UDM VISION: Universidad de Manila promotes free and quality tertiary education for the underprivilege youth, relevant

curricular and
research Programs, and responsive extension services-all those benefiting the City of Manila and the country.

UDM MISSION: As a premier institution, the UDM is dedicated to advancing the frontier of knowledge through quality that are relevant,
pragmatic, and responsive to the formations of scholars and high level professionals who are ethical, compassionate, and
committed to the service of the City of Manila, the nation and the global community.

COLLEGE OF EDUCATION
To be
Vision:
an internation To be an internationally competitive college in the field of outcomes-based teacher education.

Mission: Engendering in the holistic personality of the 21st century educators the ultimate function of the UDM-College of Education which is the
transformation of character and crystallization of intellect.

Goals of the To develop productive, self-reliant law-abiding educators imbued with solid moral, spiritual values, committed to serve the youth towards
College educational/social development and transformation of the City of Manila and the Nation
Objectives of 1. To develop concepts, knowledge and information’s attendant to become a well-prepared educator;
the College 2. To enhance student’s capability to become a productive, and self-reliant teacher;
3. To provide the students with principles, theories, methods, and strategies in teaching;
4. To develop desirable habits and attitudes imbued with moral and spiritual values, committed to serve the youth;
5. To develop a productive and progressive educational leader for a social development for the transformation of the City of Manila and the
Nation as well;
6.To develop highly competent teachers and leaders in the field of education.
 Program Educational Objectives
1. Display basic and comprehensive understanding of knowledge, principles of the subject matter in sciences.

2. Apply the scientific principles in solving the current problems;

3. Use scientific inquiry in understanding and explaining natural phenomena;
4. Design and utilize appropriate instructional materials in science;
5. Employ effective teaching techniques for diverse types of learners in varied learning conditions;
6. Provide regular feedback to students;
7. Utilize appropriate pedagogy and use of technology for the different science content areas;
8. demonstrate skills in various methods in teaching learning in the sciences to include conducting science investigations, making models and prototype, and
doing research.
9. Create and utilize learning experiences in the classrooms to develop learner’s skills in discovery learning, problem learning and critical thinking.
COURSE SYLLABUS
_1st_____ Semester, AY 20_20_ -2021___
Course Code EDN 313 Course Title Assessment in Learning 1 T Lecture Credit Units 3
y
p
e
Course Description This course 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.
Course Pre – requisites/(Co – Course Schedule Ed 34 W – 8:30-11:30
requisites) Ed31 A – MTh – 10:00-11:30
Ed 31B – MTh - 1:30-3:00
Student Outcomes and Relationship to Program Educational Objectives
Program educational objectives
Program/ Student Outcome (note: number of column depends on the number of program objectives check)

1 2 3 4 5 6 7 8 9
The Graduates should:
 a. Effectively communicate in English ,both orally and in writing; I E E I E E E E E
b. Act in recognition of professional, social, and ethical I E E I I E E E D
responsibility;
c. Utilize effective science teaching and assessment methods; E D D E E E E E D
d. Manifest meaningful and comprehensive pedagogical content E D E E E E E D D
knowledge (PCK) of sciences.
e. Pursue lifelong learning for personal and professional growth E E E D I E E E E
through varied experiential and field-base opportunities.
f. Apply skills in the development and utilization of ICT to promote D D D D I E D D D
quality, relevant, and sustainable educational practices.
Course Outcomes and Relationship to student outcomes
Program Outcomes Code
Course Outcomes (CO) (note: number of column depends on the number of program/student
After completing this course, the students must be able to: outcome)

a b c d e f
1. Utilize effective science teaching and assessment methods; E E E E E D
2.Demonstrate mastery of subject matter/discipline E D D E E D
3.Facilitate learning using a wide range of teaching methodologies and delivery modes E D D E E D
appropriate to specific learners and their environments

4. Develop instructional plans, teaching approaches, and resources for diverse learners; D E D D D D

5. Apply skills in the development and utilization of ICT to promote quality, relevant, and D D D D E D
sustainable educational practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting D E D D D D
learning processes and outcomes;
7. Pursue lifelong learning for personal and professional growth through varied experiential E E E E E E
and field-based opportunities;
*Level: I – Introductory E -Enabling D – Demonstrative
 COURSE Course Outcome Intended Learning Topic Teaching and Resources Outcome – Based
COVERAGE Outcome Learning Activities Assessment
(TLA)
Week 1 After the completion of Chapter 1 Giving of Prepared
3 hrs. the unit, students will be 1. Introduction Readiness Test. materials Scores in the readiness
able to: 2. Educational Measurement LMS / Digital test
a. Types of Measurement Orientation and media
1.display basic and b. Indicators, Variables and lecture via Zoom Responses in meeting
CO 6 , CO 5 comprehensive factors
understanding Small group
Week 2 of knowledge, principles 3. Assessment defined assignment Module Graded outputs
1.5 hrs. of subject matter in a. Roles of Assessment
sciences 4. Evaluation Guide
a. Evaluation of Learning Collaborative questions Shared output
b. Evaluation of Programs Discussion

1.5 hrs. CO 7, CO 6, CO 4, 2.Design and utilize Chapter 2. Outcomes of

appropriate instructional Student Learning Individual reports Reference Graded recitation
materials in sciences. 5. Program Objectives and book
Student Learning Outcomes Exercises /Drill
Weeks 3-4 6. The Three types of Observed behavior
Learning Group work Prepared
3 hrs. * Domain1: Cognitive materials
knowledge
* Domain2: Psychomotor
Skills
 3.Employ effective * Domain3: Affective
techniques for diverse (Attitude) Scoring a partners output
types of learners in
CO 1, CO 2, CO 3, varied learning Synchronous LMS- Active /passive response
3 hrs. CO 4 conditions. Chapter 3 : Principles of High meeting via zoom laptops/cps in the lecture
Quality Assessment Lecture
7. Clarity of Learning Targets
4.Design and utilize a * Cognitive Targets Groupwork Module
CO 1, CO 2, Co 3, CO variety of assessment * Skills, Competencies and Submitted output
4, CO 5, CO 7 techniques to monitor Abilities targets
and evaluate learning. • Products, Outputs Reporting Use of Rubrics
and Project Targets
Weeks 5-6 8. Appropriateness of
Assessment Methods Peer-mentoring Guided Reflection
3 hrs. 5.Provide regular • Written Response activities-
CO 1, CO 3, CO 4, feedback to students Instrument materials
CO7 • Product Rating Scales
• Performance Test
• Oral Questioning
3 hrs. 6. Utilize appropriate • Observation/Self- Reporting
CO 7, CO 6, CO 1, CO pedagogy Report
Week 7 3 and use of technology 9. Properties of Assessment
for the different science Methods Cooperative Module/refere
content areas. • Validity Learning nce book Self-evaluation
3 hrs. • Reliability
• Fairness
• Practicality and
Efficiency
• Ethics in
Week 8 Assessment Critical
1.5 hrs. 10. Assessment of Learning thinking/sharing Reflection on sharing
Outcomes in the K-12 Program
 observations from Ppt
7.Create and utilize Chapter 4: Development of facts presentation Graded recitation
CO 3, CO 4, CO 6, CO Learning experiences in Assessment Tools :
7 the classrooms to 11.Knowledge and Reasoning
1.5 hrs. develop learner’s skills in • Types of Library work/
Objective Tests
discovery learning, research work Reference Written outputs
• Planning a Test
problem-solving and book
and
critical thinking. Construction of Reporting
Weeks 9- Table of Navarro R.L
11 CO 7, CO 6, CO 1, CO 8. demonstrate Specifications Lecture and Santos Test questions -grades
4 interdependence while • Constructing ,R.G,2012
3 hrs. developing test materials. True-False test Coaching/critiqui
• Multiple Choice ng
3 hrs. Test Written Feedback
• Matching Type Preparing Test Science books
and Supply questions
Type Items
• Essays
Do Exercises and Submission of
3 hrs. 9. show eagerness by LMS-
Outputs. Integration of
CO7, CO5, CO 6 sharing, coaching and do Group laptop/cps
corrections/Feedback and
constructive criticisms to Administer sample test Presentation/Eval Verbal/written feedback
build confidence in questions. uation/Coaching on outputs
Weeks12- preparing test materials.
13 Chapter 5. Item Analysis and Outputs
Validation Implementation/ Approved output
6 hrs. 10. Determine whether 12. Item Analysis Class meeting
CO 1 , CO7 the test materials are valid 13. Validation and sharing of
and reliable . 14. Reliability outputs
Week 14
Chapter 6 :Performance- based
Rubrics Self-appraisal
Test/Non-Objective Tests
1.5 hrs. Report
15. Introduction
 16. Performance-based Test Observation/reflection
11.Show objectivity while 17. Performance Task
CO 7, CO 4, CO 6 giving grades to 18. Rubrics and Exemplars Groupwork Prepared Responses in the group
students by computing Chapter 7. Introduction to activity Activity
Statistical Concepts
grades with the use of
Rubrics.
19.The Idea of Randomness
1.5 hrs. 20. The Mean Think-pair share Written
Week 15 21. The Standard Deviation Collaborative test/module Test scores
22. The Bell-shaped Curve work
1.5 hrs. * The Standard Normal
CO 1 , CO 7 12.use Rubrics to lessen Distribution
subjectivity in giving Chapter 8: Grading Systems Individual report Group’s evaluation
grades 23. Norm-referenced Grading Shared
1.5 hrs. 24. Criterion-Referenced Lecture materials
Grading Synchronous
25. Four Questions in Grading
Week 16 meeting via
a. What Should Go into a
google meet LMS-laptops
Student’s Grade
1.5 hrs. b. Cumulative and
Averaging Systems of
1.5 hrs. Grading
c. K-12 Grading System
d. Alternative Grading
System

total FINALS
54 hrs. Testing period Prepared
materials Scores in the exam
TOTAL: 54 hrs.
COURSE REQUIREMENTS

GRADING SYSTEM

CLASS POLICY

Attendance
Students are not allowed to have 20% or more absences of the total class hours; otherwise, they will be graded as follows:
Dropped (if majority of the excessive absences are excused)
Failed (if majority of the excessive absences are unexcused
Classroom decorum

Students are required to:

1. Wear their identification cards and observe wearing of decent dress/attire at all times;
2. Turn off or put in silent mode their cellular phones during class hours;
3. Maintain cleanliness and orderliness of the room at all times; and
4. Come to class on time.

Examination/Evaluation
1. Quizzes may be announced or unannounced.
2. Long examinations are always announced.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of “0” for the first offense. For the second offense, he/she will automatically
fail the subject.
4. Students who missed exams, laboratory exercises, or quizzes may only be excused for any of the following reasons:
a. Participation in a University/College – approved field trip or activity (must be cleared one week in advance);
b. Personal illness (must present medical certificate); and
c. Death or serious illness in the immediate family (must present death or medical certificate.
REFERENCES & SUPPLEMENTARY READINGS
v
References :
Rosita de Guzman-Santos, Assessment of Learning, Lorimar Publishing, 2007
Rosita Santos and Rosita Navarro, Assessment of Learning, Lorimar Publishing,2nd ed, 2012.

Supplementary Readings

(note: Use Recent References/supplementary reading, at least 5 years “back” from the time of syllabus preparation)

SUBMITTED BY DR. MA. JACQUELINE PATARATA