Doc.
Code: SLSU-QF-IN01-B
Revision: 00
Date: 29 July 2019
Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY-TOMAS OPPUS
San Isidro, Tomas Oppus, Southern Leyte, 6605 Philippines
COURSE SYLLABUS
EDUC 304 – ASSESSMENT IN STUDENT LEARNING 1
2nd Semester, AY 2019-2020
National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.
Vision : A high quality corporate science and technology university.
Mission : SLSU will produce S and T leaders and competitive professionals generate breakthrough research in S and T –based disciplines transform
and improve the quality of life in the communities in the service areas be self-sufficient and financially viable.
University Goals : Goal 1: Develop comprehensive curricula to produce S and T leaders and professionals.
Goal 2: Establish a culture of Science and Technology-based research.
Goal 3: Facilitate adoption of technology to communities and service areas.
Goal 4: Intensify production capability.
Goal 5: Establish a transparent, efficient and effective management system.
Quality Policy : We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders' needs and expectations by adhering to good
governance, relevance, and innovations of our instruction, research and development, extension and other support services and to
continually improve the effectiveness of our Quality Management System in compliance to ethical standards and applicable statutory,
regulatory, industry and stakeholders' requirements.
The management commits to establish, maintain and monitor our quality management system and ensure that adequate resources are
available.
Core Values : Service Excellence
Leadership Competence
Stewardship and Accountability
Unity in Diversity
Goal of the College of Teacher Education:
Goal 1: Produce Science and Technology oriented teachers imbued with reflective thinking and with theoretical, technical, and practical competence;
Goal 2: Develop a sense of progressive leadership in helping build an economically viable community through S&T-based research and extension;
Goal 3: Optimize future teachers’ abilities to transfer the technology of one’s field of specialization to communities and other service areas;
Goal 4: Capacitate prospective teachers with the skills in managing their professional, social and personal aspects of living; and
Goal 5: Imbibe SLSU’s core values of Service excellence, Leadership competence, Stewardship and accountability and Unity in diversity.
Program Objectives of BSED
PO1: Effectively transfer contextualized knowledge and skills to secondary schools students through innovative education approaches;
PO2: Exhibit 21st century skills to become effective leaders dedicated to edify the lives in the community through research and extension.
PO3: Maximize the use of educational technology to promote its adoption by the community.
PO4: Manifest professional and ethical behaviors that would inspire others towards a sensible outlook in life.
PO5: Internalize the values of service, leadership, accountability, and unity the SLSU way.
Program Outcome:
A. Common to all programs in all types of schools
A. Articulate and discuss the latest developments in the specific field of practice.
B. Effectively communicate orally and in writing using both English and Filipino
C. Work effectively and independently in multi-disciplinary and multi-cultural teams.
D. Act in recognition of professional, social, and ethical responsibility.
E. Preserve and promote “Filipino historical and cultural heritage”.
B. Common to Teacher Education
A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
B. Demonstrate mastery of subject matter/discipline
C. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
D. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
E. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
G. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
H. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
C. Specific to Sub-discipline (Mathematics)
A. Exhibit competence in mathematical concepts and procedures.
B. Exhibit proficiency in relating mathematics to other curricular areas.
C. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
D. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
E. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity.
F. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
G. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.
D. Common to a Graduate of a University
A. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.
Graduate Attributes: Science and Technology Leader
Competent and Competitive
Effective Communicator
Value-Oriented Individual
A. COURSE DETAILS
COURSE NAME EDUC 304 – ASSESSMENT IN STUDENT LEARNING 1
This course is intended for the BSED Mathematics students. This is a course that focuses on the principles, development and
utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes on the use of assessment OF,
COURSE DESCRIPTION
FOR and AS, in measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor or affective domains. It
allows students to go through the standard steps in test construction and development and the application in grading system.
NUMBER OF UNITS 3 Units
PREREQUISITE None
B. COURSE OUTCOME AND RELATIONSHIP TO PROGRAM OUTCOMES
Course Outcomes Program Outcomes
At the end of the course, the learners should have: Common to all Common to Teacher Education Specific Bachelor of Common to a
Secondary Education - Graduate of a
Mathematics University
A B C D E A B C D E F G H A B C D E F G A
1. demonstrate understanding of the basic concepts
and principles of assessment OF, FOR and AS I I P P D I P I
learning;
2. match the different learning targets and their
appropriate assessment techniques; P D P P
3. identify the role of assessment in making
instructional decisions; P D D D
4. construct classroom assessment tools in measuring
knowledge, comprehension and other thinking D D D D D D D D D D P
skills in mathematics;
5. derive information from test results;
6. demonstrate skills in reporting student’s learning
process; and
7. apply statistical procedures in standardizing tests.
C. COURSE DESIGN MATRIX
Intended Learning Outcomes (ILO) Allotted Teaching-Learning Instructional
Topics Assessment Tasks
time in Activities Materials
Hours
At the end of the semester, the students I. Introduction 1.5
must have: hours
1.1 University’s Vision, Mission, - teacher talk - Oral recitation of - course outline
- explained the University’s mission and Goals and Objectives University’s Mission - seat plan
vision; 1.2 Course Expectations - game and Vision - ORF
- gained preview of the course 1.3 Class Management (getting to know)
expectations;
- (vo) established rapport with the class
II. Basic Concepts and 4.5
Historical Development of hours
Assessment
-stated the significant differences between -Group work -quiz -handouts/
testing, measurement, evaluation and A. Definition of Basic Concepts (simple recall of the study guide
assessment; A.1 Testing -Interactive discussion basic concepts and
A.2 Measurement extended response
-discussed the scope, principles, functions, A.3 Evaluation essay on the indepth
considerations and nature of assessment; A.4 Assessment understanding of the
- Assessment FOR Learning scope, principles and
- Assessment OF Learning functions of
- Assessment AS Learning assessment)
- Assessment In Learning
A.5 Scope, Principles, Functions,
Considerations and Nature of
Assessment
-traced and highlighted the historical -brainstorming -checklist - study guide
development of assessment. B. Historical Development of (10 indicator -keywords or
Assessment -On-line research checklist used to rate names for on-
-arranged the time-line of developments B.1 Biblical Times the time-lined line research
in specific periods using a graphic B.2 The Development of -Time-lining graphical -sample
organizer. Intelligence Test presentation) template for
B.3 The Development of the graphical
Achievement Test presentation
B.4 The Development of but students
Character and Personality are encourage
Measurement to create their
B.5 History of Assessment in the own
Philippines
-identified the kinds of tests according to III. Kinds of Tests 6 - teacher directed -quiz (recognition of -study
its purpose; 3.1 Intelligence hours instruction the different kinds of guide/work-
3.2 Diagnostic test) text in
-tried out sample tests. 3.3 Formative assessment 1
3.4 Summative - try-out testing of Learning Task # in
3.5 Other Kinds of Test downloadable sample the study guide
tests with scoring and (authentic experience
process the in answering
interpretation of results) personality test and
temperament survey)
IV. Qualities of a Good Test 13.5
hours
4.1 Validity - Interactive discussion -work text in
-discussed the qualities on good 4.1.1 Content assessment 1
measuring instrument; 4.1.2 Concurrent
4.1.3 Predictive - Instrument critiquing -guide questions in (Lesson
-matched the learning targets with the 4.1.4 Construct instrument critiquing Objectives or
assessment techniques to use; 4.1.5 Factors Affecting Validity skills to be
tested, TOS and
-followed the correct procedure in 4.2 Reliability Sample Tests)
reliability testing and test 4.2.1 Test-retest
standardization; 4.2.2 Parallel Forms - Collecting test questions -individual output/ -realia (test
4.2.3 Split Half with scores from a test in Midterm Project questions from
4.2.4 Internal Consistency any high school (reliability testing-50 secondary
4.2.5 Factors Affecting mathematics subject for points) school
Reliability reliability testing and test mathematics
standardization. -Learning task in
4.3 Usability standardizing test -test results for
4.3.1 Administrability (Validity Testing-25 validity testing
4.3.2 Scorability points)
4.3.3 Interpretability
4.3.4 Economy
4.3.5 Proper Mechanical - Individual reflection -rating scale of
Make-Up through learning insights 15/10/5 for
individual reflection
Midterm Examination 1.5 hours
Objective Tests on Basic Concepts of Assessment, History, Kinds of Test and Characteristics of Good Test
V. Development of Classroom
Assessment Tools for
Measuring Learning Outcomes
- recognized and use the hierarchically
arranged Bloom’s Taxonomy of 5.1 General Principles of Test
Objectives; Construction
5.1.1 Dimensions of Revised
- familiarized the guidelines in test Bloom’s Taxonomy
construction; 5.1.2 Table of Specification
5.1.3 Preparation of the Test
- constructed teacher-made test items in 5.2 Test Designing and
the identified test types from the Construction/ Types of
objective and essay types; Teacher-Made test
5.2.1 Objective
- discussed the advantages and -recall type
limitations of the objective and essay -recognition type
type of test; 5.2.2 Essay
-brief-response type
-extended-response type
- discussed the correct scoring techniques
to use in a given test type; 5.3 Guidelines in Test
Construction
5.4 Advantages and Limitations
of Objective and Essay Type
of Questions
5.5 Scoring
5.5.1 Scoring Objective Tests
5.5.2 Scoring Essay Tests
VI. Statistical Techniques and
Common Measures to
Evaluate and Interpret the
Result of a Test
6.1 Frequency Distribution
6.2 Graphical Presentation of
Data
6.3 Measures of Central
Tendency
6.3.1 Mean
6.3.2 Median
6.3.3 Mode
6.4 Point Measures
6.4.1 Quartle
6.4.2 Decile
6.4.3 Percentile
6.5 Measures of Variability
6.5.1 Ranges
6.5.2 Quartile Deviate
6.5.3 Mean Deviation
6.5.4 Variance
6.5.5 Standard Deviation
VII. Reference Measures and
Item Analysis
7.1 Reference Measures
7.1.1 Norm-Referenced
Interpretation
7.1.2 Criterion-Referenced
Interpretation
7.2 Item Analysis
7.2.1 Difficulty Index
7.2.2 Index of Discrimination
7.3.3 Distractor Analysis
Final Examination 1.5 hours
2 Parts of Final Examination (Objective Type for Test Development, Scoring and Interpretation and Practical Computation and Interpretation of Test Data)
D. REFERENCES
A. Books and Study Guides:
1. Betarmos, Norla Grace A. 2019. Guidepost to Outcomes-Based Assessment 1. 3rd Edition
2. Betarmos, Norla Grace A. 2017. Assessment of Students Learning 1 Work-Textbook. 2nd Edition.
3. Santos, Rosita De Guzman,Ph.D. 2014. Advanced Methods in Educational Assessment and Evaluation: Assessment of Learning 1. LORIMAR Publishing Inc.
4. Salandanan, Gloria G., Ph.D. 2016. Teacher Education. Revised Edition. KATHA Publishing Co., Inc.
5. Driscoll, Amy & Wood, S. (2007). Developing Outcomes-Based Assessment for Learner-Centered Education: A faculty introduction. Sterling, VA: Stylus.
6. Bresciani, M. J. (Ed.) (2007). Assessing Student Learning in General Education: A compilation of good practice case studies. San Francisco: Jossey-Bass Series.
7. Suskie, L. (2009). Assessing Student Learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.
8. Walvoord, B., & Anderson, V. J. (2009). Effective Grading: A tool for learning and assessment (2nd ed.) San Francisco: Jossey-Bass.
B. Electronic References:
[Link]
[Link]/modules/modinterview
[Link]/science/test
[Link].
[Link].
[Link]
E. COURSE REQUIREMENTS
1. Attendance and Participation
2. High quality work and performances
3. Show best effort in group dynamics, presentations, examinations and other related subject tasks
4. All work samples and class products have to be put in working portfolio (Accomplished Forms and Documentations)
5. Teacher-Made Test Construction
F. GRADING SYSTEM
Term Examination 40 %
Class Standing 60 %
Attendance and Conduct 10 %
Quiz and Assignment 30 %
Project/Participation/Performance-Based 20 %
TOTAL 100 %
G. AUTHENTIC ASSESSMENT TOOL
H. PROVISION FOR FLEXIBILITY (This should contain any adjustment the faculty can make in response to the limitations related to the principles of OBE: Clarity
of Focus, High Expectations, Expanded Opportunities, and Designing Down)
Prepared by:
_________________________________________
Faculty
Reviewed by: Program Chair Content Expert
________________________________________ ____________________________________________
Chairman, Review Committee Member, Review Committee
Recommended for Approval:
________________________________________
Department Head
Approved:
__________________________________________
Dean, College of Teacher Education
__________________________________________
Asst. Dir., Academics, Research and Innovation
CONFIRMATION AND ACKNOWLEDGEMENT RECEIPT
This is to confirm that the contents of the course syllabus in _________________, 1 st semester of AY __________________ at SLSU-CTE, Tomas Oppus, Southern Leyte,
were discussed to us during the first day of class and a copy of which was provided for reproduction and individual reference and guide.
Names Signature Names Signature
