Module 4

Assessing Student Learning Outcomes

Exercises:

A. List down three (3) supporting student activities to attain each of the identified student
learning Outcomes.

1. Student Learning Outcomes: Student can solve mathematical problems involving two
dimensional figures.

1.1.make sense of the problems and preserve in solving them.

1.2. using correct mathematical notation and terminology.

1.3. solving problem using strategy and logical reasoning.

2. Student Learning Outcomes: Student can write a paragraph about an outing to a resort
using verbs in past tense.

2.1. building argument in the present context.

2.2. making connections between grammar concepts and actual text.

2.3. writing pharagraph about this argument where they can use verb in the past
tense.

3. Student Learning Outcomes: Student can demonstrate how to prepare Power- Point
presentations.

3.1. getting to know and understand to operate the system.

3.2. create and practice making presentation.

3.3. adapting style and graphic in preparing slides.

4. Student Learning Outcomes: Students can write a reflection essay or lessons learned in a
community outreach activity.

4.1. analyzing and evaluating concept.

4.2. synthesize ideas and respond guidelines.

4.3. writing essay about a variety of perspective or in single topic.

B. Design Assessment Task aligned to each of the 4 Student Learning Outcomes

Design assessment tasks which meet content and skills outcomes is more likely to generate
enthusiasm for the assessment and encourage original work. Different tasks can also help
students achieve graduate attributes and academic literacies while deepening their
understanding in activities.

Principle of Constructive Alignment in the Assessment Process

Learning
Outcomes

AssessmentTa Teaching
sk Learning
Activities

Figure 1. Constructive Alignment

Figure B. Illustrates the principle of Constructive Alignment. The Principle constructive

alignment means that Teaching - Learning Activity or Activities and Assessment Task are aligned
to the Intended.

Assessment Task Aligned to Student Learning Outcomes

Learning Outcomes Assessment Tools/Task Teaching Learning Activities

1. Student can solve,  Tasks have multiple Students will learn about
mathematical problems solutions so that constructive alignment
involving two dimensional - students can make through
figures. choices and use their
 Completing appropriate
natural thinking and
computations;
reasoning abilities.
  The development of  Inductive and deductive
assessment tasks that reasoning as applicable;
reflect the complexity  Communication using
of mathematical relevant
thinking, problem representations (e.g.,
solving and other tables, graphs,
important equations);
competencies.  Using mathematics to
solve real-world
problems.

2. Student Can write  Improvement of  learning to use a

paragraph about an outing to writting skill in various variety of verbs in their
resort using verbs in the past verb in paragraph. writing.
tense.  Recognition and  identifying appropriate
identification verb in a verbs in sentences
paragraph.  choose the right verb
 Encourage to write for their writing
brief narrative where  Appreciating the
they are identify the Importance of verb in
common verb as well using the present and
as verb in the past. past tense in writing.

3. Student can demonstrate  Identify the names  Getting to know

how to prepare a PowerPoint and function of the PowerPoint
presentationresentation PowerPoint interface. presentation
 Create and manipulate  Creating and opening
simple slideshow with PowerPoint
outline and notes. presentation
 Use designed layouts  Creating slide
and templates for presentation that
presentation includes text, graphics,
animation, and
transition.
 Understanding to
operate system and
apply what they
learned.
Student can write a reflection  Articulate their  Expressing ideas,
essay or lesson learned in a Learning about the though and opinion
community outreach activity. lesson learned in through their
Community outreach experience by writting
activity reflection essay
 Increase capacity to  Interpreting experience
describe what they learned in Community
observe outreach activity.
 Demonstrate skills in  Developing particular
articulating their activity to work well
reflective thinking in and met corresponding
writting. goal through writting
reflection essay.

C. They are 13 Principle of Assessment on Principle of Good Practices in Assessing Learning

Outcomes. At the blank before each number indicate the letter corresponding to the principle
in the items.

2 1. The faculty, students, parts and staff understand and commit to implement the
program/department objectives.

3 2. Assessment of activities should be observable and measurable.

5 3. Assessment should be ongoing and continues.

7 4. Outcomes are attained through supporting activities.

6 5. The outcome assessment phrases are organized in an instructional goal.

 8 6. Rubrics Assessment is used for non objectives types of test.

3 7. To solve a problem is more observable than "Analytical Ability"?

1 8. Every school must publicize it's mission and core values.

11 9. Competencies or skills may be assessed from the simple to the more complex level.

12 10. Essay examination allow for the student individual expression but difficult to
castment.

2 11. The program or department should have mission and objectives aligned with the
institution's mission and core values.

9 12. Portfolio are of two type: logistical and best case theratic?

4 13. Supporting student activity are provided as part of institutions.

1 14. The institutions must decided or it's mission of evaluation and valuesict will
develop.

3 15. Supporting activities are as important as outcome.

D. Came up with complete outline of various assessment task and tools.

Assessment tasks and tools

Assessment tasks can take many forms. Some of the more common assessment tasks are
exams, tests and essays; however there is a wide variety of other types, both formal and
informal. Examples of assessment types are listed below.

 Essays help you to learn academic writing skills, including formulating an argument;
presenting evidence; integrating material from sources; and referencing appropriately.
You will synthesize and evaluate theoretical ideas and concepts and develop your
research skills. Additionally, you will learn academic and discipline specific writing
conventions while building on your drafting, editing and revising skills. The essay is a
flexible tool that can be used for a wide range of theoretical and analytical discussions.
 Group work emphasises collaborative learning, problem-solving and critical evaluation,
and is a valuable preparation for the workplace. You can make use of complementary
skills, deepen your understanding through interaction and discussion, and deal with a
range of perspectives thereby enhancing your critical thinking skills. You can develop
team skills and learn to work with a range of people.
 Journals encourage an ongoing personal connection with learning. The less formal
writing approach can promote creative and lateral thinking around paper content.
Journals can help you to evaluate your learning, link theory and practice and integrate
different kinds of knowledge. The journal is a good way to promote dialogue between
you and your lecturers and to develop reflective, writing and analytical skills.
 Oral presentations help you master oral communication and persuasive skills. You learn
how to organise arguments using supporting evidence, select relevant material and
engage critically with ideas while developing your understanding and confidence. Not
only do they promote ideas sharing in the classroom they also allow you to receive
immediate feedback from your lecturer and peers.
 Seminars allow you, individually or with a group, to research a topic, provide a
presentation to your class and facilitate the discussion.
 Case Studies apply theoretical ideas to practical contexts. They enable you to see the
relevance of academic ideas, prompt you to use ideas creatively and to think laterally -
important preparation for the workplace.
 Field Work provides an opportunity for on-site work on a project in a context related to
your discipline. Field work provides an authentic context to link with your classroom
learning.
 Participation marks engage you with course learning and develop your ability to
communicate and discuss ideas. These improve levels of participation in the class and
provide immediate feedback on the learning to you and your teacher.
 Practicums give you the opportunity to demonstrate the skills or competencies that will
be needed in real life situations. They may include practice teaching, interviewing of a
client or conducting a laboratory experiment.
 Portfolios enable you to represent your learning in a range of ways and to take
responsibility for your learning progress. In a portfolio, you select the items of work that
you wish to include to represent the learning that has occurred in a particular paper.
You are usually asked to demonstrate how the items you have selected connect with
paper learning outcomes. Portfolios promote reflection, self-evaluation, and ongoing
personal engagement as well as demonstrating practical and creative abilities.
Additionally, they provide a valuable source of information regarding your abilities for
prospective employers.
  Written preparation exercises encourage reading and teach academic reading and
writing skills. They promote active, focused and critical reading of materials and
enhance writing development, paper skills and competencies development. You and
your teacher get regular feedback on learning progress. By promoting active
participation, they provide your teacher with an effective way of evaluating your
participation.
Constructive
Response
Select Response

Completion
 Examinations:

Closed book, fixed time Alternate

period examinations provide evidence of your unaided work and allow
integration of learning from the entire paper. Short
Response Answer
Closed book, prepared answers examinations encourage integration of ideas from a wider
range of sources.
Matching
Open book or restricted book, fixed time period examinations can reduce anxiety as they do not
focus on memorisation yetType Essay- work.
still provide evidence of your unaided
restricted or
Outline of Various Assessment
nonTask and Tools
restricted

Multiple
Choice
Problem
solving
 Figure 2. Two group of Written Tests and Specific Examples

Example of selected response type of test are ( true or false, yes or no, check or wrong,
matching type and the multiple choice type.

Example of Constructive type of test are the Completion type ( Fill in the blanks) short answer,
the essay test, and problem solving.

Example of Performance Tests are solving mathematical problems, writing paragraph using
verbs in past tense, demonstration on preparing a PowerPoint presentation, writing reflection
essay and etc.

E. Differentiate each of the following examples that may given to clarify the meanings.

1. Holistic Rubric and Analytic Rubric

Holistic Rubrics describe characteristics of each level of performance for an assignment or

activity overall (e.g. characteristics of an excellent research paper). Holistic rubrics are best to
use when there is no single correct answer or response and the focus is on overall quality,
proficiency, or understanding of a specific content or skills. A holistic rubric consists of a single
scale with all criteria to be included in the evaluation being considered together (e.g., clarity,
organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a
1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work.

Analytic Rubrics feature a grid of “criteria” (columns) and “levels” of achievement (rows). The
instructor assigns points or weights to particular criteria, and then evaluates student
performance in each area. This is useful in providing feedback on areas of strength and
weakness. Because of this, analytic rubrics take more time to develop than a holistic rubric.
Analytic rubrics are particularly useful for problem-solving or application assessments because a
rubric can list a different category for each component of the assessment that needs to be
included, thereby accounting for the complexity of the task. For example, a rubric for a research
paper could include categories for organization, writing, argument, sources cited, depth of
content knowledge, and more. A rubric for a presentation could include categories related to
style, organization, language, content, etc. Students benefit from receiving rubrics because they
learn about their relative strengths and weaknesses.
 2. Development Portfolio, Showcase, evaluation portfolio.

Development Portfolio is the process by which a student documents and demonstrates college-
level competencies (knowledge and skills) acquired in environments and agencies outside the
traditional higher education classroom. In essence, it is evidence that the student has met
learning outcomes or objectives equivalent to specific university courses. Knowledge and skills
gained though work, training, or life experiences may translate to college credit if students can
document and demonstrate comprehension of learning outcomes and objectives equivalent to
our courses. Students must be able to demonstrate at least 70% knowledge of learning
outcomes or objectives of a related college course, which most often includes theoretical or
conceptual knowledge as well as application of subject-specific principles.

Showcase portfolios are designed to display a learner's best quality of work. This might be to
highlight student success, or to showcase a variety of accomplishments a student has achieved
over a period of time. In showcasing a student’s work, this portfolio allows them to describe
and tell their own story. Designing this type of portfolio requires creativity and individuality. A
portfolio a student submits to a teacher would include a representation of course work and
projects, while a portfolio for a job interview would highlight skills and qualifications. This is
why it is important to consider the audience when creating these showcase portfolios. Students
are sometimes encouraged to keep portfolios similar in design, because a particular institution
might require that all portfolios have similar features for consistency. In this case, there is a
fairness factor amongst the compilers. Often however, breaking from the norm shows creativity
and makes each showcase more interesting and personal.

Evaluation Portfolio refers to the evaluation of the performance of the investment portfolio. It
is essentially the process of comparing the return earned on a portfolio with the return earned
on one or more other portfolio or on a benchmark portfolio. Portfolio performance evaluation
essentially comprises of two functions, performance measurement and performance
evaluation. Performance measurement is an accounting function which measures the return
earned on a portfolio during the holding period or investment period. Performance evaluation,
on the other hand, address such issues as whether the performance was superior or inferior,
whether the performance was due to skill or luck etc.
 3. Student Learning Outcomes and Student Assessment tasks.

Student learning outcomes (SLOs) are the specified knowledge, skills, abilities or attitudes that
students are expected to attain by the end of a learning experience or program of study.
Student Learning Outcomes are statements that specify what students will know, be able to do
or be able to demonstrate when they have completed or participated in a Course or Program.
SLO's specify an action by the student that must be observable, measurable and able to be
demonstrated. They help us keep in mind the learning that needs to be facilitated, and learners
understand the learning they will need to be able to demonstrate. Learning goals and learning
outcomes are closely related yet

different concepts. Learning goals are statements of the overall learning and teaching
intentions. They are what the instructor would expect students to learn and retain in the
course, which will still be of value even several years after the completion of the course.

Student Assessment Task

The purpose of identifying learning outcomes is to express the desired results of a learning
experience. Once you have your learning outcomes, you will then need to decide how you
would ask your students to evidence their learning through assessment tasks. Assessment tasks
are the activities learners will undertake to confirm whether or not ‘the outcome has in fact
been achieved during and at the end of the learning process. We use these activities to tell how
well students are learning in relation to the stated learning outcomes and to provide feedback
to students. There are many different kinds of assessment activities you can use, the most
commonly used including tests, quizzes, examinations, essays, paper, presentation, reflective
journals, project, portfolio, and etc. One most important determinant of the assessment tasks is
the assessment has to be consistent with the learning outcomes.
F. With a particular learning outcome in mind construct a scoring rubric - hollistic and
Analytic.

Analytic Grading Rubrics

Analytic rubrics have different levels of achievement of performance criteria. Each level for
each criterion has a precise descriptor of what students should demonstrate that they know
and can do, in as observable and measurable terms as possible. The criteria are linked to
outcomes for project/course. See the example below.

Analytic Rubrics

Standard

Criteria Excellent Good (70-79%) Competent (60- Good

69%)
(80-100%) (70-79%)
Adequate (50-
59%)

Knowledge of Demonstrates Demonstrates Demonstrates Demonstrates

forms, thorough and considerable some knowledge limited
conventions, insightful knowledge of of forms, knowledge of
terminology, and knowledge of forms, conventions, forms,
strategies forms, conventions, terminology, and conventions,
relative to the conventions, terminology, and strategies terminology, and
importance of terminology, and strategies relative to strategies
sources to strategies relative to importance of relative to
subject relative to importance of sources to importance of
importance of sources to subject sources to
sources to subject subject
subject

Critical and Uses critical and Uses critical and Uses critical and Uses critical and
creative thinking creative thinking creative thinking creative thinking creative thinking
skills skills with a high skills with skills with skills with a high
degree of considerable moderate degree of
effectiveness effectiveness effectiveness effectiveness

Communication Communicates Communicates Communicates Communicates

of information information and information and information and information and
and idea ideas with a high ideas with ideas with some ideas with a high
 degree of clarity considerable clarity degree of clarity
and with clarity and with
confidence confidence

Quality of Argument is Argument Argument takes Argument is

argument and complex and bridges on the on a fair and complex and
writing original, and the complex and expected original, and the
writing is strong, original, and the position, and the writing is strong,
fluid, and writing is clear writing is fluid, and
creatively and coherent moderately clear creatively
coherent and coherent coherent

Spelling and No errors in Some errors in A few errors in No errors in

grammar spelling and spelling and spelling and spelling and
grammar grammar grammar grammar

Holistic Grading Rubrics

Holistic rubrics either put all the criteria descriptions together in one box for each performance
level, as illustrated below, or just list the criteria, each with a rating scale of, say, 0 to 4.

(Holistic Rubric Example)

Research Paper

Score Criteria

Research paper demonstrates complete understanding and execution of the

assigned objectives. Thesis statement/argument is clearly stated, complex and
4
original, and the writing does not spend excessive time on any one point of
(80-100%) development at the expense of developing other points in the body of the paper.
Writing is also error-free, without ambiguity, and reads smoothly, creatively, and
with a purpose.

Research paper demonstrates considerable understanding and execution of the

assigned objectives. Thesis statement/argument is stated, verges on the complex
3
and original, and the writing shows accuracy and balance in developing body
(70-79%) points, but may exhibit occasional weaknesses and lapses in correctness. Writing
also has some errors and ambiguities, yet does read clearly and coherently.

Research paper demonstrates some understanding and execution of the

assigned objectives. Thesis statement/argument is faintly stated and/or
2
expected and not confident, and the writing is inconsistent in terms of balance in
(60-69%) developing body points, and exhibits weaknesses and lapses in correctness.
Writing also has many errors and ambiguities, and may read confusingly and
incoherently.

Research paper demonstrates limited understanding and execution of the

assigned objectives. Thesis statement/argument is simplistic, unoriginal, and/or
1
not present at all, and the writing is unbalanced in developing body points, weak,
(50-59%) and incomplete. Writing also has numerous errors and ambiguities, and reads
confusingly and incoherently.

G. How do the multiple intelligence effect your Assessment practice?

Educators wanting to incorporate the theory of multiple intelligences can use specific,
formulated assessments to determine students' strengths and weaknesses.To get an accurate
measure of a student's intelligence, observation, data collection, and conversations with the
student should be conducted by many professionals who then come together to determine an
outcome. Using this type of performance measurement, in which the student demonstrates his
or her ability to use and apply intelligence. Assessing multiple intelligences should be as diverse
as the learning styles themselves. Teachers should be aware that testing in one way, such as an
essay, will naturally play to the strength of some learners, such as linguistics, and weakness of
others, such as spatial learners. Consider eliminating traditional methods of testing when
determining multiple intelligences of your students, and instead supplement with authentic
assessments.

Learners have multiple intelligence and varied learning styles. Student must be given the
opportunity to demonstrate learning that is aligned to their multiple intelligence and to their
learning styles. It is good for teacher to enables learners to demonstrate learning in a manner
which make the feel comfortable and successful. Teachers truly consider learner's multiple
intelligence when they make use of a variety of Assessment Task and Tools.