4.1 Principles of Good Practice in Assessing Learning Outcomes PDF

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4.1 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's values most for this students.

2.

Assessment works 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 still be relevant after formal schooling concludes. The approach is to design assessment activities which are observable and less abstract such as " to determine the student’s ability to write a paragraph" which is more observable than " to determine the student’s 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.

5.

Assessment works best when it continuous, ongoing and not episodic. Assessment should be cumulative because improvement is best achieved through a linked series of activities done over time in an instructional cycle.

6.

Begin assessment by specifying clearly and exactly what you want to assess. What you want to assess is/are stated in your learning outcome/ 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 tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is 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 pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences 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 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. Emphasize on the assessment of higher-order thinking. 13. Provide opportunities for self-assessment.

4.2 Samples of Supporting Student Activities Student Learning Outcome # 1: Students can organize information from secondary sources as basis of a research topic. Supporting Student Activities 1.1. practice differentiating source material and one's opinion 1.2. reading articles and formulating an original paragraph from quotes, paraphrases and summaries 1.3. writing of essays to develop the topic 1.4. integrating bibliographic entries in appropriate format Student Learning Outcome # 2: Students apply principles of logical thinking and persuasive argument in writing. Supporting Student Activities 2.1. forming opinion about the topic 2.1. 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 Outcome # 3: Students write multiple-page essays complying with standard format and style Supporting Student Activities 3.1. analyzing and evaluating texts 3.2. writing about a 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...