PART 1

    Cards (20)

    • 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.