Assessment Tools for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who

can show that they have gained knowledge, can apply such knowledge and have
achieved several meanings on the particular knowledge have achieved the learning
outcomes. The three types of learning and on the different levels can be assessed in
many ways with the use of appropriate tools.

1. Objective tests. Tests that require only one and one correct answer. It is
difficult to construct but easy to check.
1.1. Pencil-and-Paper test. As the name suggests, the test is written on
paper and requires a pencil to write. However, with the modern times, a
pencil-and-paper test can also be translated to an electronic version,
which makes the test paperless.
1.1.1 Simple Recall. This is the most common tool to measure knowledge.
There are varieties of Simple Recall Test, to include:
Fill in the Blanks
Enumeration
Identification
Simple Recall
1.1.2 Alternative Response Test. This is the type of pencil and pencil test,
where tow options or choices are provided. The items can be stated in a
question or a statement form.
Example of this are:
True or False
Example: The Philippine population has reached one million.
Yes or No
Example: Has the Philippine population reached one million?
1.1.3 Multiple Choice Test. This is the type identified as the most versatile
test type because it can measure a variety of learning outcomes. It consists of a
problem and a list of suggested solutions. The incomplete statement or direct
question is called the STEM. The list of suggested solutions in words, numbers,
symbols, or phrases are called ALTERNATIVES, OPTIONS OR CHOICES. There should
be three to five options in each item. The correct alternative is called the ANSWER
while the remaining options or choices are called DISTRACTERS, DISTRACTORS, or
DECOYS. Some multiple choice items are presented with a STIMULUS MATERIAL.
1.1.4 Matching Type Test. The most common matching type test is made up
of two parallel columns, the first column (A) is the premise that presets the problem,
and the second column (B) provides the answer. There are many modified matching
types as well.
Matching type test is useful in measuring factual information as well as
relationships between two things, ideas or concepts. Ti reduces guessing to the
minimum as compared to alternative response test. Some of the relationships that
can be matched are found in the matrix below:
Relationship That Can Be Used in Matching Type Test
Person Achievements
Dates Historical events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Disease Causes

1.2.4.1. Perfect Matching Type. The number of premises in Column A is less

than the number of responses in Column B. the response can only be used once.
Example:
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First Land Reform
Law

1.2.4.2. Imperfect Matching Type: the number of premises in Column A is not

equal to the number of the responses in Column B, or the other way around. The
response or the premise can be used more than once.
Example:
Column A (Premise) Column B (Responses)
1. Consumer Oriented Model A. Michael Ccriven
2. Responsive Model B. Daniel Stufflebeam
3. CHP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

1.2 Subjective Test. Learning outcomes which indicate learners ability to originate,
and express ideas is difficult to test through objective type test. Hence in subjective
type test, answers through reflections, insights, and opinion can be given through
essay.
1.2.1. Essay test items allow students freedom of response. Students are free
to select, relate and present ideas in their own words. The type of answers would
reflect the extent of the learners knowledge of the subject matter, ability to use
higher order thinking skills and express ideas in an accurate creative an appropriate
language.
1.2.1.1 Restricted Response Item. This is like a expanded form of short
answer type objective test. There is a limit on both the content scope and the form
of students response. It is most useful in measuring learning outcomes that require
the interpretation and application of data in a specific area.
Example:
1. What are the maid body parts of plant? Describe each part.
2. Why is the barometer one of the most useful instruments to forecast
the weather? Explain in one paragraph.
1.2.1.2 Extended Response item. The student is generally free to select any
factual information that can help in organizing the response. The contents of
an extended essay will depend on the analysis, synthesis, evaluation and
other higher order thinking skills of the test takers.
Examples:
1. Evaluate the significance of the result of national referendum of
Scotland to the global peace condition.
2. What can you say about NATOs position on the ISIS?
3. Comment on the term new normal that refers to the environmental
condition and climate change.
 Domains Level 1 (Grade 11) Level 2 (Grade 12)
competencies competencies
Knowledge, - Possess foundational - Possess functional knowledge across
skills and knowledge across learning range of learning areas and
values areas with core technical skills in chosen career
competencies in tracks with advance competencies
communication, scientific, in communication, scientific,
critical and creative critical and creative thinking; and
thinking, and use of use of technologies.
technologies. - Have understanding of right and
- Have an understanding of wrong; ones history and cultural
right and wrong; ones heritage; and deep respect for self,
history and cultural others and their culture, and the
heritage; and deep respect environment.
for self, others and their
culture, and the
environment.
Application - Apply foundational knowledge, - Apply functional knowledge,
skills and values in technical skills and values in
academic and real life academic and realife situations
situations through sound through sound reasoning, informed
reasoning, informed decision-making, and the judicious
decision-making and the use of resources.
judicious use of resources.
Degree of - Apply skills in limited - Apply skills in varied situations with
Independence situations with close minimal supervision.
supervision

Baccalaureate
Masters degree Doctorate Degree
Degree
Domains competencies Competencies
competencies
PQF 7 PQF 8
PQF 6
Knowledge, Broad and Broad, deep, specific Generates new
skills, values coherent knowledge in the field knowledge, skills with
knowledge In the of discipline established values in
field of discipline the discipline.
Application Apply in Apply in professional Apply in professional
professional work and research. work and research as
work, a leader or initiator.
Degree of Independent or independent Highly independent,
Independence in teams leads and initiates.
Types of Essay that Measure Complex Learning Outcomes
Type of essay Test Items
Restricted Response Essay Items
Extended Response Essay Items
Examples of Complex learning Outcomes
that can be Measured
Ability to:
Explain cause-effect relationships
Describe application of principles
Formulate valid conclusion
Enumerate and explain
Explain methods and procedure
Ability to:
Organize ideas
Integrate learning
Design an experiment
Evaluate the worth of ideas

Assessment Tools to Measure Authentic Leaning performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through

Performance or Product. These learning outcomes can best be done through the use
of authentic evaluation. Authentic evaluation is a test that measures real life tasks,
performances and actual products. The most common of the authentic assessments
are the performance assessment and the use of portfolio.

Performance Assessment Tools

1. Checklist is a tool that consists of a list of qualities that are expected to be
observed as present or absent. The presence is to be marked ( )and the
absence is marked X.
Example:
Checklist on the use of microscope (10 points)
Instruction: Observe the student in a laboratory activity with the use of
microscope. Check ( ) the items which you have see, which were done
appropriately and mark (X) items which were not appropriately done.
____ 1. Wipes the slide with lens paper.
____ 2. Places drop or two of culture on the slide.
____ 3. Adds few drops of water.
____ 4. Places slides on the stage.
____ 5. Turns to low power lens.
____ 6. Looks through eyepiece with one eye.
____ 7. Adjusts mirror.
____ 8. Turns high power lens.
____ 9. Adjusts for maximum enlargement and resolution.
____ 10. Records results.

2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate
the numerical value of a performance or a product. The value is easier to
score if the points are in whole numbers the most popular rating scale is
called Likert Scale.
 Example:
Rating Scale for a Science Project (name/title)
Instruction: On a scale of 1 to 10, with 1 as the lowest, and 10 as the highest
score, rate the projects on the following elements. Circle the choice of your
answer.
1. Have clear purpose/s 1234567890
2. Are relevant to environmental problem 1234567890
3. Use local materials 1234567890
4. Show collaborative work 1234567890
5. Create overall impact to humanity 1234567890
3. Rubrics for Portfolio. A portfolio is a compilation of the experiences as
authentic learning outcomes presented with evidence and reflections. To
assess the total learning experiences as presented in a wholistic package, an
assessment tool called a RUBRIC is utilized.