A.

Course Details

COURSE CODE EDUC 10

COURSE NAME Assessment of Learning 2
COURSE DESCRIPTION This is a 3-unit course that focuses on the principles, development and
utilization of alternative forms of assessment in measuring authentic learning
process. It emphasizes on how to assess process-and product oriented learning
targets as well as affective learning. Students will experience how to develop
rubrics for performance-based (e.g. portfolio)how assessment.
NUMBER OF UNITS 3 units (Lec.)
PREREQUISITE NONE

B. Course Outcomes
At the end of this course, the students should be able to:
1. Analyze the fundamental concepts and characteristics of 21st century assessment
2. Use appropriate assessment tools and techniques as applied in instructional decision
3. Distinguish the different types of assessment
4. Apply the principles in constructing and interpreting performance-based assessment
5. Develop a portfolio as an assessment tool
6. Evaluate portfolio assessment utilized in the classroom
7. Demonstrate skills in interpreting test results and reporting of grades
C. Course Outline

WEEK TOPICS
st
1-2 21 Century Assessment
1. Characteristics of 21st Century Assessment
1.1.Responsive
1.2.Flexible
1.3.Integrated
1.4.Informative
1.5.Multiple Methods
1.6.Communicated
1.7.Technically sound
1.8.Systematic
2. Instructional Decisions in Assessment
2.1.Decision-making at different phases of teaching-learning phases
2.2.Assessment in Classroom Instruction
2.3.Types of educational decision
3. Outcome-based Assessment
3.1.Student learning Outcome
3.2.Sources of Student Expected Learning Outcome
3.3.Characteristics of Good Learning Outcome
3-4 Types of Assessment
1. Traditional and Authentic Assessment
 1.1.Traditional as Direct and Indirect Measure
1.2.Authentic as Direct Realistic Performance Based Activity
2. Formative Evaluation and Summative Evaluation
2.1.Formative as Measure of Teaching Learning Effectiveness
2.2.Summative as Measure of Learning at the End of Instruction
3. Norm and Criterion Referenced Assessment
3.1.Norm-Referenced as a survey Testing
3.2.Criterion-Referenced as Mastery Testing
4. Contextualized and Decontextualized Assessment
4.1.Contextualized as Measure of functioning Knowledge
4.2.Decontextualized as Assessment of Artificial Situation
5. Analytic and Holistic Assessment
5.1.Analytic as Specific Approach
5.2.Holistic as Global Approach
5-6 Nature of Performance-Based Assessment (PBA)
1. Meaning and Characteristics
1.1.PBA as defined by Authorities
1.2.Features of PBA
2. Types of Performance Tasks
2.1.Solving a Problem
2.2.Completing An Inquiry
2.3.Determining Position
2.4.Demonstrations
2.5.Developing Exhibits
2.6.Presentation Tasks
2.7.Capstone Performances
3. Strengths and Limitations
3.1.Advantages
3.2.Disadvantages
7 Designing Meaningful Performance-Based Assessment
1. Designing the Purpose of Assessment
1.1.Learning Targets Used in Performance Assessment
1.2.Process and Product-Oriented Performance-Based Assessment
1.3.Authentic as Direct Realistic Performance-Based Activity
2. Identifying Performance Tasks
2.1.Suggestions for Constructing Performance Tasks
3. Developing Scoring Schemes
3.1.Rubric as an Assessment Tool
3.2.Types of Rubrics
3.3.Rubric Development
8-10 Affective Learning Competencies
1. Importance of Affective Targets
2. Affective Traits and Learning Targets
2.1.Attitude targets
2.2.Value Targets
2.3.Motivation Targets
2.4.Academic Self-Concept Targets
2.5.Social Relationship Targets
2.6.Classroom Environment Targets
3. Affective Domain the Taxonomy of Educational Objectives
3.1.Receiving
3.2.Responding
3.3.Valuing
 3.4.Organization
3.5.Characterization
11-12 Development of Affective Assessment Tools
1. Methods of Assessing Affective Targets
1.1.Teacher Observation
1.2.Self-report
2. Utilizing the Different Methods in Assessing Affect
2.1.Type of Affect
2.2.Grouped or Individual Responses
2.3.Use of Information
3. Affective Assessment Tools
3.1.Checklist
3.2.Rating Scale
3.3.Likert scale
3.4.Semantic Differential Scale
3.5.Sentence Completion
13-14 Nature of Portfolio Assessment
1. Purposes
1.1.Why Use Portfolio?
1.2.Characteristics
2. Types
2.1.Showcase
2.2.Documentation
2.3.Process
2.4.Product
2.5.Standard-Based
3. Elements
3.1.Parts and Design
15 Designing and Evaluating Portfolio Assessment in the Classroom
1. Steps for Developing Portfolio Assessment
1.1.Identify Overall Purpose and Focus
1.2.Identify the Physical Structure
1.3.Determine the Appropriate Organization and Sources of Content
1.4.Determine Student Reflection Guidelines
1.5.Identify and Evaluate Scoring Criteria
2. Portfolio Evaluation
2.1.Student Evaluation
2.2.Teacher Evaluation
2.3.Student Teacher Conference
16 Grading and Reporting System
1. K to 12 grading Learning Outcome
2. The Effects on Grading on Students
3. Building a Grading and Reporting System
3.1.Basis of Good Reporting
3.2.Major Purposes of Grading and Reporting
3.3.Grading and Reporting System
4. Developing Effective Reporting System
5. Tools for Comprehensive Reporting System
6. Guidelines for Better Practice
7. Planning and Implementing Parent-Teacher Conference
17-18 Statistics and Computer: Tools for Analyzing of Assessment Data
1. Statistics
2. Descriptive and Inferential Statistics
 3. Statistical Tools for: Grouped and Individual Data
3.1.Measures of Central Tendency
3.2.Measures of Variability
3.3.Standard Scores
3.4.Indicators of Relationship
4. Computer: Aid in Statistical Computing and data Presentation

D. Suggested Teaching Strategies

 Lectures, Forum, Class discussion, Group sharing, Oral reports, Role-Playing, Movie/ Film Viewing
E. Suggested Assessment/Evaluation
 Quizzes, Performance task, case study, essays, long exams, major exam
F. References
 Cajigal, R., Mantuano, M., 2014, Assessment of Learning 2, Philippines: Adriana Publishing Co.,Inc.