module no.

4
FIRST SEMESTER
SY 2020 - 2021
ASSESSMENT in
LEARNING 1

CARMENCITA T. ANDRES
INSTRUCTOR
DR. RUBY LANTING CASAUL EDUCATIONAL
FOUNDATION INC
 DR. RUBY LANTING CASAUL EDUCATIONAL FOUNDATION INC.
Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

SUBJECT: Assessment in Learning 1 (Assessment in the Learning Process 1)

Outcomes-Based Assessment

Module No. 4

CHAPTER 4 – Assessing Student Learning Outcomes

A. INTRODUCTION

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.

B. LEARNING OUTCOMES:
At the end of this module, you are expected to –
1. Explain the principles in assessing learning outcomes
2. Illustrate constructive alignment with a diagram
3. Determine whether an assessment task is aligned or not to a given
learning outcome
4. Make a complete outline of the different assessment tools and tasks
5. Construct a scoring rubric – analytic and holistic
6. Explain the implication of multiple intelligences to assessment

LESSON 1 – 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 clear statement of
objectives aligned with the institutional mission and core values. This will
ensure clear, shared, and implementable objectives.
3. Outcome-based assessment focuses on the students’ activities that will
still be relevant after formal schooling concludes. Activities must be
observable and less abstract.
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 is continuous, ongoing, and not episodic.
Improvement is best achieved through a linked series of activities done
over time in an instructional cycle.

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

6. Begin by specifying clearly and exactly what you want to assess. This is
stated in your learning outcomes / objectives.
7. The intended learning outcome / lesson objective is the basis of the
assessment task and NOT THE CONTENT.
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. DepEd Order no. 73 s. 2012 cites the use of multiple measures
as one assessment guideline.
10. Learners mut 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.

LESSON 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’s Activities:
1. Practice differentiating source material and one’s opinion
2. Reading articles and formulating an original paragraph from quotes,
paraphrases, and summaries.
3. Writing of essays to develop the topic
4. Integrating bibliographic entries in appropriate format

Student Learning Outcome #2 – Students apply principles of logical

thinking and persuasive argument in writing.
Supporting Student’s Activities:
1. Forming opinion about the topic
2. Researching and writing about a variety of perspectives
3. Adapting style to the identified audience
4. Employing clear argument in writing

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

Student Learning Outcome #3 – Students write multiple page essays

complying with standard format and style
Supporting Student’s Activities:
1. Analyzing and evaluating texts
2. Writing about a variety of perspectives on single topic
3. Adapting tone and style to address one’s audience
4. Reviewing grammar and essay format in readings
5. Holding group discussion about various topics

LESSON 3 – The Outcomes Assessment Phases in the Instructional

Cycle

INSTITUTIONAL
MISSION
PROGRAM GOALS

SUMMATIVE
SUBJECT
ASSESSMENT OF
OBJECTIVES
OUTCOMES

DESIRED STUDENT
MASTERY
OUTCOMES LEARNING
LEARNING
ASSESSMENT IN THE OUTCOMES
INSTRUCTIONAL
CYCLE

REVIEW / DIAGNOSTIC
RETEACH ASSESSMENT

FORMATIVE
DECIDING ON
ASSESSMENT
LESSON FOCUS
OUTCOMES
SUPPORTING
STUDENT
ACTIVITIES

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

As shown in the preceding figure, describe the phases of outcomes

assessment in the instructional cycle.

LESSON 4 – Constructive Alignment

Below is another figure that illustrates the principle of constructive alignment
in the assessment process. Study it well. What is the message of the figure.

Learning Outcome To drive a car

drive a car Driving a car

Teaching -
Assessment Task
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.
LESSON 5 – Variety of Assessment Methods, Tools and Tasks

CONSTRUCTED
SELECTED RESPONSE
RESPONSE

ALTERNATE
COMPLETION
RESPONSE

MATCHING SHORT
TYPE ANSWER

MULTIPLE ESSAY
CHOICE RESTRICTED

PROBLEM
SOLVING

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

PRODUCT PERFORMANCE

PERFORMANCE
PRODUCT OUTPUT
TASK

VISUAL - GRAPH, EX. EXPERIMENTS,

COLLAGE, ORAL
REFLECTIVE- PRESENTATION,
JOURNAL DRAMATIZATION

LESSON 6 – Portfolio
Portfolio – falls under non-paper-and-pencil test. A portfolio is a
purposeful collection of student work or documented performance that tells the
story of student achievement or growth. It can be a collection of products or
recorded performances or photos of performances
Types of Portfolio
According to purpose, portfolios can be classified either as
1. Working Portfolios – a project containing work in progress as well as
finished samples of work. A growth portfolio demonstrates an
individual’s development and growth over time. Development can be
focused on academic or thinking skills, content knowledge, self-
knowledge, or any area that is important for your purposes. Working
Portfolio is also called Development Portfolio.
2. Display, Showcase, or Best works Portfolios – It is a display of student’s
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 – Its main purpose is to document
what a student has learned based on the standards and competencies
expected of students at each grade level. For example; if the curriculum
calls for technical skill in the use of PowerPoint in report presentation,
then the display portfolio will include entries documenting the reporting
process with the use of PowerPoint.

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

LESSON 7 – Scoring Rubrics

A rubric is a coherent set of criteria for students’ work that includes
descriptions of levels of performance quality on the criteria. The main purpose
of rubrics is to assess performance made evident in processes and products. It
can serve as a scoring guide that seeks to evaluate student’s performance in
many different tasks.
A scoring rubric is an attempt to communicate expectations of quality
around a task. In many cases, scoring rubrics are used to delineate
consistent criteria for grading. Because the criteria are public, a scoring
rubric allows teachers and students alike to evaluate criteria, which can be
complex and subjective.
Examples:

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

There are two types of rubrics:

1. Analytic 2. Holistic
In analytic rubric, each criterion - dimension, or trait, is evaluated
separately. It is good for formative assessment. It is also adaptable to
summative assessment because if you need an over-all score for grading, you
can combine the scores.
In holistic rubric, all criteria (dimensions and traits) are evaluated
simultaneously. Scoring is faster and is also good for summative assessment.
For more examples, you can refer to textbooks or the internet.

LESSON 8 – Assessment Methods and Multiple Intelligences

Theory of Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence

are too limited. Gardner first outlined his theory in his 1983 book Frames of
Mind: The Theory of Multiple Intelligences, where he suggested that all
people have different kinds of "intelligences."

Multiple intelligences refer to a theory describing the different ways

students learn and acquire information. These multiple intelligences range
from the use of words, numbers, pictures and music, to the importance of social
interactions, introspection, physical movement and being in tune with nature.

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

In order to capture the full range of abilities and talents that people
possess, Gardner theorizes that people do not have just an intellectual
capacity, but have many kinds of intelligence, including musical,
interpersonal, spatial-visual, and linguistic intelligences.
While a person might be particularly strong in a specific area, such as
musical intelligence, he or she most likely possesses a range of abilities. For
example, an individual might be strong in verbal, musical, and naturalistic
intelligence.

Visual-Spatial Intelligence

People who are strong in visual-spatial intelligence are good at visualizing

things. These individuals are often good with directions as well as maps,
charts, videos, and pictures.3

Strengths - Visual and spatial judgment

Characteristics

People with visual-spatial intelligence:

• Read and write for enjoyment

• Are good at putting puzzles together
• Interpret pictures, graphs, and charts well
• Enjoy drawing, painting, and the visual arts
• Recognize patterns easily

Potential Career Choices

If you are strong in visual-spatial intelligence, good career choices for you
are:

• Architect
• Artist
• Engineer

Linguistic-Verbal Intelligence

People who are strong in linguistic-verbal intelligence are able to use words
well, both when writing and speaking. These individuals are typically very
good at writing stories, memorizing information, and reading.1

Strengths - Words, language, and writing

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

Characteristics

People with linguistic-verbal intelligence:

• Remember written and spoken information

• Enjoy reading and writing
• Debate or give persuasive speeches
• Are able to explain things well
• Use humor when telling stories

Potential Career Choices

If you are strong in linguistic-verbal intelligence, good career choices for you
are:

• Writer/journalist
• Lawyer
• Teacher

Logical-Mathematical Intelligence

People who are strong in logical-mathematical intelligence are good at

reasoning, recognizing patterns, and logically analyzing problems. These
individuals tend to think conceptually about numbers, relationships, and
patterns.

Strengths - Analyzing problems and mathematical operations

Characteristics

People with logical-mathematical intelligence:

• Have excellent problem-solving skills

• Enjoy thinking about abstract ideas
• Like conducting scientific experiments
• Can solve complex computations

Potential Career Choices

If you are strong in logical-mathematical intelligence, good career choices for

you are:

• Scientist
• Mathematician
• Computer programmer

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

• Engineer
• Accountant

Bodily-Kinesthetic Intelligence

Those who have high bodily-kinesthetic intelligence are said to be good at

body movement, performing actions, and physical control. People who are
strong in this area tend to have excellent hand-eye coordination and
dexterity.

Strengths - Physical movement, motor control

Characteristics

People with bodily-kinesthetic intelligence:

• Are skilled at dancing and sports

• Enjoy creating things with his or her hands
• Have excellent physical coordination
• Remember by doing, rather than hearing or seeing

Potential Career Choices

If you are strong in bodily-kinesthetic intelligence, good career choices for

you are:

• Dancer
• Builder
• Sculptor
• Actor

Musical Intelligence

People who have strong musical intelligence are good at thinking in patterns,
rhythms, and sounds. They have a strong appreciation for music and are
often good at musical composition and performance.5

Strengths - Rhythm and music

Characteristics

People with musical intelligence:

• Enjoy singing and playing musical instruments

• Recognize musical patterns and tones easily
• Remember songs and melodies
• Have a rich understanding of musical structure, rhythm, and notes

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

Potential Career Choices

If you are strong in musical intelligence, good career choices for you are:

• Musician
• Composer
• Singer
• Music teacher
• Conductor

Interpersonal Intelligence

Those who have strong interpersonal intelligence are good at understanding

and interacting with other people. These individuals are skilled at assessing
the emotions, motivations, desires, and intentions of those around them.5

Strengths - Understanding and relating to other people

Characteristics

People with interpersonal intelligence:

• Communicate well verbally

• Are skilled at non-verbal communication
• See situations from different perspectives
• Create positive relationships with others
• Resolve conflicts in group settings

Potential Career Choices

If you are strong in interpersonal intelligence, good career choices for you
are:

• Psychologist
• Philosopher
• Counselor
• Salesperson
• Politician

Intrapersonal Intelligence

Individuals who are strong in intrapersonal intelligence are good at being

aware of their own emotional states, feelings, and motivations. They tend to
enjoy self-reflection and analysis, including daydreaming, exploring
relationships with others, and assessing their personal strengths.5

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

Strengths - Introspection and self-reflection

Characteristics

People with intrapersonal intelligence:

• Analyze their strengths and weaknesses well

• Enjoy analyzing theories and ideas
• Have excellent self-awareness
• Understand the basis for his or her own motivations and feelings

Potential Career Choices

If you are strong in intrapersonal intelligence, good career choices for you
are:

• Philosopher
• Writer
• Theorist
• Scientist

Naturalistic Intelligence

Naturalistic is the most recent addition to Gardner’s theory and has been met
with more resistance than his original seven intelligences. According to
Gardner, individuals who are high in this type of intelligence are more in tune
with nature and are often interested in nurturing, exploring the environment,
and learning about other species. These individuals are said to be highly
aware of even subtle changes to their environments.1

Strengths - Finding patterns and relationships to nature

Characteristics

People with naturalistic intelligence:

• Are interested in subjects such as botany, biology, and zoology

• Categorize and catalog information easily
• Enjoy camping, gardening, hiking, and exploring the outdoors
• Dislikes learning unfamiliar topics that have no connection to nature

Potential Career Choices

If you are strong in naturalistic intelligence, good career choices for you are:

• Biologist
• Conservationist
• Gardener

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

• Farmer

LESSON 9 – Assessment of Learning Outcomes in the K to 12

Program
To be enlightened on the Assessment of learning Outcomes in the K to 12
program, refer to DepEd Order No. 8, s. 2015. Look for the 4 basic
assessment practices and be able to explain each.

REFERENCES:
Assessment of Learning 4th Edition by Dr. Rosita L. Navarro, Dr. Rosita G.
Santos, Dr. Brenda B. Corpuz
Assessment of Learning 1 1st Edition Copyright 2012 by Dr. Yonardo A.
Gabuyo

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Tomas Cabiles Street, San Juan Tabaco City
Tel No: 052-431-3783
Email add: casual.lanting.college@gmail.com

SELF EVALUATION
Using the scale below, rate the extent of your learning in this module. Check the
appropriate column that corresponds to your rating. (Please do not hesitate to write
your true feelings. I am always here to assist you.)

I am an expert. I understand and can teach a friend about it.

I am a practitioner. I understand and can cite examples on the topics given
I am an apprentice. I understand if I get help or read more about the topic
I am a novice. I did not understand the topic

MY LEARNINGS

MODULE EVALUATION
Now is your turn to evaluate this module that I have prepared for you. The scale is
specified below. Check on the appropriate column that corresponds to your
evaluation.

Strongly Agree
Agree
Disagree
Strongly Disagree

This module
Tends to draw favorable attention or interest
Allows self-checking (SAA’s)
Developed content in gradual, manageable steps
Provides independent, self-paced learning
Provided relevant information

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