PART 1

• 1. The assessment of student learning starts with the institution’s mission and core values.
• 2. Assessment works best when the program has clear statement of objectives aligned with the institutional mission and core values.
• 3. Outcomes-based assessment focuses on the student activities that will still be relevant after formal schooling concludes.
• 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.
• 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.
• 8. Set your criterion of success or acceptable standard of

  success. It is against this established standard that you will

  interpret your assessment results.
• 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

  
• 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).
• • The paper-and-pencil test, however, is inadequate to measure all

  forms of learning.
•  Psychomotor learning (Kendall and Marzano, 2012) or

  procedural knowledge (Kendall and Marzano, 2012) and learning proven

  by a product and by a performance cannot be measured by a paper-and

  pencil test.
• • Assessment tools for the cognitive domain (declarative

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