OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Center of Development in Teacher Education
Department of Bachelor of Secondary Education

VISION Tarlac State University is envisioned to be a premier university in Asia and the Pacific.

Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equitable
access to education for people empowerment, professional development, and global competitiveness.

Towards this end, TSU shall:

MISSION
1. Provide high quality instruction trough qualified, competent and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening
collaboration with local and international institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

E - xcellence
Q - uality
U - nity
CORE VALUES I - ntegrity
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness

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OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

Course Name EDUC 202: ASSESSMENT IN LEARNING 1

Course Credits 3 UNITS
Course Description 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, as, and for, 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 systems.
Contact Hours/ week 3 hours / week
Prerequisite None
Course Outcomes 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. Give examples of learning outcomes in the cognitive, psychomotor and affective domains
4. Explain the principles in assessing learning outcomes through example and illustrations
5. Distinguish and Construct Various Paper-and-Pencil Tests
6. Distinguish the meanings and uses of item analysis, validity, reliability, difficulty index and discrimination index and determine the validity and reliability of given test
items
7. Explain the meanings and the uses of the Measures of Central Tendency and of Variability (Mean, Median, Mode, Range, Variance and Standard Deviation)
8. Demonstrate understanding of the principles in assigning grades and implementing grading systems

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter Suggested Laboratory / Seat Works
Week 1 A. Course Introduction
Shift of Educational Focus from Content to Learning Outcomes
Week 2 B. Determining the Progress Towards the Attainment of Learning Outcomes
Week 3-4 C. Program Outcomes and Student Learning Outcomes
Week 5-6 D. Assessing Student Learning Outcomes
Week 7-8 E. Distinguishing Various Paper and Pencil Tests
Week 9 F. MIDTERM EXAMS
Week 10 G. Constructing Various Paper and Pencil Tests
Week 11-13 H. Item Analysis and Validation
Week 14-16 I. Measures of Central Tendency and Dispersion/Variability
Week 17 J. Grading Systems
Week 18 K. FINAL TERM EXAMS

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 OBTL Plan
Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives
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. Give examples of learning outcomes in the cognitive,
psychomotor and affective domains
4. Explain the principles in assessing learning outcomes
through example and illustrations
5. Distinguish and Construct Various Paper-and-Pencil
Tests
6. Distinguish the meanings and uses of item analysis,
validity, reliability, difficulty index and discrimination index
and determine the validity and reliability of given test items
7. Explain the meanings and the uses of the Measures of
Central Tendency and of Variability (Mean, Median, Mode,
Range, Variance and Standard Deviation)
8. Demonstrate understanding of the principles in
assigning grades and implementing grading systems
LEARNING PLAN
Form No.: TSU-COD-SF-15 Revision No.: 00__
EDUC 202: ASSESSMENT IN LEARNING 1
Summative Assessment Task Details
1. Discussion on Outcome-Based Education: Matching intentions with
accomplishments, the outcomes of education and Institutional, Program, Course
and Learning Outcomes
2. Discussion on the different types of measurement, assessment and evaluation.
Differentiate between Assessment FOR, OF and AS Learning as approaches to
1. Online tests including LET-like test assessment
2. Performance tasks 3. Discussion about the Three Types of Learning (Cognitive, Psychomotor and
3. Research Output Affective)
4. Problem Solving 4. Discussion on the principles of Good Practice in Assessing Learning Outcomes,
5. Crafting of Test Items the Variety of Assessment Methods, Tools and Tasks. Differentiate the different
6. Midterm and Final Examinations types of portfolio and scoring rubrics and Discussion about Multiple Intelligences
5. Discussion about the steps in Planning a Test and Construction of Table of
Specifications. Differentiate the different types of Paper-and-Pencil Tests and
discussion on the guidelines on how to construct the different types of tests
6. Discussion regarding item analysis and differentiate between difficulty index and
discrimination index, discussion on Reliability and Validity
7. Discuss the measures of Central Tendency and Variability, Normal and Skewed
distributions and Problem Solving involving the items stated above
8. Differentiate between Norm-referenced Grading and Criterion-Referenced
Grading, Percentage and Percentile and discussion about grading
Effectivity Date: Page 3 of 9
OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

Desired Learning Teaching and Learning Assessment of Resource Time

Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (TLAs) Tasks (ATs) Materials Table
1. Explain three (3) Chapter 1 – Shift of Educational
outstanding Focus from Content to Learning Interactive discussion, Group
characteristics of Outcomes discussion subject matter –
OBE, distinguish - Outcome-Based Education: Assessment in the Learning Process 1 : centered vs. learner-centered
LET-like quiz, Powerpoint
among Matching Intentions with Outcomes-Based Assessment Fourth Edition, teaching
Reflection essays, Whiteboard 3 hours
institutional, Accomplishments Rosita L. Navarro, Ph.D., Rosita G. Santos,
Presentation of group Markers
program, course - The outcomes of education Ph.D., Brenda B. Corpuz, Ph.D.
discussion outcomes
and learning - Institutional, Program,
outcomes Course and Learning
Outcomes

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table
2. Distinguish among
Chapter 2 – Measurement,
measurement,
Assessment, and Evaluation in OBE
assessment and Interactive discussion,
- Measurement
evaluation and Assessment in the Learning Process 1 : presentation of different measuring
- Assessment Powerpoint
explain the various Outcomes-Based Assessment Fourth Edition, equipment and discussion on the Written work; LET-like
- Evaluation Whiteboard 3 hours
approaches to Rosita L. Navarro, Ph.D., Rosita G. Santos, distinction between formative and test items: Quiz
- Assessment “FOR”, “OF” Markers
assessment: Ph.D., Brenda B. Corpuz, Ph.D. summative evaluation
and “AS” Learning:
assessment FOR,
Approaches to Assessment
OF and AS
learning

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table
3. Distinguish the six Chapter 3 : Program Outcomes and
levels under the Student Learning Outcomes
cognitive domain, - The three types of Learning

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OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

discuss the - Domain I (Cognitive)

psychomotor - Domain II (Psychomotor)
categories in the - Domain III (Affective)
psychomotor domain Assessment in the Learning Process 1 :
of objective Outcomes-Based Assessment Fourth Edition, Interactive discussion, group Powerpoint 6 hours
contributed by Rosita L. Navarro, Ph.D., Rosita G. Santos, presentation of the levels of the Written work; LET-like Whiteboard
Simpson, Dave and Ph.D., Brenda B. Corpuz, Ph.D. three types of learning test items: Quiz Markers
Harrow and discuss
the levels of learning
objectives in the
affective domain
arranged
hierarchically

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table
4. Clarify the
principles of Good
Practice in Chapter 4 : Assessing Student
Assessing Learning Outcomes
Learning - Principles of Good Practice
Outcomes, discuss in Assessing Learning
Assessment in the Learning Process 1 : Interactive discussion, discussion
various Outcomes Powerpoint
Outcomes-Based Assessment Fourth Edition, of assessment tools, portfolios and Written work; LET-like
assessment - Variety of Assessment Whiteboard 6 hours
Rosita L. Navarro, Ph.D., Rosita G. Santos, rubrics test items: Quiz
methods, tools and Methods, Tools and Tasks Markers
Ph.D., Brenda B. Corpuz, Ph.D.
tasks, including - Portfolio
portfolios, to give - Rubrics
sample - Assessment strategies and
assessment tasks Multiple Intelligences
for each multiple
intelligence

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OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table
Chapter 5 : Distinguishing and
Constructing Various Paper-and-
Pencil Tests
5. Construct Table of
- Planning a Test and
Specifications and Quiz
Construction of ToS Assessment in the Learning Process 1 : Interactive lecture; writing of Powerpoint
construct paper- Critique of the
- Types of Paper-and-Pencil Outcomes-Based Assessment Fourth Edition, examples of the different types of Whiteboard
and-pencil tests in examples of test 9 hours
Tests Rosita L. Navarro, Ph.D., Rosita G. Santos, test, constructing ToS Markers
accordance with types, presentation of
- Constructing Selected- Ph.D., Brenda B. Corpuz, Ph.D. Test Papers
the guidelines in ToS
Response Type
test construction
- Constructing Supply Type or
Constructed Response
Type

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table
6. Explain the
meaning of item
analysis, validity,
reliability, difficulty
index and
discrimination Interactive discussion, exercises LET-like test
Chapter 6 : Item Analysis and
index. Determine Assessment in the Learning Process 1 : on the interpretation of item Problem solving on
Validation Powerpoint
the validity and Outcomes-Based Assessment Fourth Edition, analysis, item validity and item validity,
- Item Analysis Whiteboard 9 hours
reliability of given Rosita L. Navarro, Ph.D., Rosita G. Santos, reliability, difficulty index and reliability, difficulty
- Validation Markers
test items, Ph.D., Brenda B. Corpuz, Ph.D. discrimination index index and
- Reliability
determine the discrimination index
quality of a test
item by its difficulty
index and
discrimination
index

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OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table
7. Explain the
meaning and
function of the
measures of
Central
Tendency and
Variability, Chapter 7 : Measures of Central Problem solving on
distinguish Tendency and Variability measures of central
Assessment in the Learning Process 1 :
- Measures of Central Interactive lecture, problem solving tendency and Powerpoint
among the Outcomes-Based Assessment Fourth Edition,
Tendency and interpreting measures of Whiteboard 9 hours
measures of Rosita L. Navarro, Ph.D., Rosita G. Santos,
- Measures of Variability variability Markers
central tendency Ph.D., Brenda B. Corpuz, Ph.D.
- Normal and Skewed LET-like test
and measures of Distributions Quiz
variability and
explain the
meaning of
normal and
skewed score
distributions

Desired Learning Teaching and Learning Activities Assessment of Tasks Resource Time
Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) (TLAs) (ATs) Materials Table

8. Distinguish
between norm-
small group discussion; interactive Powerpoint
referenced and Assessment in the Learning Process 1 : LET-like test
Chapter 8 : Grading Systems lecture Whiteboard 3 hours
criterion- Outcomes-Based Assessment Fourth Edition, Quiz
Markers
referenced Rosita L. Navarro, Ph.D., Rosita G. Santos,
grading, Ph.D., Brenda B. Corpuz, Ph.D.

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OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

percentage and
percentile,
cumulative and
averaging
grading system

Suggested Readings Hernon, P. and Dugan, R. (2004). Outcomes assessment in higher education: West-port: Libraries, Unlimited
and References Identifying Learning Outcomes and Selecting Assessment Tasks. Teaching Common: New York University

Course Requirements Suggested:

1. Regular attendance and active class participation
2. Online formative and summative tests
3. Authentic tasks (TOS and test paper)
4. Term Examinations

Grading System STUDENT PERFORMANCE EVALUATION

MIDTERM FINAL TERM

40% Term Exams 40% Term Exams
25% Quizzes 25% Quizzes
20% Assignments, Output 20% Assignments, Output
(Oral presentation, Reflective Writing, (Oral presentation, Reflective Writing,
Online Exam, Reflective Essay etc.) Online Exam, Reflective Essay etc.)
15% Attendance and Online Class Participation 15% Attendance and Online Class Participation

Classroom Policies Online/ Flexible Teaching and Learning:

1. Microsoft Teams will be used as the primary platform in every class; thus, all students are advised to download and install the aforementioned application. Just go to
office.com. and login using your @student.tsu.edu.ph account, choose Teams from the list of applications, from there your enrolled subjects will appear;

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OBTL Plan EDUC 202: ASSESSMENT IN LEARNING 1

2. To uphold delivery of quality instruction, the class may also use added online platforms and applications like Zoom Cloud Meeting, FB Messenger, Viber, WhatsApp
and the like.
3. No Special Examination will be administered unless an excuse letter from parent/ guardian or medical certificate noted by the guidance counsellor and class adviser is
presented
4. Attendance will be checked every meeting. A student must complete 85% of the session in order for him/her be given credit for attendance.
5. Assignments are to be submitted on time. Failure to submit assignments is equivalent to a grade of 5.0.

Course Title: AY/Term of Effectively: Prepared by: Reviewed by:

Assessment in Learning 1 AY: 2020-2021

MR. EZRA GIL S. LAGMAN PROF. ELIZABETH P. BALANQUIT
2nd SEMESTER BSED Department Chair

Recommending Approval:

DR. JASPER JAY N. MENDOZA

Dean

Approved:

DR. ERWIN P. LACANLALE

Vice President for Academic Affairs

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