Juan dela Cruz St.

, Toril, Davao City

Tel. No. (082) 291 – 1882 / Fax No.(082) 291-2053
E-mail Address: davaocentralcollege2011@gmail.com
Official Website: http://www.davaocentralcollege.org

COURSE: PROFED 15 - Assessment of Student Learning 2

I. VISION

Empowered individuals imbued with Christian ideals for service III. GOALS

To achieve its mission, DCC, Inc. aims to:

II. MISSION 1. Strengthen the total development of persons;

We commit ourselves to: 2. Develop self-sustained community;

 Provide integral formation of persons; 3. Cultivate the value3 of patriotism;

 Develop God-loving and community service-oriented individuals; and 4. Promote global standard of education;

 Promote competence through quality instruction and research for nation 5. Intensify faculty and staff development program;
building.
6. Establish a strong research culture; and

7. Upgrade physical plant and facilities.

IV. CORE VALUES

Date Effective: Date Revised: Prepared by: Checked by: Approved by:
Page 1of 12
June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
  Discipline

 Competence

 Compassion

 Integrity

Date Effective: Date Revised: Prepared by: Checked by: Approved by:
Page 2of 12
June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
PROGRAM: Teacher Education (BSEd/BEEd)

V. BEED/BSED PROGRAM OBJECTIVES (P.O.)

Graduates of the BEED and BSED programs are teachers who:

1. have a deep and principled understanding of a wide range of teaching process (including curriculum development, lesson planning, materials
development, educational assessment and teaching approaches) and the role of the teacher in facilitating these processes in their students
(COGNITIVE/KNOWLEDGE);
2. have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level literacy, communication,
numeracy, critical thinking, and learning skills needed for higher learning in diverse types of learning environments (PSYCHOMOTOR/SKILLS); and
3. can demonstrate and practice the professional and ethical requirements of the teaching profession (AFFECTIVE/VALUES).

VI. STUDENT LEARNING OUTCOMES (S.L.O.)

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, critical thinking skills needed for higher learning.
b. Can establish and maintain an environment needed for the holistic development of learners.
c. Can identify and describe educational philosophies that influence modern teaching methods and practices.
d. Can create an environment conducive to learning.
e. Can demonstrate mastery of the subject matter.
f. Can apply familiarity with the learner’s knowledge and experience in appropriate situations.
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
 VII. CURRICULUM MAPPING

Student Learning Outcomes Professional Courses

a. Can demonstrate and apply the basic and higher level literacy, communication,
numeracy, critical thinking skills needed for higher learning. 1. Child and Adolescent Development (a, b)
b. Can establish and maintain an environment needed for the holistic development
2. Historical, Philosophical, Psycho-Social and Legal Foundations of
of learners.
Education (a,b,c)
c. Can identify and describe educational philosophies that influence modern
teaching methods and practices. 3. The Teaching Profession (a,b,c,d)
d. Can create an environment conducive to learning.
4. Principles of Teaching 1&2 (a,b,c,d,e,f)
e. Can demonstrate mastery of the subject matter.
f. Can apply familiarity with the learner’s knowledge and experience in appropriate 5. Assessment of Learning 1&2 (a,b,c,d,e,f,g,h)
situations. 6. Educational Technology 1&2 (a,b,c,d,e,f,g,h)
g. Can facilitate learning of diverse types of learners.
7. Curriculum Development (a,b,c,d,e,f,g,h)
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in 8. Field Study (a,b,c,d,e,f,g,h,i)
teaching and decide the ethical solutions. 9. Practice Teaching (a,b,c,d,e,f,g,h,i,j)
j. Can demonstrate and practice the professional requirements of the teaching
profession.

COURSE: Assessment of Student Learning 2

VIII. COURSE DESCRIPTION

This is a three-unit course in the BEEd and BSEd programs focusing on the performance-based assessment, assessing affective learning outcomes, portfolio
assessment, grading and reporting systems, and assessment of children with special needs. This course also gives students an opportunity to develop their
computational skills particularly on measures of central tendency, measures of variation, measures of skewness, normal distribution, and test of relationship
between variables.

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
VIII. COURSE LEARNING OUTCOMES

Student learning outcomes (adapted from CMO No. 30, s. 2004):

 Can discuss performance-based assessment

 Can identify and elaborate the methods of assessing affective learning outcomes
 Can describe the importance of portfolio assessment in students’ development
 Can discuss the significance of grading and reporting systems
 Can explain the process of assessing children with special needs
 Can discuss the instruments used in evaluation and research.
 Can perform mathematical computations to effective assess data
 Can interpret statistically interpret data.
 Can test the difference and relationship between the two sets of data

IX. TARGET STUDENT LEARNING OUTCOMES (S.L.O.): a,b,c,d,e,f,g,h, i, j

X. COURSE CONTENT

Expected Learning Outcomes Desired Learning Outcomes Teaching-Learning Assessment Tasks

(ELO) (DLO) Activities (TLA) (AT)
The students shall have:
1.1 Students can memorize and reflect on the Recitation and Assessment through
1.1 Recited the Vision, Mission and Goals of DCC VMG of the school. discussions of the observation of students’
school’s VMG. responses
1.2 Identified and applied the rules and regulation of the 1.2 Students can enumerate and develop
school positive attitude towards abiding school Student participation in
rules and regulation. question-and-answer
1.3 Internalized the value or importance of having an activity facilitated by the
accredited school 1.3 Students can explain the benefits of teacher.
having an accredited school.
Topic: Orientation of students on the school’s VMG, rules
and regulations and importance of accreditation (3 hours)

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
2.1 Discussed the features of performance-based 2.1 Students can identify and discuss the Involvement of students Rating of students
assessment features of performance-based in class participation or identified through
assessment. recitation facilitated by checklist and rubrics
the teacher.
2.2 Differentiated traditional assessment from 2.2 Students can distinguish the differences Essay evaluation and
performance-based assessment between traditional assessment and Individual performance grading
performance-based assessment. through presentation of
assigned topics Performance of students
2.3 Elaborated the domains of performance-based 2.3 Students can elaborate the domains of determined through
assessment performance-based assessment. Individual participation question-and answer
on making rubrics. activity.

2.4 Explained the types and focus of performance-based 2.4 Students can expound the types and focus Participation of students Level of students’
assessment of performance-based assessment. on making a reflection on performance obtained
the importance of through observations on
performance-based their responses
2.5 Discussed the advantages and limitations of 2.5 Students can explain the advantages and assessment.
performance-based assessment. disadvantages of performance-based
assessment
2.6 Identified and discuss the steps in developing
performance-based assessment.
2.6 Students can gain insights on developing
2.7 Explained the types and guidelines of performance performance-based assessment.
criteria

2.8 Discussed the importance of scoring rubrics 2.7 Students can discuss the types and
guidelines of performance criteria.

2.8 Students can explain the purpose and

importance of scoring rubrics

Topic: Performance-Based Assessment (9 hours)

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
3.1 Explained the roles of affective traits on the learning 3.1 Students can discuss the impact of Students’ involvement Ratings of students
outcomes of students affective traits on the learning outcomes through presentation of derived from their
of students their assigned topics participation during the
question and answer
3.2 Discussed affective traits and affective domains of the 3.2 Students can elaborate affective traits and Students’ participation in activity facilitated by the
Taxonomy of educational objectives domains of the Bloom’s Taxonomy of question-and-answer teacher.
educational objectives. activity facilitated by the
3.3 Elaborated the levels affective domain teacher Performance of students
3.3 Students can explain the levels of using rubrics and
3.4 Determined and discussed the methods of assessing affective domains Participation through checklists
affective learning outcomes. making of reflection
3.4 Students can identify and explain the
methods of assessing affective learning
Topic: Assessing Affective Learning Outcomes (6 hours) outcomes.

4.1 Discussed the importance of portfolio in instructional 4.1 Students can discuss the use of portfolio in Individual participation Graded students’
decision making. making instructional decisions of students on question- recitation.
and-answer activity
4.2 Differentiated portfolio assessment from portfolio 4.2 Students can explain the difference facilitated by the teacher.
collection. between portfolio assessment and
portfolio collection Students’ involvement Level of students’
4.3 Identified and explained the types of portfolio and through presentation of performance determined
their uses 4.3 Students can elaborate the types of the assigned topics through observation
portfolio and their uses during the recitation
4.4 Discussed the advantages and disadvantages of Use of Devil’s Advocate
portfolio 4.4 Students can determine and expound the strategy to generate Students’ performance
advantages and disadvantages of ideas from the students measured through their
4.5 Explained the procedures of developing portfolio portfolio outputs
assessment.
4.5 Students can discuss the process of
developing portfolio assessment.
Topic: Portfolio Assessment (6 hours)

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
5.1 Discussed the purposes of grading and reporting 5.1 Students can explain the purposes of Use of brainstorming Ratings of students
systems grading and reporting systems activities to generate measured through their
ideas from students responses during
5.2 Identified and explained the types of grading system. 5.2 Students can determine and discuss the regarding grading and recitation.
types of grading systems reporting
Performance of students
5.3 Explained the types of reporting system. 5.3 Students can discuss the types of determined through
reporting system Participation of students observation on students’
5.4 Discussed the guidelines for rating both elementary through presentation of responses.
and secondary students. 5.4 Students can gain understanding on the the assigned topics.
guidelines for rating elementary and Level of performance
5.5 Gained insights on the guidelines for effective and fair secondary students. identified through their
grading presentations of assigned
5.5 Students can discuss the guidelines for topics
Topic: Grading and Reporting Systems (6 hours) effective and fair grading of students.

6.1 Discussed the procedures of assessing students with 6.1 Students can discuss the process of Involvement of students Level of students’
special needs. assessing special children on question-and-answer performance determined
activity facilitated by the through observation
6.2 Differentiated assessment from testing 6.2 Students can discuss the differences teacher.
between assessment and testing Performance of students
6.3 Explained the legal bases of assessment for special Individual presentation measured through
children. 6.3 Students can explain the legal bases of of the assigned topics objective tests
assessment for individuals with special
6.4 Determined and discussed the common areas to assess needs Involvement of students Ratings of students
individuals with special needs through reflection on the derived through their
6.4 Students can explain the assessment importance of responses during the
6.5 Discussed the assessment standards in special standards in special education. assessment in special recitation
education education.

Topic: Assessment of Children with Special Needs (6 hours)

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
7.1 Solved and described the measures of central location 7.1 Students can compute for the values of Participation of students Identified ratings of
mean, median and mode. in a question-and- students based on their
7.2 Computed and interpret the measures of variation or answer activity observed behaviors
dispersion facilitated by the teacher during the recitation
7.2 Students can describe the values for the activity.
7.3 Discussed the concept of normal distribution measures of central tendency Involvement of students
in computational Performance of students
7.4 Described individual performance using standard 7.3 Students can describe the scores that are activities to test the derived based on their
scores. normally distributed. significant differences computational skills
among variables and
7.5 Solved for Independent-Samples T Test, Paired 7.4 Students can discuss individual significant relationship Performance of students
Samples T Test, and ANOVA to test mean differences performance using standard scores between the two measured through
variables presentation of their
7.6 Computed the Pearson Product-Moment Correlation 7.5 Students can solve for the values of assigned topics.
Coefficient Independent-Samples T Test, Paired Students involvement
Sample T Test and One-Way Analysis of through presentation of
7.7 Described the degree of relationship between the two Variance their assigned topics
variables
7.6 Students can Solve for the Pearson’s r

7.7 Students can interpret the results of the

Topic: Utilization of Assessment Data (9 hours) test of relationship.

8.1 Developed confidence in communication through 8.1 Students can execute demonstration Individual participation Identified rating of
demonstration teaching teaching with confidence in demonstration students using rubrics
teaching.
8.2 Acquired skills in teaching 8.2 Students can use varied teaching methods
and techniques
Topic: Demonstration Teaching (9 hours)

Total No. of Hours : 54

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
Textbook

Gabuyo, Y. & Dy, G. (2013). Assessment of learning II: Textbook and reviewer. Sampaloc, Manila: Rex Book Store, Inc.

Other References

Garcia, C. (2008). Measuring and evaluating learning outcomes. Mandaluyong City: Atbp. Publishing Corp.

Gareis, C.R. & L.W. Grant (2008). Teacher-made assessments: How to connect curriculum, instruction and student learning. New York: Eye on Education, Inc.

Popham, J. W. (2011). Classroom assessment: What teachers need to know (6th ed). New Jersey: Pearson Education Inc.

Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics
Date Effective: Date Revised: Prepared by: Checked by: Approved by:

June 2015 May 2015 PAULINO S. ANGGA, Ed.D. Program Head - CELA LYNDON F. DEVERO, Ph.D.
Professor VP for Academics