Assessing Student Learning Outcomes PDF

ASSESSING STUDENT LEARNING OUTCOMES INTRODUCTION : Outcome - Assessment is the process of gathering information on whether the instruction, services and activities that the program provides are producing the desired students and learning outcomes.  PRINCIPLES OF GOOD PRACTICE IN ASSESSING...

ASSESSING STUDENT LEARNING OUTCOMES INTRODUCTION : Outcome - Assessment is the process of gathering information on whether the instruction, services and activities that the program provides are producing the desired students and learning outcomes.  PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES 1. The assessment of student learning starts with the institution’s vision,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 work best when the program has clear statement of objectives aligned with the institutional vision, mission, and core values. Such alignment Ensures clear, shared and implementable objectives. 3. Outcome Based assessment focuses on the student activities that will stil be relevant after formal schooling concludes. The approach is to design assessment activities which are observable and less abstract such as “to determine the students 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. 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 on activities done over time in an instructional cycle. 6. Begin assessment by specifying clearly and exactly what you want to assess. What you want 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 development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This Outcome-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 score of 7 out of 10 (the highest possible score acceptable or considered success) 9. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogical sound to rely on just one source of data gathered by only on assessment tool. Consider multiple intelligence and learning styles. DepEd Order 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 a very good feedback. “You observed rules 0n subject- verb agreement and variety sentences. ” Three of your commas were misplaced. 11. Assessment should be on real world application and not out of context drills. 12. Emphasizes on the assessment of higher order thinking. 13. Provide opportunities for self assessment.  SAMPLES OF SUPPORTING STUDENT ACTIVITIES Student Learning Outcomes #1: Students can organize information from secondary sources as basis of research topic. 1.1 practice differentiating source material and one’s opinion 1.2 reading articles and formulating an original paragraph from quotes, paraphrase and summaries 1.3 writing of essays to develop the topic. 1.4 integrating bibliographic entries in appropriate format. Student Learning Outcom #2: Students apply principles of logical thinking and persuasive argument in writing. Supporting Student Activities 2.1 forming opinion about the topic 2.2 researching and writing about a variety of perspectives 2.3 adapting style to the identified audience. 2,4 employing clear argument in writing. STUDENT LEARNING OTCOME #3: Students write multiple- page essays complying with standard format and style. Supporting Students Activities 3.1 analyzing and evaluating texts 3.2 writing about 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  PHASES OF OUTCOME ASSESSMENT IN THE INSTRUCTIONAL CYCLE INSTITUTIONAL MISSION - statements provides constituencies students, faculty, legislators and etc., with the institutions educational goals and guidance concerning the achievement of these goal. Example (students ,teachers and administrators and staff) PROGRAM GOALS - are broad statements of the kind of learning we hope the students will achieve they describe learning outcomes and concepts ( what you want students to learn). Example ( goals and objectives ) SUBJECT OBJECTIVE - brief statements what students will be expected to learn by the end of the school year, courses, unit, lesson, project or class period. DESIRED STUDENTS LEARNING OUTCOMES - Identify what the learner will know an be able to do by the end of the course or program. DIAGNOSTIC ASSESSMENT - type of assessment which examines what a student kmows and prior to a learning program being implemented. Example ( baseline test, journal , and performance task) DECIDING ON LESSON FOCUS - when the teacher is demonstrating , modeling and sharing his or her thinking with students. SUPPORTING STUDENTS ACTIVITIES - students apply principles and persuasive argument in writing. Forming opinion about the topic. FORMATIVE ASSESSMENT OUTCOMES - refers to a wide variety of methods that teachers use to conduct in process evaluation of the students. Example ( quizzes) REVIEW / RETEACH - examine or assess , formally with the possibility or intention of instituting change if necessary. MASTERY LEARNING - category of instructional methods which establishes a level of performance that all students must “MASTER”before moving on the next unit. SUMMATIVE ASSESSMENT OF OUTCOMES - or summative evaluation refers to the assessment of participants where the focus is on the outcome of a program. Examples : REPORT PORTFOLIO PRESENTATION Study the phases of outcomes assessment in the instructions cycle as shown in FIGURE above then as a group answer the following questions : 1. On which assessment on the institutional cycle based after the vision mission of an institution, program goals and subject objectives? 2. What is the purpose of diagnostic assessment ? 3. Based on the institutional cycle, how can you ensure mastery learning? 4. How does formative assessment of outcomes differ from the summative assessment outcomes? 5. Why does summative assessment of outcomes point to  End of the presentation Thank You for Listening PRESENTED BY: DUGAY CABAR MERGANO BAUTISTA CONDEZ BAYRON