Chapter 4

ASSESSING STUDENT LEARNING OUTCOMES

Assignment
Name: Jeramie V. Cañete Date: October 30, 2022

Course & Year: BEED 3 Schedule & Subj: PC 314- 19273 FS 12:00-1:30

1. What are the summarized Principles of Good Practice in Assessing Learning

Outcomes? (25 points)
- The Principles of Good Practice in Assessing Learning Outcomes are the
following;
a. The assessment of student learning starts with the institutions; vision,
mission, and core values.
b. Assessment works best when the program has clear statement of objectives
aligned with the institutional; vision, mission, and core values.
c. Outcome-based assessment focuses on the student activities that will be
relevant after formal schooling concludes.
d. Assessment requires attention not only to outcomes but also equal to
activities and experiences to the attainment of learning outcomes.
e. Assessment works best when it is continuous, ongoing and not episodic.
f. Begin assessment by specifying clearly and exactly.
g. The Intended Learning outcome/ Lesson objective is the basis of the
assessment task.
h. Set your criterion of success or acceptable standard of success.
i. Make use of varied tools for assessment data gathering and multiple sources
of assessment data.
j. Learners must be given feedback about their performance.
k. Assessment should be on real-world application and not out of context drills.
 l. Emphasize on the assessment of Higher Order Thinking
m. Provide opportunities for self-assessment.
2. Give the Samples of Supporting Student Activities in line with the Student Learning
Outcomes. (15 points)
- The Samples of Supporting Student Activities in line with the Student Learning
Outcomes are the following;
1. Supporting Student Activities #1
1.1 solving problems through computing skills.
1.2 use online/computer-based tutorials and trainings.
2. Supporting Student Activities #2
2.1 making reflections based on the conditions at hand whether
individually or collaboratively.
2.2 analyzing researched information for more thorough understanding.
3. Supporting Student Activities #3
3.1 effectively communicating verbally with others one on one, in groups,
and/or in front of audiences.
3.2 Demonstrating a clear organization of one’s thoughts, using words
that reflect one’s intended meaning, and delivering the information in
a readable, clear, and concise manner in an essay.
3. Explain the 11 Phases of Outcome Assessment Cycle with Examples. (25 points)
3.1 Phase 1: Institutional Mission wherein the statements give advice on how to
attain the institution's educational goals to a variety of audiences, including
students, faculty, legislators, etc.
Example: The DepEd Mission that will protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic education
where students learn in a child-friendly, gender sensitive, safe, and motivating
environment, where teachers facilitate learning and constantly nurture every
learner.
3.2 Phase 2: Programs Goals are comprehensive statements of the types of learning
that students will accomplish; they will give a general description of the learning
outcomes and concepts that a teacher may desire the students to acquire.
Example: The goal is to make the students develop positive cross-cultural
attitudes.
3.3 Phase 3: Subject Objectives are concise explanations of the knowledge that
students should have at the end of the year, course, unit, lesson, project, or
lesson time.
Example: By the end of the course, the students will be able to;
a. Understand physical fitness concepts and be able to make adaptations to
meet the fitness needs of individuals with disabilities.
b. Recognize and apply the developmental patterns and motor movements as
they relate to the performance of the basic skills in Physical Education,
Recreation, Music and Health
c. Appreciate the importance of a positive self-concept and emotional well-
being related to the diversity of special populations.
3.4 Phase 4: Desired Student Learning Outcomes are descriptions of essential and
important learning that students have attained and may trustable exhibit at the
conclusion of a course program.
Example: Demonstrate an ability to use appropriate assessment instruments to
determine student’s needs in the cognitive, psychomotor, and affective domains.
3.5 Phase 5: Diagnostic Assessment It is a method of assessment that looks at a
student's abilities and knowledge before a learning program is put into place.
Example: pre-and post-test, journal, multiple choice or short answer, peer and
self-evaluation, qualitative reading inventory, and diagnostic reading
assessment.
3.6 Phase 6: Deciding on Lesson Focus it is the primary lesson is the preliminary
step of a gradual release of responsibilities model. During this period, the
 teacher should be modeling, sharing, and demonstrating to the children how
they should think.
3.7 Phase 7: Supporting Student Activities students will apply principles of logical
thinking and persuasive argument in writing that may form an opinion about the
topic that may involve researching and writing about a variety of perspectives
that can adapt style to identified audience and to employ clear argument in
writing.
3.8 Phase 8: Formative Assessment Outcome refers to a wide variety of methods
that teachers use to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit, or course.
Examples: Impromptu quizzes, silent classroom polls, lesson exit tickets to
summarize what pupils have learned and one-minutes papers on a specific
subject matter.
3.9 Phase 9: Review/Reteach it is when the teacher examines or assess (something)
formally with the possibility or intention of instituting change of necessary.
3.10 Phase 10: Mastery Learning is a method of instruction where the focus is on
the role of feedback in learning.
3.11 Phase 11: Summative Assessment of Outcomes it is the assessment of
participants where the focus is on the outcome of a program.
Example: End-of-term or midterm exams, cumulative work over an extended
period such as a final project or creative portfolio, end-of-unit or chapter tests
and standardized tests.
4. Explain fully the Constructive Alignment with the given Example(s). (25 points)
- Constructive Alignment is a teaching principle that combines alignment, a
concept in curriculum design that emphasizes the importance of defining and
achieving intended learning outcomes, with constructivism, the idea that learners
construct or create meaning out of learning activities and what they learn.
Furthermore, the technique of ensuring that the intended learning outcomes for
a course of study are efficient, evident, and meaningful as well as the
development of learning activities and assessment tasks in alignment with these
outcomes is known as "constructive alignment."
Example:
• Learning Outcome:
By the end of the course, the students will be able to plant a tree.
• Teaching-Learning Activities
Watch a demonstration of a landscaper planting a tree.
Visit a field with peers to practice planting a tree.
• Assessment Task/Method
Practical Exam where students demonstrate that they can plant a tree.