Chapter 4: Assessing Student Learning Outcomes PDF

Chapter 4 Assessing Student Learning Outcomes  LESSON OBJECTIVES Clarify the principles in assessing learning outcomes; Explain the phases of outcomes assessment; Determine alignment of learning outcomes and assessment tasks; Discuss various assessment methods, tools and tas...

Chapter 4 Assessing Student Learning Outcomes  LESSON OBJECTIVES Clarify the principles in assessing learning outcomes; Explain the phases of outcomes assessment; Determine alignment of learning outcomes and assessment tasks; Discuss various assessment methods, tools and tasks including portfolios; Construct a scoring rubric; and Explain features of assessment in the K to 12 Program. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES The assessment of student learning starts with the institution’s vision, mission, and core values. Alignment ensures clear, shared, and implementable objectives. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES Outcome-based assessment focuses on the student activities that will be relevant after formal schooling concludes. Assessment requires attention not only to outcomes but also and equally to the activities and experiences that lead to the attainment of learning outcomes. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES Assessment requires attention not only to outcomes but also and equally to the activities and experiences that lead to the attainment of learning outcomes. Assessment works best when it is continuous, ongoing and not episodic and this should be cumulative. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES Begin assessment by specifying clearly and exactly what you want to assess. The intended learning outcome/lesson objective should be the basis of your assessment task. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES Set your criterion of success or acceptable standard of success. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES Learners must be given feedback about their performance. Feedback must be specific. Assessment should be in real-world application and not on out of-context drills. PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES Emphasize on the assessment of higher order thinking skill. Provide opportunities for self-assessment.  SAMPLES OF SUPPORTING STUDENT ACTIVITIES Example 1: Students can organize information from secondary sources as basis of a research topic. Supporting Student Activities practice differentiating source material and one’s opinion. reading articles and formulating an original paragraph from quotes, paraphrases, and summaries. writing of essays to develop the topic intergratting bibliographic entries in appropriate format.  SAMPLES OF SUPPORTING STUDENT ACTIVITIES Example 2: Students can apply the principles of logical thinking and persuasive argument in writing. Supporting Student Activities forming opinion about the topic researching and writing about a variety of perspectives adapting style to the identified audience employing clea argument in writing  SAMPLES OF SUPPORTING STUDENT ACTIVITIES Example 3: Students can write multiple-page essays complying with standard format and style. Supporting Student Activities analyzing abd evaluating texts writing about a variety of perspectives on single topic adapting tone and style to address one’s audience reviewing grammar and essay format in readings PHASES OF OUTCOME ASSESSMENT IN THE INSTRUCTIONAL CYCLE CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA 1. Based on Purpose 2. Based on Nature of Data 3. Based on Domain 4. Based on Measuring Standard  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose Periodic assessment of child’s progress is an integral part of the teaching- learning process. Outcomes of learning should be assessed holistically. Depending on the purpose, the assessment is classified as follows: a. Formative Assessment b. Summative Assessment c. Diagnostic Assessment CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose a. Formative Assessment. The The purpose of Formative Assessment is to know the progress of students and teachers during the instructional process. It helps teachers and students monitor their progress in teaching- learning process.It is helpful to: diagnose and give appropriate remedy; provide scope for effective feedback; assure the active involvement of students in their learning; improve their teaching on the basis of the assessment results; and experiment various teaching-learning styles to determine what and how to teach. CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose a. Formative Assessment. Examples: Any type of strategies and techniques like asking questions Unit Test Class Test Observations Work-sheet, etc. CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose b. Summative Assessment. Summative assessment is used for assigning grade or certifying student’s achievement at the end of the course or a unit. It is designed on the basis of pre-determined learning outcomes and used to check whether the students have achieved the instructional objectives or not. CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose Difference between formative and summative assessment  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose Difference between formative and summative assessment CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose b. Summative Assessment. Examples: Teacher-made Tests Standardized Tests Project Reports Oral Tests Pen-paper Tests Performance of students in laboratory and various activities related to a particular subject  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose c. Diagnostic Assessment. Before starting any topic/ class, a teacher should know how much the students know about that particular topic. Diagnostic assessment is concerned with persistent learning difficulties. These difficulties can be in reading, writing, arithmetic or in any other subjects. Diagnostic assessment is specially conducted for removing the learning difficulties of learner. For example, if it is found that a learner has not understood certain concepts in a particular subject, then to help him/her understand these concepts, diagnostic assessment is conducted and remediation is provided. CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose c. Diagnostic Assessment. Examples: Detailed and comprehensive diagnostic assessment tools Pre-test and post-test CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose d. Placement Assessment. Placement evaluation is conducted before the organisation of teaching-learning activities to measure the entry behaviour or previous knowledge of learners. Another purpose is to know whether learner is able to acquire the new learning experience which is related to the previous knowledge. CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 1. Based on Purpose d. Placement Assessment. Example College Entrance Test SHS Entrance Test Standardized Entrnace Examinations  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 2. Based on Nature of Data Over the years, researchers use multiple methods to collect and assess data. Data can be either quantitative or qualitative depending on what kind of information is required. a. Quantitative Evaluation b. Qualitative Evaluation  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 2. Based on Nature of Data a. Quantitative Evaluation. In quantitative evaluation, the results will be presented in numbers. It effectively deals with learning outcomes related to knowledge and understanding objectives. Replication of results is easily possible in quantitative evaluation.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 2. Based on Nature of Data a. Qualitative Evaluation. In this type of evaluation gives answer to the questions ‘why’ and ‘how’. The evaluation methods depend on the nature of the data obtained. It effectively deals with learning outcomes related to application, analysis, synthesis and evaluation. This is more subjective as people perceive things in different ways.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 3. Based on Domain a. Scholastic and co-scholastic assessment. Scholastic area, purely related to academic activities, is associated with different curricular subjects. Students are expected to achieve objectives of cognitive domain. It can be assessed by giving assignments, projects, observation, rating scale, written examinations, oral tests, debates, elocution, group discussion, etc.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 3. Based on Domain a. Scholastic and co-scholastic assessment. The progress of achieving affective and psychomotor objectives is related to learner’s life skills, attitude, interest, values, physical and health is termed as co-scholastic assessment. Observation, school interview, club activity and portfolio analysis are some of the techniques used for this purpose.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 4. Based on Measuring Standard Based on measuring standard, assessment can be classified as: a. norm- referenced assessment b. criterion-referenced assessment c. self-referenced (Ipsative) assessment  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 4. Based on Measuring Standard a. Norm- referenced assessment. The results obtained from different measurement are interpreted based on some standard already set. Norm-referenced assessment is designed to assess relative performance of each individual learner on the basis of the group in which the learner belongs. From this, we will get an idea of where the particular student stands. Each learner is compared with the members of the group.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 4. Based on Measuring Standard a. Norm- referenced assessment. Example: Krishna did geometrical construction 80% better than that of his class students.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 4. Based on Measuring Standard b. Criterion- referenced assessment. Criterion-referenced assessment is deliberately constructed to yield measurements that are directly interpretable in terms of specified performance standards. In the case of criterion-referenced assessment, the performance of the learner is done without comparing others. Each student is assessed on the basis of pre-assigned criteria regardless to the relative performance of their group. It is carried out to determine the ability of the learner to perform a specific task or activity as per the prescribed situation or context.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 4. Based on Measuring Standard b. Criterion- referenced assessment. Example Krishna did 80% of geometrical construction.  CLASSIFICATIONS OF ASSESSEMENT ACCORDING TO CRITERIA B 4. Based on Measuring Standard c. Self- referenced (Ipsative) assessment. In many cases, it is important to know whether the learners have made any improvement in their performance. The current behavior pattern compared with the earlier behavior of a learner is called self-referenced (ipsative) The learners are compared with their own earlier performance. and Evaluation It can be done in different ways such as to engage the learner in the same test before and after undertaking a course or observe the progress in the overall (average) grade scores throughout the entire course.  OTHER TYPES OF ASSESSMENT B 4. Based on Measuring Standard c. Self- referenced (Ipsative) assessment. In many cases, it is important to know whether the learners have made any improvement in their performance. The current behavior pattern compared with the earlier behavior of a learner is called self-referenced (ipsative) The learners are compared with their own earlier performance. and Evaluation It can be done in different ways such as to engage the learner in the same test before and after undertaking a course or observe the progress in the overall (average) grade scores throughout the entire course.  OTHER TYPES OF ASSESSMENT B 1.Authentic Assessment Authentic assessment is a form of performance-based assessment which measures meaningful, important and valuable cognitive achievements. Learner must be given opportunity to construct knowledge, manipulate different objects, experience and experiment beyond the classroom or school. It stresses contextualized tasks in real world settings. That means it involves methods or techniques for assessing achievement of students through activities requiring application of acquired knowledge and skills.  OTHER TYPES OF ASSESSMENT B 1.Authentic Assessment Example If a teacher desired to assess communication skill in a foreign language, it should involve the interaction of the student with foreigners of that country (Chinese, German, etc.)  OTHER TYPES OF ASSESSMENT B 2.Performance-Based Assessment The meaning of this particular concept is revealed in the name itself, i.e. the assessment is being made based on performance. The performance is assessed by measuring to what extent or how the learner applies their knowledge and skills that they learned from a unit or units during the classroom instruction. Measurement of the useful and necessary learning outcomes are assessed on the basis of performance only.  OTHER TYPES OF ASSESSMENT B 2.Performance-Based Assessment Example if you want to assess student’s speaking skill you cannot do it through pen-paper test.  OTHER TYPES OF ASSESSMENT B 3.Outcomes-Based Assessment Outcome-based assessment is a procedural way of assessment. It assesses to what degree the education system has achieved the pre- designed (intended) result. Outcomes can be in many forms. It depends on how the teachers/ stakeholders formulate the desirable changes in the learners at the end of a programme. It can be in the form of changes in skills, knowledge, attitude, behavior, etc.  OTHER TYPES OF ASSESSMENT B 3.Outcomes-Based Assessment Example Persuasive Speech Presentation Debate Field Study Demonstration Teaching  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Assessment methods can be classified as: Traditional assessment. refers to the usual paper-and-pencil test. Authentic assessment It is also called as alternative assessment which is an alternative to traditional assessment.  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Assessment methods can be classified as: Traditional assessment. assesses the learning in the cognitive domain or declarative knowledge. However, paper-and-pencil test is inadequate to measure all forms of learning, where learning proven by a product or performance cannot be measured. Assessment Tools Examples: a. Selected Response Alternate response (true or false/yes or no ) Matching Type Multiple Choice  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B b. Constructed Response Completion (fill in the blanks) short answer essay test problem solving  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Authentic Assessment demonstrations of what have been learned by the learners either a product or performance. Examples: a. Product (collage, journal, graph, paint, big book, model, research projects, and etc.) b. Performance (experiments, oral presentation, drama, and etc.)  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Portfolio This falls under non-paper-and-pencil test. A purpose collection of student work or documented performance. This can be a collection of products or recorded performances or photos of performances.  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Types of Portfolio A. Working or Development Portfolio This contains work in progress as well as finished samples of work. Demonstrates an individual’s development and growth over time. development can be focused on academic or thinking skills, content knowledge, self-knowledge, or any area.  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Types of Portfolio B. Display, Showcase or Best Works Portfolios It is the display of the students’ best work. Demonstrates the highest level of achievement attained by the student.  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Types of Portfolio C. Assessment or Evaluation Portfolio Documents what a student has learned based on standards and competencies expected of students at each grade level  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Scoring Rubrics A rubric is a set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria. The main purpose of of rubric is to assess performance made evident in processes and products. This can serve as scoring guide that seeks to evaluate a students’ performance.  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Types of Scoring Rubrics A. Analytic Rubric. Each criterion/component (dimension or traits) is evaluated separately. VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Assessment of Learning Outcomes in the K-12 Program (DepEd Order 8, s. 2015)  VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS B Types of Scoring Rubrics B. Holistic Rubric. All criteria/components (dimension or traits) are evaluated simultaneously.