It's all about the principles of a good practice in assessing things.

1. ASSESSING STUDENT
LEARNING OUTCOMES

2. 1. The assessmentof learning starts with the institution’s vision,
missionand core values. There should be a clear statement on
the kinds of learningthat the institution’s values most for its
students.
2. Assessmentworks best when the program has clear statement
of objectives aligned with the institutional vision,missionand
core values. Such alignmentensures clear, shared and
implementableobjectives.
4.1
JOAQUIN, LC

3. 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
students 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.
4.1
JOAQUIN, LC

4. 5. Assessmentworks best when it is continuous, ongoingand
not episodic.Assessmentshould be cumulative because
improvement is best achieved through a link series of
activities and done over time in an instructional cycle.
6. Begin assessmentspecifyingclearly and exactly what you
want to assess.What you want to assess is/are stated in your
learning outcomes/lessonobjectives.
4.1
JOAQUIN, LC

5. 7. The intendedlearning outcome/ lesson objective NOT
CONTENT is the basis of the assessment task. You use content
in the development of the assessmenttool and task but it is the
attainment of your learning outcome NOT content that you
want to assess.
8. Set your criterion of success or acceptable standard of
success. It is against the establishstandard that you will
interpret your assessmentresult.
4.1
JOAQUIN, LC

6. 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 guidelines.
10. Learners must be given feedback about their performance. Feedback must be
specific “ Good work!” is positive feedback and is welcome but are not actually
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.”
4.1
JOAQUIN, LC

7. 11. Assessmentshould be on real-world application and not on out-of-
context drills.
12. Emphasize on the assessmentof higher-orderthinking.
13. Provides opportunities for self-assessment.
4.1
QUIILING, KD

8. Student Learning Outcome #1:
Students can organize
information from secondary
sources as basis of a research
topic.
Supporting Student Activities
1.1. Practice differentiating source
material and one’s opinion
1.2. Reading articles and formulating
an original paragraph from quotes,
paraphrases and summaries
1.3. Writing essays to develop the
topic
1.4. Integrating bibliographic entries
in appropriate format
Student Learning Outcome #2:
Students write multiple
page essays complying with
standard format and style.
Supporting Student Activities
3.1. analyzing and evaluating texts
3.2. writing about a variety of
perspectives on single topic
3.3. adapting tone and style to
address one’s audience
3.4. reviewing grammar and essay
format in readings
3.5. holding group discussion about
various topics
4.2
QUIILING,

9. Institutional
Vision-Mission
Program Goals
Subject
Objectives
Desired Student
Learning Outcomes
Diagnostic
Assessment
Deciding on
Lesson Focus
Supporting Student
Activities
Formative Assessment
Outcomes
Review/Reteach
Mastery Learning
Summative Assessment
of Outcomes
4.3
PINEDA,

10. 4.4
LLENA, JE

11. ● Assessment methods can be classified as traditional
and authentic.
● Traditional assessment method refers to the usual
paper-and-pencil test while authentic assessment
refers to non-paper-and-pencil test.
● Authentic assessment is also called alternative
assessment, it being an alternative to the traditional
4.5
DACUNES, V

12. Selected-
Response
Constructed-
Response
4.5
DACUNES, V

13. Product Performace
4.5
DACUNES, V

14. • Portfolio falls under non-paper-and-pencil
test.
• Portfolio is a purposeful collection of student
work or documented performance that tells
the story of student achievement or growth.
4.6
FUEGO, M

15. 1. WORKING or DEVELOPMENT PORTFOLIO
3. ASSESSMENT OR EVALUATION PORTFOLIO
2. DISPLAY, SHOWCASE or BEST WORKS PORTFOLIO
4.6
FUEGO, M

16. • A rubric is a coherent set of criteria for students’ work that
includes descriptions of levels of performance quality on
the criteria.
• The main purpose of rubrics is to assess performance
made evidentin processes and products. It can serve as a
scoring guide that seeks to evaluate a students’
performance in many different tasks based on a full range
of criteria rather than a single numerical score
4.7
FUEGO, M

17. • Rubrics has two major parts; coherent sets of criteria &
descriptions of levels of performance for these criteria.
• There are two types of rubrics; analytic and holistic.
• In analytic rubric, each
criterion (dimension,trait) is
evaluated separately.
• good for formative
assessmentand adaptable
for summative assessment
• In holistic rubric, all
criteria (dimensions,
traits) are evaluated
simultaneously.
• scoring is faster than
with analytic rubric
4.7
FUEGO, M

19. • Students must be given the opportunity to demonstrate learning
that is aligned to their multiple intelligences and do their own
learning styles.
• It is good for teachers to consider the multiple intelligences of
learners to enable learners to demonstrate learning in a manner
which makes them comfortable and successful.
4.8
PRUDENTE, MA

20. Linguistic
Existential
Naturalist
Intrapersonal
Interpersonal
Musical
Visual/Spatial
Bodily
Kinesthetic
Math/Logical
PRUDENTE, MA
4.8

21. 1. Teachers should employ assessment methods that are consistent with
standards. This mean that assessment as a process must be based on
standards and competencies that are stated in the K to 12 Curriculum Guide.
Assessment must be based NOT on content but on standards and
competencies. Therefore, there must be alignment between assessment
tools or tasks and standards and competencies.
2. Teachers must employ both formative and summative assessment bot
individually and collaboratively. Assessment is done primarily to ensure
learning, thus teachers are expected to assess learning in every stage of
lesson development—beginning, middle and at the end.
4.9
LLENA, JE

22. 3. Grades are function of written work, performance tasks and
quarterly test. This means that grades come from multiple sources
with emphasis on performance task from Grade 1 to 12. Grade does
not come from only one source rather from multiple sources.
4. The cognitive process dimensions given by Krathwohl and Anderson
(2001) — from remembering, understanding, applying,analyzing,
evaluatingand creating—governsformulation of assessmenttasks.
4.9
QUILING, KD

23. THANKS FOR LISTENING!
“Teachers can open the door, but you
must enter it with yourself.”