3. LEARNING OUTCOME
At the end of this session, participants are should be
able to:
• describe the basic concept of outcome based
assessment and its application (C3,A4)
• explain assessment terms used in outcome
based education. (C3,A3)
• describe various methods of assessment in
accordance with the course and learning
outcome.(C3, A3)
• design rubric for assessing learning outcomes
(C3,P2)
3
5. OUTCOME BASED ASSESSMENT
Focuses on providing students with multiple
opportunities to practice what they need to do, and
the provision of feedback on that practice
(formative). Eventually, students must demonstrate
achievement (summative).
5
9. ASSESSMENT LEVELS
Few years after
Program AIMS (PAI) Graduation – 3 to 5
years
Upon
Programme Learning Outcomes (PLO) graduation
Upon subject
Course Learning Outcomes (CLO) completion
Upon
Topic Learning Outcomes
topic completion
9
10. REFLECTION 1
• What do you do when your class performs
poorly on quiz/test/practical etc?
Adjust the scores upward
Grade on a curve
Adjust the difficulty of the next assessment
Give advice on study strategies
Provide more practice problems, review
Spend more time on the materials in the future
Change your teaching materials or approach
10
11. Assessment Task
Assessment task refers to summative and
formative assessment or criterion referred
assessment. Examples are case study, critique,
debate, demonstration, drawing, sketch, essay,
exhibition, interview, journal, laboratory/practical,
literature review, logbook, model, oral
examination, peer review, presentation, portfolio,
practicum, problem solving, projects, reflection,
reports, self assessment, research paper, thesis
and workshop
11
12. ASSESSMENT TERMS
Assessment Criteria
• A list of requirements that describe how well a student has to be able to
achieve the learning outcome in order to be awarded a particular grade.
Read more:
http://www.answers.com/topic/assessment-criteria#ixzz1DjoBm8oF
Continuous Assessment
Continuous Assessment is assessments that takes place over a period of
time. In other words you will be assessed right through your learning
process and not only after the learning process. By doing continuous
assessment you can track the improvement (if any) of the learner, you will
be able to give more support and guidance, and the learner will have
more opportunities to improve.
http://wiki.answers.com/Q/What_is_continuous_Assessment#ixzz1DjnPB
HWy
12
13. ASSESSMENT TERMS
Evaluation
A process that enables us to measure, compare, and
judge the quality of student work, schools, or specific
educational programs.
Measurement
The process by which attributes or dimensions of
some physical object, process or opinion are
determined, conducted using questionnaires,
standardized test etc.
13
14. DOMAINS OF EDUCATIONAL GOALS
Cognitive
The Head
Affective
The Heart
Psychomotor
The Hand 3H
14
Adapted from DrJJ. UiTM.
16. LEARNING DOMAINS
DOMAIN OF LEARNING OUTCOMES (MQF) GENERIC STUDENT ATTRIBUTES (MOHE)
CRITICAL THINKING &
Practical PROBLEM SOLVING
Knowledge SKILLS
of Skills Social Skills &
Discipline Responsibilities ENTREPRENEURSHIP
Areas SKILLS
Information COMMUNICATION
Management Values, SKILLS
& Lifelong Attitudes &
Learning Skills Professionalism INFORMATION
MANAGEMENT SKILLS
Communication & CONTINUOUS SKILLS
Managerial &
Leadership &
Entrepreneu MORAL &
Problem Team Skills
rial Skills PROFESSIONAL SKILLS
Solving &
Scientific
Skills TEAMWORK SKILLS
LEADERSHIP SKILLS
16
17. RELATIONSHIPS BETWEEN CLO’S, PLO’S, PAI’S and
COMPLIANCE TO THE STAKEHOLDERS
Regulatory IHL
STAKEHOLDERS
KPT/MQA Industrires
/Professional requirements
Bodies
students…
….. etc
PRORGRAME AIMS
PAI-1 PAI-2 PAI-3 PAI-4 PAI-5 ….. etc
PROGRAMME
OUTCOMES
LEARNING
PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc
OUTCOMES
LEARNING
Subject Subject Subject Subject Subject
COURSE
CLO-1 CLO-2 CLO-3 CLO-4 CLO-5
Management support and commitment 17
18. FORMATIVE ASSESSMENT
Formative assessment is generally carried out
throughout a course or project, in which the
feedback from the learning activities are used to
improve the process of learning. Formative
assessment is also referred to as "educative
assessment,“ to aid learning. In an educational
setting, formative assessment might be a lecturer (or
peer) or the learner, providing feedback on a
student's work, and would not necessarily be used
for grading purposes. Formative assessments are
diagnostic.
18
19. SUMMATIVE ASSESSMENT
Summative assessment is generally carried out at the
end of a learning programme. Summative
assessments are typically used to assign students a
course grade. Summative assessments are evaluative
and often in the form of a report for a third party e.g.
the Head of Department or parent.
“when the cook tastes the soup, that’s formative, when
the guests taste the soup, that’s summative.”
Albert Stake
19
20. DIAGNOSTIC ASSESSMENT
Diagnostic Assessment occurs at the beginning of the
teaching/learning cycle. It involves making
judgements as to how a student is performing
against a predetermined set of criteria. Diagnostic
assessment is also one strategy to prepare students
for the course requirements. It can be used as a form
of orientation or induction.
20
24. NORM REFERENCED ASSESSMENT
• Norm-referenced assessment compares students to
that or those of a larger group. or "norm group"
which is a national sample representing a wide and
diverse cross-section of students. Students are
assigned grades according to their standing relative
to other students and normally follow the normal
curve (grading on the curve). NRA is usually used to
sort students and not to measure achievement
towards some criterion of performance For this
reason, there are strong moves internationally to
move towards CRA.
24
25. CRITERION-REFERENCED ASSESSMENT
In criterion-referenced assessment, students'
performances are compared to a specific
learning objective or performance standard
and not to the performance of other students
For CRA to be beneficial to learning, explicit
criteria are essential which provide clear
learning goals for students.
25
26. REFLECTION 2
The folllowing are some of the issues in assessment.
Discuss in pair about some of these issues.
1. Overload of students and staff
2. Too many assignments with the same deadline
3. Insufficient time for students to do the assignments
4. Insufficient time for staff to mark the assignments
5. Inadequate or superficial feedback provided to students.
6. Overuse of one mode of assessment such as written
examinations, essays, or closed problems
26
27. FEEDBACK
FEEDBACK
Learning Assessment
Feedback is the bridge between learning and
27
assessment
30. RUBRIC
A rubric is a set of criteria and standards for assessing
student work or performance. . For each criteria and
standards, a rubric defines the specific attributes that
will be used to score or judge the student’s performance
and to differentiate between different levels of
performance. Scoring rubrics include one or more
dimensions on which performance is rated, definitions
and examples that illustrate the attribute(s) being
measured and a rating scale for each dimension.
Dimensions are generally referred to as criteria, the
rating scale as levels, and definitions as descriptors.
30
32. HOLISTIC RUBRIC
Description Score
Demonstrates complete understanding of the problem. All 5
requirements of task are included in response.
Demonstrates considerable understanding of the problem. All 4
requirements of task are included
Demonstrates partial understanding of the problem. Most 3
requirements of task are included.
Demonstrates little understanding of the problem. Many 2
requirements of task are missing
Demonstrates no understanding of the problem 1
No response/task not attempted 0
32
33. ANALYTIC RUBRIC
Needs
Developing Sufficient Above Average
Improvement
(2) (3) (4)
(1)
Clarity (Thesis The purpose of the The central purposeThe central purpose The central purpose
supported by student work is not of the student work is
of the student work is of the student work is
relevant information well-defined. Central identified. Ideas are
clear and ideas are clear and supporting
and ideas.) ideas are not focused generally focused in a
almost always ideas always are
to support the thesis. way that supports the
focused in a way that always well-focused.
Thoughts appear thesis. supports the thesis. Details are relevant,
disconnected. Relevant details enrich the work.
illustrate the author’s
ideas.
Organization Information and ideas Information and ideas Information and ideas Information and ideas
(Sequencing of are poorly sequenced are presented in an are presented in a are presented in a
elements/ideas) (the author jumps order that the logical sequence logical sequence
around). The audience audience can follow which is followed by which flows naturally
has difficulty with minimum the reader with little and is engaging to the
following the thread difficulty. or no difficulty. audience.
of thought.
33
34. ANALYTIC RUBRIC
• Determine your peformance levels.
Examples of performance levels. iptor-
• Excellent/ Good/Moderate/Poor/ Very Poor
or Excellent/Good/ Satisfactory/Needs
Improvement
• Numbers/numerical scores – 4/3/2/1
34
37. SELECT ASSESSMENT METHODS
No. Category of Learning Outcome Sample of Assessment Methods
1 Thinking critically and essay, report, journal , present a case for an
making judgements interest group ,Book review (or article) for a
particular journal and write a newspaper
article
2. Solving problems and group work, work-based problem, analyse a
developing plans case and conference paper (or notes for a
conference paper plus annotated
bibliography)
3. Performing procedures Demonstration, Role Play, Make a video
and demonstrating (write script and produce/make a video),
techniques Produce a Poster, Lab report
4. Managing and developing Journal , Portfolio, Learning Contract and
oneself Group work
37
38. SELECT ASSESSMENT METHODS
No. Category of Learning Outcome Sample of Assessment Methods
5 Accessing and managing Annotated bibliography , Project, Applied
information task ,Applied problem
6. Demonstrating knowledge Written examination, Oral examination,
and understanding Essay , Report Short answer questions:
True/False/ Multiple Choice Questions
(paper-based or computer-aided-
assessment)
7. Designing, creating, Portfolio, Performance , Presentation,
performing Projects
8. Communicating Written presentation (essay, report,
reflective paper etc.), Oral presentation.
Group work, discussion/debate/role play,
observation of real or simulated professional
practice
38
39. ASSESSMENT TASKS
Objective Tests measure the learners’ ability to
remember facts and figures as well as their
comprehension of course materials. Common
variations include multiple-choice (MCQ), true-false,
and matching items.
39
40. ASSESSMENT TASKS
Case Studies describes typical issues or
problems. It gives students the opportunity to
place themselves in the position of the
decision maker in a specific simulated
situation. The scenarios are usually taken from
real life and presented from the standpoint of
the decision maker. A successful case is one
which offers debate on alternative courses of
action, rather than offering a single settled
outcome or solution 40
41. ASSESSMENT TASKS
Essay Questions are the most commonly-used
assessment method in polytechnics. There are
two main varieties:
• Unstructured questions, also known as free-response
questions. Students have maximum freedom for
discussion.
• Structured or restricted-response questions. The
student is given far less freedom to determine the
nature and scope of the response. Often, the
questions guide both the structure and the content of
the expected response.
41
42. ASSESSMENT TASKS
• Capstone Assessment are often final courses or
internships in a program. They provide an excellent
opportunity to identify whether students have
acquired the central knowledge and skills that are
the carefully selected outcomes expected of the
program. Capstone assessment may also want to
assess broader skills important to our graduates such
as problem solving, computer literacy, team work,
communication skills, and even the reading of
professional material. (www.indstate.edu/
academicaffairs /assessment/capstone_assessment-
intro.pp/)
42
43. ASSESSMENT TASKS
• End-of-chapter problems are used to
reinforce and apply some concepts and skills
learned in the classroom. As an example when
a mathematical procedure is presented in the
classroom, students are given numerical
practice problems to solve, in order, after
class. These numerical problems are usually
over-simplified real-life problems calling for
direct substitution of values into formulae.
43
44. ASSESSMENT TASKS
• Reflective journal is a piece of writing which
allows students to record thoughts and
insights about their own learning experience.
This can be writing about what and how they
have learned and understood a topic. It can
also be a review of their learning process, self-
evaluation of their performance and planning
for future learning based on past learning
experience, etc
44
45. ASSESSMENT TASKS
• Seminar Presentation. Students work
individually, or in teams, to investigate a topic
relevant to the course and present their
findings in the form of a seminar. There are
other variations of the seminar presentation.
45
46. ASSESSMENT TASKS
• A portfolio is a collection of course-related
work performed by the student. It also a
written reflections in which students evaluate
their own learning.. Traditionally, portfolios
are used to assess learning in the arts and
humanities. However, they can be equally
useful in just about any discipline.
46
47. ASSESSMENT TASKS
• Projects are popular methods of assessment
in Polytechnics today. Projects can be based
on literature and/or empirical research on a
relevant problem. They can also be applied
projects – solving real-life or simulated
problems, producing technical prototypes, or
preparing a business plan.
47
48. ASSESSMENT TASKS
• Examination are used primarily for grading or
selection purpose. We call this activity, in
educational terms, summative assessment. It can use
many of the methods we discussed above. Since
examinations can take on many variations, it is
important to understand the range of possibilities in
order to design examinations that are compatible
both with outcome-based and student-centred
education.
Adapted from http://www.polyu.edu.hk/obe/
Check also Enhanced Learning and Teaching, Hong Kong University of Science and Technology at
http://celt.ust.hk/ideas/afl/MExam/index.html#see
48
49. CONCLUSION
• The OBE implementation required a lot of
coordination in planning which involved a lot of
assessment. A well designed quality management
system is needed to ensure that our academic
programme , delivery system, assessing methods and
our graduates are at high quality. A framework of
continuous improvement with the involvement of
the academic staff, external examiner, students
participation and other stakeholders will probably
contribute to the successful implementation of
outcome-based assessment in polytechnics.
49
51. ACTIVITY 1
• Designing Test Items.
This exercise offer you some experience in
constructing test items.
By referring the JSP and JSI, outline the CLO
to be covered by the test.
Use the Exam Mapping Table as a guide to
construct the test items. 51
52. EXAM MAPPING TABLE
Exam Type CLO PLO Bloom
Content (Essay/Calc Taxonomy
/Sketch)
Question 1
a.
b.
c.
Question 2
a.
b.
c.
52
53. ACTIVITY 2
Think of your favourite assessment when you were an
undergraduate. In groups of three or four, discuss:
What made it a good assessment from your point of
view?
What does it reveal about the tasks that you like
doing? Solving problems? Learning, discovering,
finding out, researching? Reading? Writing?
53
55. ACTIVITY 4
The first step when creating a rubric is to
determine what you want students to learn
from the assignment.
In a group of 4 , create A Task Specific Rubric
for student assessment.
55
