ASSESSMENT IN
LEARNING 1
Dr. Anna Marie Directo-Barroga
Director for Quality Assurance and
Accreditation
Report by:
Marjorie C. Saborburo
BSEd 2A- Math
II. TARGET SETTING
[Link]-BASED
ASSESSMENT
1. CONSTRUCTIVE
ALIGNMENT
WHAT IS STANDARD-BASED
ASSESSMENT?
IT IS THE MEASUREMENT OF THE STUDENTS
LEARNING PERFORMANCE ACCORDING TO
PREDETERMINED EDUCATIONAL CONTENT AND
PERFORMANCE STANDARD. STANDARDS-BASED
ASSESSMENT LETS STUDENTS KNOW AGAINST
WHICH CRITERIA YOU WILL JUDGE THEIR WORK,
AND THE STANDARDS ATTACHED TO EACH OF
THESE CRITERIA. IT TELLS STUDENTS WHAT
PERFORMANCE IS REQUIRED AND ALLOWS YOU
TO GAIN A SENSE OF HOW YOUR STUDENTS ARE
DOING OVERALL, BASED ON THEIR ACHIEVEMENT
OF THE STANDARDS.
STANDARD DEFINE THE SKILLS AND KNOWLEDGE
CONTENT WHICH WILL NEED TO BE MASTERED
BY EACH STUDENTS IN CERTAIN TIME FRAME.
ASSESSMENT IS ALIGNED TO THE ATTAINMENT
OF THE STANDARDS THROUGH THE DEFINED
SKILLS OR COMPETENCIES.
WHAT IS CONSTRUCTIVE ALIGNMENT?
CONSTRUCTIVE ALIGNMENT IS A DESIGN FOR
TEACHING IN WHICH WHAT IT IS INTENDED
STUDENTS SHOULD LEARN AND HOW THEY SHOULD
EXPRESS THEIR LEARNING IS CLEARLY STATED
BEFORE TEACHING TAKES PLACE. TEACHING IS THEN
DESIGNED TO ENGAGE STUDENTS IN LEARNING
ACTIVITIES THAT OPTIMISE THEIR CHANCES OF
ACHIEVING THOSE OUTCOMES, AND ASSESSMENT
TASKS ARE DESIGNED TO ENABLE CLEAR
JUDGMENTS AS TO HOW WELL THOSE OUTCOMES
HAVE BEEN ATTAINED.
CONSTRUCTIVE ALIGNMENT HAS TWO ASPECTS
CONSTRUCTIVE ASPECT
REFERS TO THE IDEA THAT STUDENTS CONSTRUCT MEANING
THROUGH RELEVANT LEARNING ACTIVITIES.
ALIGNMENT ASPECT
REFERS TO WHAT THE TEACHER DOES, WHICH IS TO SET UP A
LEARNING ENVIRONMENT THAT SUPPORTS THE LEARNING
ACTIVITIES APPROPRIATE TO ACHIEVING THE DESIRED
LEARNING OUTCOMES.
TWO BASIC CONCEPTS BEHIND
CONSTRUCTIVE ALIGNMENT
1. LEARNERS CONSTRUCT MEANING FROM
WHAT THEY DO TO LEARN.
2. DELIBERATE ALIGNMENT BETWEEN THE
PLANNED LEARNING ACTIVITIES AND THE
LEARNING OUTCOMES.
LEARNERS CONSTRUCT MEANING FROM
WHAT THEY DO TO LEARN
This concept derives from cognitive
psychology and constructivist theory,
and recognizes the importance of
linking new material to concepts and
experiences in the learner's memory,
and extrapolation to possible future
scenarios via the abstraction of basic
principles through reflection.
DELIBERATE ALIGNMENT BETWEEN THE PLANNED
LEARNING ACTIVITIES AND THE LEARNING OUTCOMES
This is a conscious effort to provide
the learner with a clearly specified
goal, a well designed learning
activity or activities that are
appropriate for the task, and well
designed assessment criteria for
giving feedback to the learner.
THE FOUR MAJOR STEPS IN CONSTRUCTIVE
ALIGNMENT
1. DEFINING THE INTENDED LEARNING OUTCOMES (ILOS);
2. CHOOSING TEACHING/LEARNING ACTIVITIES LIKELY TO LEAD TO
THE ILOS;
3. ASSESSING STUDENTS’ ACTUAL LEARNING OUTCOMES TO
SEE HOW WELL THEY MATCH WHAT WAS INTENDED;
4. ARRIVING AT A FINAL GRADE.
DEFINING THE ILOS
DEFINE WHAT A LEARNER WILL HAVE ACQUIRED AND
WILL BE ABLE TO DO UPON SUCCESSFULLY
COMPLETING THEIR STUDIES. ILOS SHOULD BE
EXPRESSED FROM THE STUDENTS' PERSPECTIVE AND
ARE MEASURABLE, ACHIEVABLE AND ASSESSABLE.
FIRST, WE NEED TO DISTINGUISH BETWEEN
DECLARATIVE KNOWLEDGE AND FUNCTIONING
KNOWLEDGE.
CHOOSING TEACHING/LEARNING ACTIVITIES
(TLAS)
TEACHING AND LEARNING ACTIVITIES IN MANY
COURSES ARE
RESTRICTED TO LECTURE AND TUTORIAL. LECTURE
TO EXPOUND
AND PACKAGE, AND TUTORIAL TO CLARIFY AND
EXTEND.
HOWEVER, THESE CONTEXTS DO NOT NECESSARILY
ELICIT
HIGH LEVEL VERBS. STUDENTS CAN GET AWAY WITH
ASSESSING STUDENTS’ LEARNING
OUTCOMES
AS RAMSDEN (1992) PUTS IT, THE ASSESSMENT IS THE
CURRICULUM, AS FAR AS THE STUDENTS ARE CONCERNED.
FAULTY ASSUMPTIONS ABOUT AND PRACTICES OF ASSESSMENT DO
MORE DAMAGE BY MISALIGNING TEACHING THAN ANY OTHER SINGLE
FACTOR.
TEACHER Student
PERSPECTIVE Perspective
Objectives Assessment
Intended
Learning
Teaching Learning
Activities Activities
Assessment Outcomes
CONSTRUCTIVE ALIGNMENT IS MORE THAN CRITERION-
REFERENCE ASSESSMENT, WHICH ALIGNS ASSESSMENT TO
THE OBJECTIVES.
CONSTRUCTIVE ALIGNMENT INCLUDES THAT, BUT IT DIFFERS
(A) IN TALKING NOT SO MUCH ABOUT THE ASSESSMENT
MATCHING THE OBJECTIVES, BUT OF FIRST EXPRESSING THE
OBJECTIVES IN TERMS OF INTENDED LEARNING OUTCOMES
(ILOS), WHICH THEN IN EFFECT DEFINE THE ASSESSMENT
TASK; AND (B) IN ALIGNING THE TEACHING METHODS, WITH
THE INTENDED OUTCOMES AS WELL AS ALIGNING JUST THE
ASSESSMENT TASKS.
THANK YOU FOR
LISTENING
GODBLESS!