Assessing Student Learning Outcomes PDF

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ASSESSING STUDENT LEARNING OUTCOMES

The Outcomes Assessment Phases in the Instructional Cycle Institutional Missions

Program Goals

Subject objectives

Desired Students Learning Outcomes

Summative Assessment of Outcomes

Diagnostic Assessment

Mastery of Learning

Deciding on Lesson Focus

Review/Research

Formative Assessment Outcomes Supporting Students Activities

Assessment  In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

Phase 1:  Institutional Mission Institutional mission statements provide various constituencies— students, faculty, legislators, etc.—with the institution’s educational goals and guidance concerning the achievement of these goals. Examples

 The DepEd Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a childfriendly,  Family, community, and other stakeholders are actively engaged and share responsibility for developing lifelong learners.  Teachers facilitate learning and constantly nurture every learner. O Administrators and staff, as stewards of the institution, ensure an enabling and supportive

Phase 2:  Program Goals Program goals are broad statements of the kinds of learning we hope students will achieve – they describe learning outcomes and concepts (what you want students to learn) in general terms (e.g., clear communication, problem-solving skills, etc.) Examples  GOAL: Students will develop positive cross-cultural attitudes.  Objectives: By grades 4-6, students will demonstrate positive cross-cultural attitudes as indicated by Agreement with cultural items on the Cross-Cultural Attitude Scale.  This scale ranges from Strongly Disagree to Strongly Agree. See WHAT Data to Collect for various attitude scales.

Phase 3:  Subject Objectives Subject objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period.

Example: This course is designed to prepare you for professional writing experiences. By the end of the course, you should be able to:   

Identify the primary and secondary audience(s) of a text. Craft texts which take into consideration the needs of your primary audience(s). Write in an array of genres for a variety of purposes.

   

Identify different rhetorical strategies and appeals in the writing of others. Use various rhetorical strategies and appeals to make arguments in your own writing. Appreciate the requirements and limitations placed on different types of writing by their unique rhetorical situations. Craft texts which consider the requirements and limitations of their unique rhetorical situations.

Phase 4:  Desired Student Learning Outcomes Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program.

Example  The learner will have demonstrated the ability to make engine repairs on a variety of automobiles. In the above statement, the ability to make engine repairs implies that the person has the requisite knowledge to do so. Constructive Alignment

Learning Outcome s

Assessm ent Task

Why the term “constructive”?

Teaching Learning Activities

 Constructive alignment is based on the constructivist theory (Biggs, 2007) that learners use their own activity to construct their knowledge or other outcomes. Examples of authentic assessment tools are the demonstration of what have been learned by either a product or a performance. Performance

Product

Product Output

Performance tasks

Visual – e.g. graph, collage reflective journal

e.g. experiments, oral presentation, dramatization

 Examples of products are reports, papers, research projects, reviews.  Examples of performance tests are executing steps of tango, delivering a keynote speech, opening a computer, demonstration teaching, etc.

Portfolio  Portfolio falls under no-paper and pencil test. A portfolio is a purposeful collection of student work or documented performance (e.g. video of dance) that tells the story of student achievement of growth. The word purposeful implies that a portfolio is not a collection of all student’s work. It is not just a receptacle for all student’s work. The student’s work that is collected depends on the type and purpose of a portfolio you want to have. It can be a collection of products or recorded performances or photos of performances.

Types of Portfolio

Portfolios can be classified according to purpose. According to purpose, portfolios can be classified either 1. Working Portfolio 2. Display, Showcase, or Best Works Portfolios 3. Assessment or Evaluation Portfolio

1. Working Portfolio  A working portfolio is so named because it is a project “in the works”, containing work in progress as well as finished samples of work. A growth portfolio demonstrates an individual’s can be focused on academic or thinking skills, content knowledge, self-knowledge, or any area that is important for your purposes. For this reason, it is also called development portfolio. Growth or development portfolio can serve as a holding tank for work that may be selected later for a more permanent assessment or display portfolio, (Charlotte Danielson and Leslye Abrutyn)

2. Display, Showcase, or Best Works Portfolios  It is the display of the students’ best work. Students exhibit their best work and interpret its meaning. Showcase portfolio demonstrates the highest level of achievement attained by the student.

3. Assessment or Evaluation Portfolio  As the name implies, the main function of an Assessment portfolio is to document what a student has learned portfolio is to document what a student has learned based on standards and competencies expected of students at each grade level. The standards and competencies of the curriculum, then, will determine what students select for their portfolios. Their reflective comments will focus on the extent to which they believe the portfolio entries demonstrate their mastery of the standards....