Assessing Student Learning Outcomes PDF

ASSESSING STUDENT LEARNING OUTCOMES Presented by GROUP 2  PURPOSE INSTRUCTIONAL GOALS AND OBJECTIVES  It has following characteristics: It Provides the It provides direction to the It helps for activity which is the b...

ASSESSING STUDENT LEARNING OUTCOMES Presented by GROUP 2  PURPOSE INSTRUCTIONAL GOALS AND OBJECTIVES  It has following characteristics: It Provides the It provides direction to the It helps for activity which is the basis for the planned organizer designed for achieving an change activities ultimate goal. What is Intructional Goals It is a clear statement of observable behaviors that learners are to demonstrate as a result of the instructions. What is Intructional Objectives Are specific actionable targets that need to be achieved within a smaller time frame.  Illustration Where will we go ____ GOAL What route will we use? ____ OBJECTIVES  PURPOSES It helps It guides the systematically meet Creates selection of the learning instructional instructional objectives. activities. resources. It Creates road map of desire to learn a Improve It helps to better learners. Instructions determine and evaluation Goals, General Education and Instructional objectives  What is Goal? Goals are broad, generalized statements about what is to be learned. Think of them as a target to be reached, or "hit. Example: Students will be able to apply proper grammar to composition papers. Goals loosely More specific define what s statesments of to be learned, what the learner but are to must “do” are broad and “ needed. fuzzy” for designing That’s where instruction objectives come in  What is an Objectives? The objective is a statement or a form of category which suggests any kind of change.  It has following characteristics: It Provides the It provides direction to the It helps for activity which is the basis for the planned organizer designed for achieving an change activities ultimate goal.  Instructional Objective Instructional Instructional Objectives objectives are objectives are tools to specific, related ensure your measurable, short- term, activities and students observable lead to good reach your student assessment. goals. behaviors  Types of instructional objectives Affective Psychomotor Cognitive -Describe the -Relate to the -Describe the attitudes, feelings and manipulative knowledge dispositions that and motor skills that learners learners are that learners are to acquire expected to are to master develop. LEARNING OUTCOMES  - Learning outcomes are measurable achievements that learners understand after completion, often involving verbs, observable actions, performance levels, and conditions for the learner to achieve  Types of instructional objectives INTELLECTUAL COGNITIVE ATTITUDE SKILLS STRATEGY This is the internal state With this type of In this type of that reflects in the learning outcome, learning outcome, learner's behavior. It is the learner will the learner uses complex to quantify but understand personal strategies can be shown in the to think, organize, learner's response to concepts, rules or learn and behave. people or situations. procedures.  VERBAL INFORMATION MOTOR SKILLS This type of learning outcome is when the This category is learner is able to concerned with the definitively state physical ability to what they have perform actions, learned from an achieving fluidity, organized body of smoothness or proper knowledge. timing through practice.  PRINCIPLES OF GOOD PRACTICE IN ASSESSING OUTCOMES  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 clear statement of objectives aligned with the institutional mission and core values. -Such alignment ensures clear, shared, and implementable 3. Outcomes-based assessment focus on the student activities that will still be relevant after formal schooling concludes. 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. 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 objectives NOT content is the basis of the assessment task.  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. 10. Learners must be given feedback about their performance - Feedback must be specific 11. Assessment should be on real-world application and not on out-of-context drills. 12. Emphasize on the assessment of higher-order thinking. 13. Provide opportunities for self assessment. THANK YOU