Is the process of gathering

information on whether the

instruction, services and activities
that the program provides are
producing the desired student
learning outcomes.
1. The assessment of student
learning starts with the
institution's vision, mission,
and core values.
2. Assessment works best when
the program has clear statement
of objectives aligned with the
institutional vision, mission,
and core values.
3. Outcome-based
assessment focuses on the
student activities that will
be relevant after formal
schooling concludes.
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.
6. Begin assessment 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.
10.Learners must be given
feedback about their
performance.
11.Assesment 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.
Student Learning Outcome #1: Students can
organize information from secondary courses as
basis of research topic
Supporting Student Activities
1.1 practice differentiating source material and
one's opinion
1.2 reading articles and formulating an original
paragraph from quotes, paraphrases and summaries
1.3 writing of essays to develop the topic
1.4 integrating bibliographic entries in appropriate
format
Student Learning Outcome #2: Students apply
principles of logical thinking and persuasive
argument in writing
Supporting Student Activities
2.1 forming opinion about the topic
2.2 researching and writing about variety of
perspectives
2.3 adapting style to the identified audience
2.4 employing clear argument in writing
Student Learning Outcome #2: Students apply
principles of logical thinking and persuasive
argument in writing
Supporting Student Activities
2.1 forming opinion about the topic
2.2 researching and writing about variety of
perspectives
2.3 adapting style to the identified audience
2.4 employing clear argument in writing
 Learning
Outcomes

Teaching
Assessment
Learning
Task
Activities
Learning Outcomes Assessment Task

Dance tango Trace the history of tango.

Interpret the given poem
Present a report with PowerPoint
presentation
Derive the meaning of at least 5 words
by means of context clues.
What is your favorite line in the poem?
Why is it your favorite line?
Demonstrate how to do a PowerPoint
presentation.
Match the meaning of the words in
Column 1 with those in Column 2

Pronounce short “a” sound correctly. Encircle with short “a” sound.

Trace the historical development of the Trace the historical development of the
Philippine basic education curriculum. Philippine basic education curriculum
with the use of an appropriate graphic
organizer.
Traditional Assessment
Paper-and-pencil test (Cognitive
Domain)

Authentic Assessment (Alternative

Assessment)
Non-paper-and-pencil test (all
forms of learning)
Traditional Assessment
Selected Constructed
Response Response
Alternate
Completion
Response

Matching Short
Type Answer

Essay-
Multiple restricted or
Choice non-
restricted

Problem
solving
 Product Performance

Product Performance
Output Task

Visual- e.g. e.g. experiments,

graph, collage oral presentation,
Reflexive journal dramatization
Is a purposeful collection of
student work or documented
performance that tells the
story of student achievement
or growth
1. Working or Development
Portfolio
"in the works"
Containing work in a progress as
well as finish subject of work.
Demonstrate an individual's
development and growth over time.
2. Display, Showcase, or Best
Works Portfolio
Display student best works
Demonstrate the highest level
of achievement.
3. Assessment and Evaluation
Portfolio
Document what a student has
learned based on standard and
competencies expected of
students at each grade level.
Rubric
Is a coherent set of criteria for student’s
work that includes descriptions of levels
of performance quality on the criteria.
Coherent sets of criteria and
descriptions of levels of performance for
these criteria.
 Analytic Holistic
Each criterion All criteria are
is evaluated evaluated
separately simultaneously.
 Existential Linguistic Math/Logical

Naturalist Bodily
Kinesthetic
Multiple
Intelligences
Intrapersonal

Visual/Spatial

Interpersonal Musical
1. Teachers should employ
assessment methods that
are consistent with
standards.
2. Teachers must employ
both formative and
summative both individually
and collaboratively.
3. Grades are a function of
written work, performance
tasks and quarterly tests.
4. The cognitive process dimensions
given by Krathwohl and Anderson
(2001) - from remembering,
understanding, applying, analyzing,
evaluating and creating - governs
formulating of assessment tasks.