ASSESSMENT IN LEARNING 1

• 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 a clear statement of objectives aligned with the institutional mission and core values. Such alignment ensures clear, shared, and implementable objectives.
• 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 that 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 ability.”
• 4. Assessment requires attention not only to outcomes but also

  equally to the activities and experiences that lead to the attainment

  of learning outcomes. These are supporting student activities.
• Student Learning Outcome 2: Students write multiple page essays complying with a standard format and style

   

  4.1.

  Analyzing and evaluating texts

  4.2.

  Writing about a variety of perspectives on a single topic

  4.3.

  Adapting tone and style to address one’s audience

  4.4.

  Reviewing grammar and essay format in readings

  4.5.

  Holding group discussion about various topics

   
• 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. 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 task but it is the attainment of

  your learning outcome not content that you want to assess. This

  this outcomes-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 core of 7 out of 10 (the highest possible score)

  acceptable or considered success?
• 9. Make use of varied assessment 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.

  DO 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 e 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. There should be an emphasis on the assessment of higher

  order thinking skills.
• 13. Opportunities for self-assessment should also be provided.
• The Outcomes Assessment Phases in the Instructional Cycle

  
• constructive alignment

  
• Constructive Alignment 

  • The figure above shows the principle of constructive alignment. The principle of constructive alignment simply means that the teaching learning activity or activities and assessment tasks are aligned to the intended learning outcome.
• • Why the term “constructive”? Constructive alignment is

  based on constructivist theory (Biggs, 2003) that learners use

  their own activity to construct their knowledge or outcomes.
• Variety of Assessment Methods, Tools and Tasks

  • 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.
• • The paper-and-pencil test (traditional assessment) assesses learning

  in the cognitive domain (Bloom) or declarative knowledge (Kendall and

  Marzano, 2012).
• • Assessment tools for the cognitive domain (declarative

  knowledge) are the different paper-and-pencil tests. Basic

  examples are shown in the figure above.
• • Examples of selected response type of tests are alternate

  response (True or False, Yes or No, √ or X); matching type and the

  multiple choice type.
• • Examples of constructed type of tests are the completion

  type (fill-in-the-blanks), short answer, the essay test and problem

  solving.
• • Examples of products are reports, papers, research projects,

  and reviews.
• • Examples of performance tests are executing steps of

  tango, delivering a keynote speech, opening a computer,

  demonstration teaching, etc.
• Portfolio falls under 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.
• Types of Portfolio

  • Portfolios can be classified according to purpose. According

  to purpose, portfolios can be classified either as 1) working

  portfolios; 2) display portfolios; or 3) assessment portfolios.
• • A working portfolio is so named because it is a project “in

  the works”, containing work in progress as well as finished

  samples of work. A growth portfolio demonstrates an individual’s

  development and growth over time.
•  For

  this reason, it is also called development portfolio. Growth or

  development portfolio can serve as a holding tank for work that

  may be selected later for a more permanent assessment or

  display portfolio.
• A display portfolio is the display of the students’ best work. Students

  exhibit their best work and interpret its meaning. Showcase portfolio

  demonstrates the highest level of achievement attained by the student.
• • The main function of an assessment portfolio is to document what a

  student has learned based on standards and competencies expected of

  students at each grade level.
• • For example, if the standard or competency specifies persuasive,

  narrative, and descriptive writing, an assessment portfolio should include

  examples of each type of writing. Similarly, if the curriculum calls for

  technical skill such as the use of powerpoint in report presentation, then

  the display portfolio will include entries documenting the reporting

  process with the use of powerpoint.
• Scoring Rubrics 

  • A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of performance quality on the criteria.

  The main purpose of rubrics is to assess performance made evident in processes and products.
• • Rubrics have two major parts: coherent sets of criteria and

  descriptions of level of performance for these criteria

  (Brookhart, 2013).
•  There are two types: 1) analytic and 2)

  holistic. In an analytic rubric, each criterion (dimension, trait)

  is evaluated separately. In a holistic rubric, all criteria

  (dimensions, traits) are evaluated simultaneously.
• An

  analytic rubric is good for formative assessment because if

  you need an overall score for grading, you can combine the

  scores. In a holistic rubric, scoring is faster than with analytic

  rubric. It is good for summative assessment.
• Assessment Methods and Multiple Intelligences

  • Learners have multiple intelligences and varied learning styles.

  Students must be given the opportunity to demonstrate learning

  that is aligned to their multiple intelligences and to their learning

  styles.