Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
ASSESSMENT OF LEARNING 1
EDUC 08 (MODULE 2)

NAME: _____________________________________________ CONTACT #: ____________________________________

COURSE/SECTION: _______________________________________ INSTRUCTOR: ___________________________________

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 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
COURSE GUIDE

I. COURSE TITLE: ASSESSMENT IN STUDENT LEARNING 1 (ED 8)

II. COURSE OVERVIEW

A. INTRODUCTION

This course is focused on the principles, development and utilization of basic assessment tools to improve teaching-learning process. In the process of measuring
knowledge, comprehension and other thinking skills along the cognitive, psychomotor an affective domains, this course distinguishes the uses of assessment “of” learning, assessment “for”
learning and assessment ‘as” learning. They will effectively blend measurement and evaluation in the discussion of OBE and learning outcomes-based assessment in order to ensure validity and
reliability of assessment done. This course will also emphasize the practical applications of assessment in constructing different assessment tools. The students will appreciate the authentic
application of assessment through experiential learning approach, explicit, reflective and research-based teaching and learning process.
B. PROGRAM OUTCOMES

Assessment in Student Learning 1 is a professional education subject of 3rd Year BEED and BSED students in the Teacher Education Department.

At the end of the course, the students must have:

1. Facilitated learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
2. Developed innovative curricula, instructional plans, teaching approaches and resources for diverse learners.
3. Applied skills in the development and utilization of ICT to promote quality relevant and sustainable educational practices.
4. Demonstrate a variety of thinking skills in planning, monitoring, assisting, and reporting learning processes and outcomes.

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C. MODULES AND UNIT TOPICS

To ensure that you will demonstrate the above cited course learning outcomes at the end of the semester, this module is divided into the following:

MODULE 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES

This module aims to understand the educative process between the teacher and you as a student. However, there is a change in educational perspective from content
to learning outcomes, and the teacher becomes the facilitator of learning. In this unit, you will learn to distinguish among institutional outcomes, programs outcomes, course outcomes and
learning instructional outcome and formulate learning outcomes based on given educational objectives which one of the most essential tasks of being future teacher. This module will
provide you deeper understanding on learning outcomes in three different domains.

MODULE 2: MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES –BASED EDUCATION

This module aims to clarify you in the different terms used to determine progress towards the attainment of the intended learning outcomes. These are measurement,
assessment and evaluation. Through this module, students will distinguish among measurement, assessment and evaluation and explain the meaning of assessment “for”, “of” and “as”
learning.

MODULE 3. DEVELOPMENT OF ASSESSMENT TOOLS

This module will develop your skills in constructing a scoring rubric and paper and pencil tests in accordance with the guidelines in test construction. This will help you to
reflect on the congruency and alignment of learning outcomes and assessment task.

III. COURSE STUDY GUIDE

The key to successfully finish this module lies in your hands. This module was prepared for you to learn diligently, systematically and independently in preparation for your future
venture as an effective and efficient teacher. You will be engaging in various activities that will equip and enhance your skills to become a responsible and competent learner. The
following guidelines will help you in accomplishing these modules.

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1. TIME MANAGEMENT. For the whole semester, you will be accomplishing three modules in which you can work your tasks per term period. This means the in every term
period you will accomplish one module and by the end of the semester the whole module will have an output. One module for prelim, midterm and final period.

2. STUDY HABIT. Doing what is required of you in each module can be highlighted and can be presented in matrix form about the lists of things needed and time schedule by
posting it in your schedule log to avoid delay. Filing of documents per activity and module is highly advised.

3. SETTING GUIDELINES. Set guidelines how you will work your module by logging it in your log book. Condition yourself to be guided with the criteria and rubrics
provided in the module. Provide yourself a notebook where you will write your draft before finalizing your output for completion. Consider the idea that in accomplishing all
activities required of you in each module means allowing yourself to pass the subject. In presenting all your output, develop this as your principle:

* Write your answer clearly

* Collect and organize your ideas before writing it.
* Observe correct usage of grammar. Avoid constructing ambiguous statements and phrasing.
* Do not use abbreviation and ACRONYMs unless these are introduced in the reading.
* Avoid writing in all caps
* Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as concisely and possible.
* Work your module based on experience to come up with an output.
* Your family members and friends at home will support you but the activities must be done by you.

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IV. STUDY SCHEDULE

WEEK INTENDED LEARNING OUTCOMES ACTIVITIES Learning Resources

MODULE 1 SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES
Activity: Modules
1. Cited specific situation for each characteristic of outcome- based  “Knowing your Goals”
education based on area of specialization. Online Platforms (Facebook, Messenger,
Analysis: Google)
2. Formulated samples or situations which fall under immediate and  Understanding and Analyzing the Given
deferred outcomes. Inputs and Information Activity Sheets
Prelim Period  Processing of Information Given
3. Formulated learning outcomes based on the given educational objectives
(4 weeks) and identified what domain is being described in each objective.
Abstraction: Assessment of Learning 1 Textbook by
2020
 Presentation and Generalization of Concepts Rosita Navarro, Rosita Santos and Brenda
Corpuz
Application:
 Formulation of Learning Outcomes from
Educational Objectives

MODULE 2 MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION

Mid-term Period 1. Formulated situations in classroom setting which involve Activity: Modules
(4-weeks) measurement, assessment and evaluation.  Cycle of Learner’s Life
Online Platforms (Facebook, Messenger,
2. Explained the various approaches to assessment: assessment FOR, Analysis: Google)
OF, and AS learning.  Understanding and Analyzing the Given
Inputs and Information Activity Sheets
3. Cited situations which involves the various approaches to  Processing of Information Given
assessment: assessment FOR, OF, and AS learning.
Abstraction: Assessment of Learning 1 Textbook by
 Presentation and Generalization of Concepts Rosita Navarro, Rosita Santos and Brenda
Corpuz
Application:

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  Formulation of situations for Assessment
FOR, OF, and AS learning

MODULE 3 DEVELOPMENT OF VARIED ASSESSMENT TOOLS

Final Term Period
(ON GOING)
(4 weeks)

V. EVALUATION
To pass this course, you must:
1. Comply what is asked in each procedure of the module.
2. Present all outputs in a short-bond paper either in hand or typed-written following the prescribed format of a project paper.
3. Submit all required outputs in each modules every end of each term period.
4. Submit the final output using technology as required by informing your subject facilitator through text message.
5. Accomplish the final evaluation through online examination based on time schedule set by your facilitator.
Basis of Grade Computation
Online Examination on the Final Period
Output in each Procedure of the Module
Portfolio required in each Term-Period
Research Paper/Action Research
Note: See Attached Grading System, Criteria and Scoring Rubrics Appended in your Module in the Appendices.
VI. TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software Application, MS Word, MS Powerpoint, Cellphone with camera
VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add (joellachica05@gmail.com); Facebook (Joel Lachica III); and cellphone no. (09278340524).

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 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
Module 2 in Assessment of Learning 1 (Ed 8)
BSED 3rd Year Students

Module 2: MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES- BASED EDUCATION

Intended Learning Outcomes: At the end of this module, the student must have:

1. Formulated situations in classroom setting which involve measurement, assessment and evaluation.
2. Explained the various approaches to assessment: assessment FOR, OF, and AS learning.
3. Cited situations which involve the various approaches to assessment: assessment FOR, OF, and AS learning.

A. Introduction
As teachers become more familiar with data-driven instruction, they are making decisions about what and how they teach based on the information gathered from their students. In other
words, teachers first find out what their students know and what they do not know, and then determine how best to bridge the gap.

With the change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of
the desired learning outcomes. These are measurement, evaluation and assessment.

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B. Activity
This activity is called “Cycle of Learner’s Life”. Each stage has a question for you to answer based on your journey as a student. Guide questions are also included for you to answer and
ponder.

Where the learner (you) is now?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How to get there?

______________________________________________________________
______________________________________________________________
Where the learner (you) is going?
______________________________________________________________
_____________________________________________________________
___________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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 _________________________________________________________________

Answer the following questions:

1. How do you assess yourself as a student when it comes to reaching your goals?

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

2. How do you measure up things most especially in dealing problems along the way in reaching your goals?

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

3. Is there something that you want to improve that may help you in reaching your goals? Explain.

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

C. Analysis
Based on the activity given, you will be acquainted with the different concept and information on measurement, assessment and evaluation in outcomes –based education. Kindly read and
analyze carefully the information and concepts given below for you to learn. Then answer the guide questions or tasks included.

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 MEASUREMENT – the process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity. For instance, knowledge of the subject
matter is often measured through standardized test results. In this case, measurement procedure is testing. The same concept can be measured in another way. One can ask a group of experts to
rate a student’s (or a teacher’s) knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured
through perceptions.
Measurement can therefore be objective (as in testing) or subjective (as in perception). In the example cited, testing produces objective measurements while expert’s ratings provide
subjective measurements. Objective measurements are more stable than subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce
more or less the same outcome.
ASSESSMENT – the process of gathering evidence of students’ performance over a period of time to determine learning and mastery of skills. Such evidence of learning can take the forms of
dialogue record, journals, written work, portfolios, tests and other learning tasks. Assessment requires review of journal entries, written work, presentation, research papers, essays, story written,
test results, etc.
The overall goal of assessment is to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of attainment of
the expected learning outcomes. Assessment uses, as basis, the levels of achievement and standards required for the curricular goals appropriate for the grade or year level. Assessment results
show the more permanent learning and clearer picture of the student’s ability.
EVALUATION – a process designed to provide information that will help us to make a judgment about a particular situation. The end result of evaluation is to adopt, reject or revise what has
been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students, and educational goals. Examples include evaluating the “education for all” project of a school,
district, and the comparative effectiveness of two remedial reading programs, correlation between achievement test results and diagnostic test results, and attributes of an effective teacher.
Evaluation involves data collection and analysis and quantitative and qualitative methods. Evaluation can help educators determine the success of their academic programs and signal efforts to
improve student achievement. It can also help identify the success factors of programs and projects.
Task 1. Cite one situation in classroom setting for Measurement in objective form and in subjective form.
a. OBJECTIVE (Testing)

____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

b. SUBJECTIVE (Perception)

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____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

Task 2. Cite one situation of Assessment applied in classroom setting.

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

Task 3. List down three (3) activities or processes involved in Assessment.

1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
Task 4. Cite one situation of Evaluation applied in classroom setting.

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
Approaches to Assessment
In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching. When in the process of teaching, teacher discovers that the students did not understand
what was taught, teacher adjusts his/her instructional strategy. One did not work and because it did not work and expects better results he/she has not to repeat the use of the same strategy.
Assessment FOR learning means teachers using students’ knowledge, understanding and skills to inform their teaching. It occurs throughout the teaching and learning process to clarify and
ensure student learning and understanding.
Assessment OF learning is usually given at the end of unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term assessment OF
learning. It is referred to as summative assessment. The effectiveness of summative assessment depends on the validity and reliability of the assessment activity and tools.
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 Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students. As students assess their own work (e.g
a paragraph) and/ or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is. At the same time, as they are engaged in self-assessment, they learn about
themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short, in assessment AS learning, students set their targets, actively monitor and evaluate their own
learning in relation to their set target. As a consequence, they become self-directed or independent learners. By assessing their own learning, they are learning at the same time.

Task 5. Identify and explain what approach of assessment is being used in the given situation.

a. Teacher Agatha sees to it that she checks for understanding as she teaches to ensure that every student can follow the lesson.
______________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________

b. Teacher Mary motivates her students to set their own personal learning goals and track their progress against the goal.

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________

c. Teacher Samantha gives a chapter test to her students to ensure that students master and absorb the lesson for the whole chapter.

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________

D. Abstraction
Summary of Concept
Differentiate each of the following pairs by explaining the meaning of each and giving one example for further clarification.

1. Assessment and Evaluation

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____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

2. Measurement and Evaluation

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

3. Mental Skill and Manual Skill

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

E. Application
Cite one classroom situation which involves the different approaches of assessment.
 Assessment For Learning

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 ______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

 Assessment OF Learning
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
 Assessment AS Learning
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

F. Evaluation
Answer the following questions below and be guided with the scoring rubrics.
A. 1. What have you learned in this module? Explain.

____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________.

2. How these concepts will help you to become a future educator someday? Cite one example for further clarification.

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____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________

B. Identify the following situations as Assessment FOR, OF, and AS Learning. (x2)

_____ 1. Teacher Ana uses Round Robin Charts to assess her students’ understanding. Each group of 4 0r 5 students begins with a chart and some markers.
_____ 2. Quarterly examination is given to students to ensure that they acquire all the competencies for the whole quarter.
_____ 3. Teacher Joel throws varied questions after the discussion of lesson to check whether students are listening to the lesson or not.
_____ 4. Teacher Rachel gives short comparative assessments to see how her pupils are performing against the peers.
_____ 5. Teacher Regine helps students to sets goals to extend or support their learning as needed in order to meet or fully meet the expectations intended for them

riteria
25 %

Unsatisfactory Needs Improvement Satisfactory Outstanding

 Di
0 pts 5 pts 15 pts 25 pts

Content & Unsatisfactory Needs Improvement Satisfactory Outstanding

Development
- Content is incomplete.
- Major points are not clear.
-Specific examples are not used.
- Content is not comprehensive and /or
persuasive.
- Major points are addressed, but not well
supported.
- Responses are inadequate or do not address
topic.
-Specific examples do not support topic.
- Content is accurate and persuasive.
- Major points are stated.
- Responses are adequate and address
topic.
- Content is clear.
-Specific examples are used.
- Content is comprehensive, accurate, and
persuasive.
- Major points are stated clearly and are well
supported.
- Responses are excellent, timely and address
topic.
- Content is clear.
-Specific examples are used.

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 Organization & Unsatisfactory Needs Improvement Satisfactory Outstanding
Structure
- Organization and structure detract from - Structure of the paper is not easy to follow. - Structure is mostly clear and easy to -Structure of the paper is clear and easy to
the message. - Transitions need improvement. follow. follow.
- Writing is disjointed and lacks transition of - Conclusion is missing, or if provided, does not - Transitions are present. - Transitions are logical and maintain the flow
thoughts. flow from the body of the paper. - Conclusion is logical. of thought throughout the paper.
- Conclusion is logical and flows from the body
of the paper.

Grammar, Punctuation Unsatisfactory Needs Improvement Satisfactory Outstanding

& Spelling
- Paper contains numerous grammatical, - Paper contains few grammatical, punctuation - Rules of grammar, usage, and punctuation - Rules of grammar, usage, and punctuation
punctuation, and spelling errors. and spelling errors. are followed with minor errors. are followed; spelling is correct.
Spelling is correct.

Prepared by: JOEL A. LACHICA III, MAED-MATH

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