Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region V (Bicol)
Province of Albay
Libon Community College
Calleja Street Zone 4, Libon, 4507, Albay

SYLLABUS ON ASSESSMENT OF LEARNING 1

I. Course Title: ASSESSMENT OF LEARNING 1 (PROF. EDUC 8) Contact Nos. : 09605925480/09915618656
Semester: 1st Semester No. of Units: 3 Units

Course/Year level: BSED ENGLISH 3 (SATURDAY, 6:30 A.M. – 9:30 A.M.) No. of Hours: 54 Hours
BTVTED AT 3A (SATURDAY, 9:30 A.M. - 12:30 A.M.)
BTVTED AT 3B (SATURDAY, 1:00 P.M. - 4:00 P.M.)
BSED MATH 3 (SATURDAY, 4:00 P.M. – 7:00 P.M.)
Pre–requisite of the Course: None

II. Course Description:

This course is focused on the principles, development and utilization of basic assessment tools to improve the teaching-learning process. In the process of measuring
knowledge, comprehension and other thinking skill along the cognitive, psychomotor and affective domains, this course distinguishes the uses of assessment “of” learning,
assessment “for” learning and assessment “as” learning. This course includes the standards steps in test construction and how to determine the measures of central tendency
and measures of dispersion. Such knowledge facilitates understanding and proper implementation of grading systems.

III. Course Competencies/ Learning Objectives:

At the end of the course, the students would be able to:
1. Explain how the change of emphasis from content to outcomes in education led to the shift of focus in teaching from the subject matter to the learner.
2. Illustrate examples of measurement, assessment and evaluation in determining the progress of students towards attaining the desired learning outcomes.
3. Differentiate program outcomes from student learning outcomes through examples.
4. Give examples of learning outcomes in the cognitive, psychomotor and affective domains.
5. Explain the principles in assessing learning outcomes through example and illustrations.
6. Determine the validity and reliability of given test items.
7. Explain the meanings and the uses of the Measures of Central Tendency and of Dispersion; Mean, Median, Mode, and Standard Deviation.
8. Demonstrate understanding of the principles in assigning grades and implementing grading systems.
IV. Program Outcomes:
1. Apply the rootedness of education in philosophical, socio, cultural, historical, psychological and political contexts (PPST 1).
2. Demonstrate mastery of subject matter/ discipline (PPST 01).
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments (PPST 3).
4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners (PPST 4).
5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices (PPST 4).
6. Demonstrate a variety of thinking skills in planning, monitoring assessing and reporting learning processes and outcomes (PPST 5).
7. Practice professional and ethical teaching standards sensitive to local, national and global realities (PPST 7).
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities (PPST 7).

V. Course Requirements:
 Attendance
 Periodic Examination
 Quizzes
 Reflection essays
 Group presentations
 Essay test
 Matrices of the levels of cognitive, psychomotor, and affective
 Problem solving on item validity, reliability, difficulty index and discrimination index, measure of central tendency, measure of valiability, norm-referenced
grading, criterion-referenced grading, averaging system, and cumulative system
 Crafting of rubrics
 Reaction papers
 Critique examples of test types
 Interpreting given data

VI. Grading Procedures and Criteria:

Components Percentage Distribution

Attendance 5%

Class Performance/Recitation 20 %

Output/Project 20 %

Midterm/Final Exam 25 %

Summative/Quizzes 20%

Character 10%

Total 100%
VII. Course Topics

Intended Learning Outcomes Content Teaching Learning Activities Time Allotment Assessment

The students can: 1. Shift of Educational Focus from Content  Interactive discussion 6 Hours  Quiz
 explain 3 outstanding characteristics of to Learning Outcomes  Group discussion subject matter-  Reflection essay on subject
outcome – based education 1.1. Outcome-Based Education: centered vs. Learner-centered teaching matter-centered teaching
 distinguish among institutional Matching Intentions with  Exercises on translating educational and learner-centered
outcomes, program outcomes, course Accomplishments objectives into learning outcomes teaching
outcomes and learning outcomes 1.2. The Outcomes of Education  Presentation of group
 distinguish between immediate 1.3. Institutional, Program, Course and discussion outcomes
outcomes and deferred outcomes Learning Outcomes
 differentiate between educational 1.4. Sample Educational Objectives and
objectives and learning outcomes Learning Outcomes in Aralin
Panlipunan (K to 12)
1.5. Exercises

 distinguish among measurement 2. Measurement, Assessment, and  Interactive discussion 3 Hours  Quiz
assessment and evaluation Evaluation in Outcome-Based Education  Group presentation of different  Essay test on the distinction
 explain the various approaches to 2.1. Measurement measuring instruments among assessment “of”
assessment: assessment FOR, OF, and AS 2.2. Assessment  Group presentation of objects that can learning, assessment “for”
learning 2.3. Evaluation be assessed learning, and assessment
2.4. Assessment “FOR”, “OF” and “AS”  Discussion on the distinction between “as” learning
learning: Approaches to Assessment formative and summative evaluation  Group presentation of
abstracts of published
evaluative studies
 clarify the program outcomes for 3. Program Outcomes  Interactive discussion 6 Hours  Submission by group of
teacher education 3.1. Program Outcomes and Student  Group presentation of the levels of matrices of the levels of:
 distinguish the six levels of knowledge Learning Outcomes cognitive domain cognitive, psychomotor, and
under the Cognitive Domain 3.2. Program Outcomes and Teacher  Group presentation of the levels of affective domain
 discuss the psychomotor categories in Learning Outcomes psychomotor domain  First quarter
the psychomotor domain of objective 3.3. The Three Types of Learning  Group presentation of the levels of  Summative Test
contributed by the following: Simpson, 3.4. Domain I: Cognitive (Knowledge) affective domain
Dave, Harrow 3.5. Domain II: Psychomotor (Skills)  Group crafting of matrices to simplify
 discuss the 6 levels of learning objectives 3.6. Domain III: Affective (Attitude) the domain levels
in the affective domain arranged 3.7. Kendall’s and Manzano’s new
hierarchically taxonomy
 discuss Kendall’s and Morgan’s new 3.8. Exercises
taxonomy

 clarify the principles in assessing learning 4. Assessing Student Learning Outcomes  Interactive discussion 9 Hours  Quiz
outcomes 4.1. Principles of good practice in  Group presentation to clarify the  Crafting of rubrics to assess
 explain the phase of outcomes assessing learning outcomes principles of assessing learning the group presentation of the
assessment 4.2. Sample of supporting students’ outcomes  Discussion of assessment principles of assessing
 determine, alignment of learning activity 4.3. Phases of outcome tools learning outcomes
outcomes and assessment tasks assessment in the instructional cycle  Group samples of the various types of  Submission of rubrics
 discuss various assessment methods, 4.4. Constructive alignment portfolios  Group presentation of the
tools and tasks, including portfolios 4.5. Variety of assessment methods, tools  Crafting of scoring rubrics types of portfolios
 construct a scoring rubric and tasks  Discussion of learning outcomes in K to  Reaction paper on the use of
 to give sample assessment tasks for each 4.6. Portfolio 12 rubrics
MI 4.6.1. Display, showcase or best
 explain at least 3 key features of works portfolios
assessment in the K to 12 programs 4.6.1.1. Working or Development
Portfolio
4.6.1.2. Types of Portfolios
4.6.1.3. Assessment or Evaluation
Portfolio
4.7. Scoring rubrics
4.8. Assessment strategies and multiple
intelligences
4.9. Assessment of learning outcomes in
the K to 12 programs

 construct a Table of Specifications 5. Development of Varied Assessment  Interactive discussion of the different 6 Hours  Quiz
 construct paper-and-pencil tests in Tools types of tests  Critique of the examples of
accordance with the guidelines in test 5.1. Planning a Test and Construction of  Writing of examples of the different test types
construction types of tests in the different fields of  Group presentation of table
 Table of Specifications (TOS) specialization of specifications by field of
5.2. Types of Paper-and-Pencil Tests  Constructing a table of specifications for specialization
5.3. Constructing Selected-Response the different types of tests  Crafting of scoring rubrics for
Type essay examination
5.3.1. True-False test
5.3.2. Multiple Choice test
5.3.3. Matching type
5.4. Constructing supply type or
constructed response type
5.4.1. Completion type of test
5.4.2. Essays
5.4.2.1. Types of Essays
5.5. Exercises

 explain the meaning of: item analysis, 6. Item Analysis and Validation  Exercises on the interpretation of: item 3 Hours  Problem solving on the
validity, reliability, difficulty index, 6.1. Item Analysis analysis, item validity, reliability, following; item validity,
discrimination index  Difficulty index difficulty index, and discrimination reliability, difficulty index,
 determine the validity and reliability of  Discrimination index index and discrimination index
given test items 6.2. Validation
 determine the quality of a test item by 6.3. Reliability
its difficulty index, discrimination index 6.4. Exercises
and plausibility of options (for a
selected-response test)

 explain the meaning and function of the 7. Measure of Central Tendency and  Interactive lecture 9 Hours  Problem solving on measure
measures of dispersion/variability Variability  Problem solving and interpreting of Central Tendency and
A. Measure of Central Tendency 7.1. Measure of Central Tendency measure of variability
 Mean  Mean  Interpreting given data
 Median  Median
 Mode  Mode
B. Measure of Dispersion or Variability 7.2. Normal and Skewed Distributions
 Range 7.3. Outcome-based Teaching-Learning
 Variance and Score Distribution
 Standard Deviation 7.4. Measure of dispersion or Variability
 distinguish among the measures of  Range
central tendency and measures of  Variance
variability/dispersion  Standard Deviation
 explain the meaning of normal and 7.5. Comparing
skewed score distributions 7.6. More notes on Standard Deviation
7.7. Interpretation of Standard Deviation
 7.8. Some Exercises
7.9. Problem Solving

 distinguish between norm-referenced 8. Grading Systems  Exercises on 12 Hours  Quiz

and criterion-referenced grading; 8.1. Norm-referenced Grading - Exercises on norm-referenced and  Problem-solving on
cumulative and averaging grading 8.2. Criterion-Referenced Grading criterion-referenced gradings - Norm-referenced grading
system 8.3. Four Questions in Grading - Exercises on averaging and cumulative - Criterion referenced grading
 compute grades of students in various 8.4. What should go into a student’s grading systems - Averaging system
grade levels of observing DepEd grade? - Interactive discussion of DepEd Order - Cumulative system
guidelines 8.5. Standardized Test Scoring No. 8, s. 2015  Essay test on “What does a
8.6. Cumulative and Averaging Systems student’s grade mean?”
of Grading
8.7. Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education (DepEd Order No. 8, s.
2015)
8.8. Step in Grade Computation
8.9. Grade Computation
8.10. Reporting the Learner’s Progress
8.11. Promotion and Retention at the
End of the School
8.12. Alternative Grading Systems
8.13. Exercises

VIII. References:

Audet R and Jordan L. (2005) Integrating Inquiries Across the Curriculum. California: Sage Pub. Co.
Baker, E. L. (1992) The Role of Domain Specifications in Improving the Technical Quality of Assessment. Los Angeles: University of California Center for Research
and Evaluation.
Brookhart, Susan (2013) How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, Virginia: ASCD.

Goof, Loui, et al. (2015) Learning Outcomes Assessment: A Practitioner’s Handbook: Higher Education Quality Council of Ontario
Hernon, P. and Dugan, R. (2004). Outcomes Assessment in Higher Education: West-port: Libraries, Unlimited

Identifying Learning Outcomes and Selecting Assessment Tasks. Teaching Common: New York University
Types of Rubrics (2015). Chicago, III: De Paul University
Kaplan, Robert M. and Dennis P. Saccuzzo. (2001) Psychological Testing: Principles, Applications and Issues. Singapore: Thomson Learning Asia

Prepared by:

NORMAN R. SEDA, PhD

Instructor

Noted:

AMELITA P. SADUESTE, EdD EDEN B. RIVERA, MAEd

College Dean College Administrator