagnostic assessment).
• Pre-assessment allows learners to have an
overview of the lesson prior to instruction.
• Pre-assessment gives meaning and purpose to
learning as students tackle the lesson.

18. DEPARTMENT OF EDUCATION
BIG QUESTION:
How should the formative
assessment results be used?

19. DEPARTMENT OF EDUCATION
StudentsTeachers
 plan and modify teaching and learning
programs for individual students, groups
of students and the class as a whole
 pinpoint students’ strengths so that
both teachers and students can build on
them
 identify students’ learning needs in a
clear and constructive way so they can
be addressed
 involve parents and families in their
children's learning.
Uses of Formative Assessment Results
plan and manage
the next steps in
learning like
adjusting learning
strategies
uses information to
lead from what has
been learned to
what needs to be
learned next

20. DEPARTMENT OF EDUCATION
DepEd Order No. 73, s. 2012
General Guidelines for the Assessment and Rating of Learners
Philosophy
Assessment shall be
used primarily as a
quality assurance
tool to
track student progress in
the attainment of
standards (content and
performance),
promote self-reflection
and personal
accountability for one’s
learning
and provide a basis for
the profiling of student
performance.
Formative
assessment
Self-assessment
Summative
Assessment

21. DepEd Order No. 73, s. 2012
DEPARTMENT OF EDUCATION
Nature Purpose
Assessment shall be
holistic.
With emphasis on the formative
or developmental purpose of
quality assuring student learning.
General Guidelines for the Assessment and Rating of Learners
Assessment is standards-
based.
Assessment seeks to ensure that
teachers will teach to the
standards(content and
performance) and students will
aim to meet or even exceed the
standards.
DepEd Order No. 73, s. 2012

22. DEPARTMENT OF EDUCATION
(analyzing which strategy works)
(modifying strategy to cater learners’ needs)
Holistic
Assessment

24. Low Order Thinking Skills further Explained
Levels The learner …
Applying makes use of
information in a
context different
from the one in
which it was
learned
Can you use the
information in
another familiar
situation?
Implementing,
carrying out, using,
executing
Understandi
ng
grasps the
meaning of
information by
interpreting and
translating what
has been learned
Can you explain
ideas or
concepts?
Interpreting,
exemplifying,
summarizing,
inferring,
paraphrasing,
classifying,
comparing,
explaining

25. Higher Order Thinking Skills further Explained
Levels The learner…
Creating creates new
ideas and
information using
what has been
previously
learned.
Can you
generate new
products, ideas,
or ways of
viewing things?
Designing,
constructing,
planning, inventing,
devising, making
Evaluating makes decisions
based on in-
depth reflection,
criticism and
assessment.
Can you justify a
decision or
course of action?
Checking,
hypothesizing,
critiquing,
experimenting,
judging, testing,
detecting,
monitoring
Analyzing breaks learned Can you break Comparing,

26. DEPARTMENT OF EDUCATION
Attainment of Learning
outcomes
Basis for the quality
assurance of learning using
formative assessments
Focus of the summative
assessments and shall be the
basis for grading at the end of
instruction
DepEd Order No. 73, s. 2012
General Guidelines for the Assessment and Rating of Learners
DepEd Order No. 73, s. 2012

59. DEPARTMENT OF EDUCATION
DO DON’T
Give freedom to
students to express
their learning or
understanding in
appropriate ways.
Prescribe materials or
strategy to use in
demonstrating their
learning or
understanding.
21st Century Skills
 Creativity/innovativeness
 Resourcefulness
 Critical thinking
 Divergent thinking
 Inquiry and analytical thinking
 Integrative thinking

60. How can we develop independent, innovative and
critical thinkers if we impose our ideas on learners?

61. Where is the spirit for differentiated assessment?

62.  Should we insist to give a uniform
assessment to students with differing
learning styles, multiple intelligences,
and social, religious and economic
factors?
 Is asking a learner the inherently
impossible a fair method of assessing
his/her 21st century skills?

63. From stressed to exultant! What
do you think is the reason for the
observable change?
Tim, I’m proud of the progress
you are making in solving
problems involving linear
equations in two variables. Next
time, try adding graphical
presentations in your solutions.

64. if
Are teachers like this? Or like this?!

65. Teacher’s Empathy to Learners
Learners’ Trust to the Teacher
Effective Feedback
Improved
Learning
Outcome
Merden L. Bryant (Staff, QAAD DepEd Region VII)

67. I choose
C
Why do we need to
assess?

69. …simulate or replicate
important real-world
challenges (Wiggins and McTighe)

70. …measures a student’s ability
to perform a real world task
(Northern Illinois University)

71. Student performance on a
task is typically scored on a
rubric to determine how
successfully the student has
met specific standards. (Mueller)

72. A form of assessment in
which students are asked to
perform real-world tasks that
demonstrate meaningful
application of essential
knowledge and skills.

73. To know if students can
apply what they have
learned in authentic
situations
(Mueller)

74. To Improve
To Inform
To Prove
UW-Madison Assessment Manual: Using Assessment
for Academic Program Improvement April 2000
Program Improvement Revised April 2000

75. How do we know what to
assess?

76. At the END!!!
…with the
OUTCOME!!!!

77. Specific
accomplishments to be
achieved
(Hatfield)

78. What do my students need to
UNDERSTAND and
DEMONSTRATE as a result
of taking this course?

79. HOW are my students going to
APPLY what they have
learned in here, out there?
= PERFORMANCE

80. 1. Identify desired results
2. Determine acceptable
evidence
3. Plan learning experiences
and instruction
Wiggins and McTighe, 2004

81. Participants will identify key
learning outcomes for a
course they teach
Participants will design one
authentic assessment activity
to measure

82. Real world
application of
knowledge or skill

83. What criteria will you use to
measure how the student
performed the task?

84. A scoring scale used to assess
student performance along a
task-specific set of criteria –
Mueller

85. 1. Portfolio - Digital/electronic/web-
based
2. Special projects/capstones
3. Journals/learning logs/digital learning
records
4. Conferences/interviews
5. Oral examinations

86. 6. Self-/peer assessments
7. Collaborative project
8. Performances
9. Experiments/research
studies/visual representations
10. Case studies
11. Service learning

87. 12. Internships –
logs/journals/reflections
13. Anecdotal observations
14. Student generated items
15. Industry certifications that show
competencies
16. Conferences/interviews

88. 17. Education plan
18. Faculty critiques
19. Documentation of service learning
experiences

89. Your Sub Title Here
Portfolio = a purposeful collection of student’s
work that shows the student’s efforts,
progress, and achievements in one or more
areas of the curriculum

90. Your Sub Title Here
The collection represents the student’s best
work or best effort, student-selected samples
of work related to learning outcomes being
assessed, and evidence of growth and
development towards mastery of learning
outcomes (i.e., student’s self-reflection)

91. Thoughtfulness (including evidence of students’
monitoring of their own comprehension)
Growth and development in relation 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.g., use of multiple formats to
demonstrate achievement of designated performance
standards)
Source: Paulson, Paulson and Meyer, 1991

92. Critical evaluation of
individual’s work by
reviewers with the same
or similar training (e.g.,
students reviewing the
work of fellow students)
Phase II. Activity 4.1
Authentic Assessment

93. Gives students an opportunity to be
more involved in the learning process
Facilitates group work
Enables teachers to implement
complex learning activities in large
classes without (being discouraged by)
having to read and evaluate each
student’s work
Phase II. Activity 4.1
Authentic Assessment

94. “The involvement of students
in identifying standards and/or
criteria to apply to their work
and making judgements about
the extent to which they have
met these criteria and
standards.” (Boud, 1995, 1999)
Phase II. Activity 4.1
Authentic Assessment

95. 1. Comprehensive Exam
2. Major Project
3. Student Portfolios
4. Pre-test/Post-test

96. 1. Internship Evaluation
2. Alumni, Employer, Graduate Exit
survey
3. Student scholarly achievement
4. Examination of information
contained in department's own
database
5. Student Satisfaction Survey

97. 6. Student Course Evaluation
7. Community perception of
program
8. Student graduation/retention
rate
9. Focus group discussions

99. - The minute paper is a short
exercise in which you ask students to
write for one minute on two
questions: What was the most
important thing you learned today?
and, what question still remains in
your mind after today's class?
1

100. - This assessment method is similar
to the minute paper. Students write a one-
minute essay on the muddiest point that
remains in their minds after a lecture,
demonstration, or presentation.
2

101. In this method, students write and
then discuss a one-sentence
summary that describes the
content covered in class.
3

102. In directed paraphrasing, students
summarize a concept or procedure in two
or three sentences.
4

103. Here, the instructor asks
students to think of real-
world applications of topics
discussed in class.
5

105. 1. Are the following elements present in
the instrument?
Learning Outcome
Product or performance-based
assessment
Real-world relevance
Application of knowledge
Alignment with criteria on rubric

106. 2. Will the assessment task
elicit the learning outcome(s)
being assessed?
3. Will the assessment task
elicit a full expression of
ability at a level appropriate
to the students’ general
education learning
experience?

107. 4. Does the assessment task require
students to demonstrate
proficiency of the learning
outcome (understanding and
ability)?
5. Does the assessment task
integrate knowledge and skills
gained throughout the students’
general education learning
experience?

108. 6. Does the assessment task
permit students some
individual difference in
meeting the performance
criteria?
7. On a scale (from
disconnected to fully
integrated), does the
assessment task encourage
students to integrate
competencies with each
other?

109. 8. Does the assessment task
assess both knowledge
and ability?
9. Is the assessment task
authentic; that is, does it
involve students in issues
they see as vital concerns
or engage them with
problems related to the
real world?

111. Unlike the cognitive domain which
emphasizes measurements of reasoning and
the mental faculties of the student, the
affective domain describes learning
objectives that emphasizes a feeling tone, an
emotion, or a degree of acceptance or
rejection.

113. Receiving describes the stage of being
aware of or sensitive to the existence of
certain ideas, material, or phenomena and
being willing to tolerate them. Examples
include: to differentiate, to accept, to listen
(for), to respond to.
1

114. Responding describes the second stage
of the taxonomy and refers to a
commitment in some small measure to
the ideas, materials, or phenomena
involved by actively responding to them.
Examples are: to comply with, to follow,
to commend, to volunteer, to spend
leisure time in, to acclaim.
2

115. Valuing means being willing to be
perceived by others as valuing certain
ideas, materials, or phenomena.
Examples include: to increase measured
proficiency in, to relinquish, to subsidize,
to support, to debate.
3

116. Organization is the fourth stage of
Krathwohl’s taxonomy and
involves relating the new value to those
one already holds and bringing it into a
harmonious and internally consistent
philosophy. Examples are: to discuss, to
theorize, to formulate, to balance, to
examine.
4

117. Characterization by value or value
set means acting consistently in
accordance with the values the
individual has internalized. Examples
include: to revise, to require, to be
rated high in the value, to avoid, to
resist, to manage, to resolve.
5

119. 1
It is the most common measurement tool in
the affective domain. It essentially requires
and individual to provide an account of
his/her attitude or feelings toward a
concept or idea or people. Self reports are
also sometimes called “written reflections.”
In using this instrument tool, the teacher
requires the students to write his/her
thoughts on a subject matter or any other
academic concern.

120. 2
Scales measures two things: directionality
of a reaction (e.g. good versus bad) and
also intensity (slight to extreme)

121. 3
The most common and perhaps the
easiest instrument in the affective domain
to construct is the checklist. A checklist
consists of simple items that the student of
teacher marks as “absent” or “present.”

122. 1. Enumerate all the attributes and
characteristics that you wish to observe
relative to the concept being measured
2. Arrange these attributes as a
“shopping” list of characteristics
3. Ask the students to mark those
attributes or characteristics which are
present to leave blank those which are
not

123. 3
The most common and perhaps the
easiest instrument in the affective domain
to construct is the checklist. A checklist
consists of simple items that the student of
teacher marks as “absent” or “present.”

124. Source:
Dr. Diane King
Director, Curriculum Development
School of Computer & Engineering
Technologies
dking1@mdc.edu

125. Assessment
should be
a first thought,
not an
afterthought.

126.  “If we always do what we’ve always
done, we will get what we’ve always
got.” - Adam Urbandi-
 “Students can escape bad teaching but
they cannot escape bad assessment.”
-David Boud
 “The important question is not how
assessment is defined but whether
assessment information is used.”
-Palomba &

127. How do we know if our students
understood what we have taught
them?

128. Students have mastered the unit
if they can
TRANSFER
their
UNDERSTANDING

129. “To understand is to be able to
wisely and effectively use what
one knows, in context – to “apply”
our knowledge and skill
effectively,
in a realistic setting.”
Wiggins and McTighe

130. Application Transfer
• Involves
practice
• Not always
responding to
real world
situations
• Involves both
practice and
designing
relevant
response to
real world
concerns for a
particular
audience

131. Course
Learning
Outcomes
Transfer Goal Performance
Task Scenario
(What are
students
expected to be
able to do?)
(What in the long
run after school
can students do
on their own with
what they
learned?)
(What real life
situations can
students put
themselves in
where they can
perform the
transfer goal?)
 Sample

132. If kids come to us from strong,
healthy functioning families,
it makes our job easier.
If they do not come to us from strong,
healthy, functioning families,
it makes our job more important.
Barbara Colorose