Assessment

of Learning
MAURENE C. BORROMEO
INSTRUCTOR
 Topics
• Chapter 1: Shift of Educational Focus from Content to

Learning Outcomes

• Chapter 2: Measurement, Assessment and Evaluation in

Outcomes-based Education

• Chapter 3: Program Outcomes and Student Learning

Outcomes
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• Chapter 4: Assessing Student Learning Outcomes

• Chapter 5: Development of Varied Assessment Tools

• Chapter 6: Item Analysis and Validation

• Chapter 7: Performance-Based Tests

• Chapter 8: Grading Systems

Shift of Educational Focus from Content to
Learning Outcomes

➢ Education – originated from the term “educare” or “educere” which

meant “ to draw out.”

➢ The change in educational perspective is called Outcomes-Based

Education (OBE) which has three characteristics:
1. It is student-centered

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2. It is faculty-driven
3. It is meaningful.

Assessment
➢ To implement OBE on the subject and course level, the following
procedure is recommended:

1. Identification of the educational objectives of the subject/course.

2. Listing of learning outcomes specified for each subject/course
objective. A good source of learning outcomes statements is the
taxonomy of educational objectives by Benjamin Bloom.
• Cognitive, knowledge, mental skills
• Psychomotor, skills, manual or physical skills

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• Affective, attitude, feelings or emotions
3. Drafting outcomes assessment procedure

Assessment
 What is OBE?

OBE means Outcome-Based Education. Simply put, it is education

based on outcome.

“a comprehensive approach to organizing and operating an

education system that is focused on and defined by the successful

ASSESSMENT OF LEARNING
demonstrations of learning sought from each student”.
Spady, 1994

• It is an education based on outcomes. This outcome may refer to

the immediate outcome or deferred outcome.
 OUTCOME BASED EDUCATION

Competencies/skills upon completion of

Immediate
Outcome
the lesson, a subject, a grade/year, a
course, or a program itself.
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Examples:
Ability to communicate in reading, writing,
speaking and solve mathematical
problems.
 OUTCOME BASED EDUCATION

The ability to apply cognitive, psychomotor

Deferred
Outcome
and affective skills/competencies in the
various aspects of the professional and
workplace practice (Navarro, 2019)
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Examples:
Success in professional practice or
occupation, success in career planning,
health and wellness and promotion in a job
 Outcomes in Different Levels (Biggs and Tang 2007)

▪ Institutional Outcomes - drawn the

graduate attributes that they are
expected to demonstrate after
graduation.

▪ Program Outcomes – outcomes that

graduates of program are expected to
demonstrate at the end of the program.
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▪ Course Outcomes - the particular

subject outcomes

▪ Learning/ Instructional/ Lesson

Outcomes – the most specific outcomes
that the teacher is concerned with
The most broad are the institutional outcomes, his/her lesson.
and the most specific are learning outcomes.
Outcome-Based Education vs Traditional Education

TRADITIONAL ASSESSMENT

ASSESSMENT OF LEARNING
Measurement, Assessment and Evaluation
in Outcomes-based Education

➢ Measurement - the process of determining or describing the

attributes or characteristics of physical objects generally in terms
of quantity.
- it can be objective (as in testing) or subjective (as
in perceptions). Testing produces objective measurements while
expert ratings provide subjective measurements.

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- refers to the actual collection of information on
student learning through the use of various strategies and tools.

Assessment
Measurement, Assessment and Evaluation
in Outcomes-based Education

➢ Assessment - is rooted in the Latin word “assidere”, which means

“to sit beside another” (Wiggins, 1993)
- the process of gathering evidence of student’s
performance over a period of time to determine learning and
mastery of skills.
- the overall goal is to improve student learning and

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provide students, parents and teachers with reliable information
regarding student progress and the extent of attainment of the
expected learning outcomes.

Assessment
Measurement, Assessment and Evaluation
in Outcomes-based Education

➢ Evaluation – originates from the root word “value’ and so when

we evaluate, we expect our process to give information regarding
the worth, appropriateness, goodness, validity or legality of
something for which a reliable measurement has been made.
- refers to the actual process of making decision or
judgement on student learning based on the information collected

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from measurement.
Evaluations are divided into two broad categories:
• Formative evaluation – the focus is on the process

Assessment
• Summative evaluation – the focus is on the result
Measurement, Assessment and Evaluation
in Outcomes-based Education

➢To summarize, we measure height, distance, and

weight; we assess learning outcome; we
evaluate results in terms of some criteria or

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objectives.

Assessment
 Assessment FOR, OF, and AS Learning
➢ Assessment FOR Learning – FORmative assessment, assessment
that is given while the teacher is in the process of student
formation(learning).
➢ In assessment FOR Learning, teachers use assessment results to
inform or adjust their teaching.
➢ Assessment OF Learning is usually given at the end of a unit.,
grading period or a term like a semester. It is meant to assess
learning for grading purposes.

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➢ Assessment AS Learning is associated with self-assessment. As
the term implies, assessment by itself is already a form of learning

Assessment
for the students.
Program Outcomes and Student Learning
Outcomes

➢ Learning outcomes come in three (3) different domain ;

The cognitive, referring to mental skills; affective referring
to growth in feeling or emotion; and psychomotor, referring
to manual or physical skills.

➢ Knowledge, skills and attitude (KSA)

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Assessment
Program Outcomes and Student Learning
Outcomes

➢ These domains are organized into categories or levels and

arranged in hierarchical order from the simplest behavior
to the complex behavior. To ensure that the learning
outcomes are measurable , demonstrable and verifiable,
the outcomes should be stated as concrete and active
verbs.

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Assessment
 DOMAIN 1: Cognitive (knowledge)

➢ The cognitive domain encompasses six categories:

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis

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• Evaluation

Assessment
 TRADITIONAL
ASSESSMENT

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 DOMAIN 2: Psychomotor (Skills)

➢ In the early seventies, E. Simpson, Dave, and A. Harrow

recommended categories for the Psychomotor Domain,

which included physical coordination, movement and use

of motor skills and body parts.

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Assessment
DOMAIN 2: Psychomotor (Skills)

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Assessment
DOMAIN 2: Psychomotor (Skills)

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Assessment
 DOMAIN 2: Psychomotor (Skills)
Harrow (1972)

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Assessment
➢ These contributions from Simpson, Dave and Harrow have been re-
organized and simplified into 4 categories or levels.

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Assessment
 DOMAIN 3: Affective (Attitude)

➢ The affective domain refers to the way in which we deal

with situations emotionally such as feelings, appreciation,

enthusiasm, motivation, values, and attitude.

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Assessment
Assessment of Learning
The New Taxonomy (Marzano and Kendall, 2007)

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Assessment
 Assessing Student Learning Outcomes

➢ Outcomes assessment is the process of gathering information on

whether the instruction, services and activities that the program provide

are producing the desired student learning outcomes.

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Assessment
 Assessing Student Learning Outcomes

➢ Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution’s
mission and core values.
2. Assessment works best when the program has a clear statement of
objectives aligned with the institutional mission and core values.
3. Outcomes-based assessment focuses on the student activities that
will still be relevant after formal schooling concludes.
4. Assessment requires attention not only to outcomes but also and

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equally to the activities and experiences that lead to the attainment
of learning outcomes.

Assessment
5. Assessment works best when it its continuous, ongoing and not
episodic.
 Assessing Student Learning Outcomes
➢ Principles of Good Practice in Assessing Learning Outcomes
6. Begin by specifying clearly and exactly what you want to assess.
7. The intended learning outcome/lesson objective not content is the
basis of the assessment task.
8. Set your criterion of success or acceptable standard of success.
9. Make use of varied tools for assessment data-gathering and multiple
sources of assessment data. Consider multiple intelligences and
learning styles.
10.Learners must be given feedback about their performance.

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11.Assessment should be on real-world application and not on out-of-
context drills.

Assessment
12.Emphasize on the assessment of higher order thinking
13.Provide opportunities for self-assessment.
Constructive Alignment
• Constructive – what the learner does to construct meaning
through relevant activities.

• Alignment - what the teacher does (components in teaching

system - teaching method used)

• Why the term “constructive”? Constructive alignment is based on

the constructivist theory (Bigss, 2007) that learners use their own
activity to construct their knowledge or other outcomes.
Constructive Alignment

• CA refers to the process of creating a learning environment that

supports the learning activities appropriate to achieve the desired
learning outcomes. The supportive learning environment is a learning
environment where intended learning outcomes, the teaching-
learning activities and the assessment task are aligned. It is a
learning environment that is highly focused on the attainment of
learning outcomes.
Constructive Alignment

• In the context of assessment, constructive alignment also

means that the assessment tasks and the specific criteria
as bases of judgement of students’ performance are
aligned to the intended learning outcomes. This is the
concern of this course on Assessment – that the
assessment tasks are aligned to the learning outcomes.
Aligned Curriculum Model
Traditional Assessment and
Authentic Assessment

TRADITIONAL ASSESSMENT

it includes the paper-and-pencil tests. Paper-and-pencil tests are

either the selected-response type or constructed-response.
Traditional Assessment and
Authentic Assessment

AUTHENTIC ASSESSMENT

The term authentic assessment was coined by Grant Wiggins

(1993) a leading proponent of reform in testing.

assessment is termed authentic because students’ knowledge an

skills are assessed in a context that approximates the real world or
real life as closely as possible.
Types of Portfolio

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
development and growth over time.
Types of Portfolio

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.
Types of Portfolio

Assessment or Evaluation
Portfolio

The main function of an assessment portfolio is to document what

a student has learned based on standards and competencies
expected of students at each grade level.
WHAT IS SCORING
RUBRIC?
Meaning of Scoring Rubric
❑ A scoring rubric is “a coherent set of criteria for
students’ work that includes description of levels of
performance quality on the criteria.” (Brookhart, 2013).

❑ Scoring rubric is a s scoring guide that uses criteria to

differentiate between levels of student proficiency.
(McMillan, 2007)
Meaning of Scoring Rubric
❑ A scoring rubric is “a coherent set of criteria for
students’ work that includes description of levels of
performance quality on the criteria.” (Brookhart, 2013).

❑ Scoring rubric is a s scoring guide that uses criteria to

differentiate between levels of student proficiency.
(McMillan, 2007)
Meaning of Scoring Rubric
•Scoring rubrics are typically employed when a judgement of
quality is required and may be used to evaluate a broad
range of subjects and activities. For instance, scoring rubrics
can be most useful in grading essays or in evaluating
projects such as scrapbooks. Judgements concerning the
quality of a given writing sample may vary depending upon
the criteria established by the individual evaluator.
Parts of a Scoring Rubric

•A scoring rubric has two major parts: coherent

sets of criteria and descriptions of level of

performance for these criteria.

Table 1. A recitation rubric
 The recitation given has 4 criteria: Number of
appropriate hand gestures, appropriate facial expressions,
voice inflection and incorporate proper ambiance through
feelings in the voice. It has 3 levels of performance (1, 2
and 3) describes specifically for every criterion of
performance. The second column is the weight per
criterion.
 The recitation rubric contains descriptors, also a
common component of rubrics. Descriptors spell out what
is expected of students at each level of performance for
each criterion. In the recitation rubric “lots of inappropriate
facial expression”, “monotone voice used” and “recitation
fully captures ambiance through feelings in the voice” are
examples of descriptors.
Why are descriptors important?
Descriptors tell students more precisely
what performance looks like at each level and
how their work may be distinguished from the
work of others per criterion. Similarly, the
descriptors help the teacher more precisely and
consistently distinguish between student work.
 ANALYTIC
VERSUS
HOLISTIC RUBRICS

ASSESSMENT IN LEARNING 2
 Analytic Versus Holistic Rubrics
For a particular task you assign students, do you
want to be able to assess how well the students
perform on each criterion or do you want to get
amore global picture of the students’ performance
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on the entire task? The answer to that is to

determine the type of rubric you choose to create
or use: Analytic or Holistic.
 Analytic Rubric
An analytic rubric articulates levels of
performance for each criterion so the teacher can
assess student performance on each criterion.
Using the recitation rubric, a teacher could assess
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whether a student has done a poor, good or

excellent job of “creating ambiance” and distinguish
that from how well the student did on “voice
infection.
 Holistic Rubric
A holistic rubric DOES NOT list separate levels of
performance for each criterion. Instead, a holistic
rubric assigns a level of performance by assessing
performance across multiple criteria as a whole.
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ASSESSMENT IN LEARNING 2