Department of Teacher Education

EDUC 105 – Course Syllabus

COURSE INFORMATION
1. Course Number : EDUC 105
2. Course Name : Assessment of Learning 1
3. 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, 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.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 6 hours per week

8. Program Educational Objectives (PEO) of BEED/BSED:

Five years after graduation, the BSED/BEED graduates of the Department of Teacher
Education shall:
1. Demonstrate professional expertise and professionalism in dealing with students with
different learning needs from various socio-cultural and political backgrounds.
2. Show deep knowledge of content, pedagogy, educational technology, curriculum and
assessment design, instructional materials development, and teacher disposition in the
practice of teaching.
3. Actively engage in continuing professional development programs through relevant
seminars.

9. Student Outcomes (SO) of BSED-ENGLISH and their links to PEO

Upon graduation, the BSED-ENGLISH students are expected to: PEO

1 2 3

SO a ✔ ✔ ✔
Articulate and discuss the latest developments in the specific field of practice
SO b Effectively communicate in English and Filipino both orally and in writing. ✔ ✔ ✔
Work effectively and collaboratively with substantial degree of independence
SO c ✔ ✔ ✔
in multicultural teams.
SO d Act in recognition of professional, social and ethical responsibility ✔ ✔
SO e Preserve and promote Filipino historical and cultural heritage ✔ ✔
Articulate the rootedness of education in philosophical, socio-cultural,
SO f ✔ ✔ ✔
historical, psychological, and political contexts.
SO g Demonstrate mastery of subject matter/discipline ✔ ✔ ✔
Facilitate learning using wide range of teaching methodologies and delivery
SO h ✔ ✔
modes appropriate to specific learners and their environment
Develop innovative curricula, instructional plans, teaching approaches, and
SO i ✔
resources for diverse learners

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 1 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

Apply skills in development and utilization of ICT to promote quality, relevant

SO j ✔ ✔
and sustainable educational practices.
Demonstrate a variety of thinking skills in planning, monitoring, assessing, and
SO k ✔ ✔
reporting learning processes and outcomes
Practice professional and ethical teaching standards sensitive to the local,
SO l ✔ ✔ ✔
national and global realities.
Pursue lifelong learning for personal and professional growth through varied
SO m ✔ ✔
experiential and field based opportunities.
*SO n Possess broad knowledge of language and literature for effective learning.

*SO o Use English as a global Language in a multilingual context as it applies to the

teaching of language and literature.

*SO p Acquire extensive reading background in language, literature, and allied

fields.
SO q Demonstrate proficiency in oral and written communication

*SO r Shows competence in employing innovative language and literature teaching

approaches, methodologies, and strategies.
*SO s Use technology in facilitating language learning and teaching

*SO t Inspire students and colleagues to lead relevant and transformative changes
to improve learning and teaching language and literature.

*SO u Display skills and abilities to be a reflective and research oriented language
and literature teacher.
Graduates of colleges are qualified for the various types of employment and
SO v participate in development activities and public discourses, particularly in ✔ ✔
response to the needs of the communities they serve.

Note: * SO being addressed in this course

10. Course Outcomes (CO) of EDUC 105 and their links to SO

Upon completion of the course, the SO

BSED-ENGLISH students are
expected to: a b c d e f g h i j k l m n o p q r s t u v

CO 1 Apply the principles of high

quality assessment and their
application in various
assessment situations.

CO 2 Apply principles in
constructing, administering,
analyzing and improving
teacher – made assessment
EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 2 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

instruments.

CO 3 Utilize assessment data and

results in describing and
interpreting learners’
performances to improve
learning – teaching process.

Legend:

l = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabling themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 3 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

VISION
By 2022, a globally recognized institution providing quality, affordable
and open education.

MISSION
Provide a dynamic and supportive academic environment through the Program Educational Objectives (PEO)
highest standard of instruction, research and extension in a non-
sectarian institution committed to democratizing access to education.
A. Demonstrate professional expertise and
VALUES professionalism in dealing with students
Excellence, Honesty and Integrity, Innovation and Teamwork with different learning needs and from
CORE COMPETENCY various socio-cultural and political
Quality, Affordable, and Open Education Teamwork background;
Core Competency: Open, Quality, Affordable Education. B. Show deep knowledge of content,
pedagogy, educational technology,
curriculum and assessment design,
Student Outcomes (SO) instructional materials development, and
SO a Articulate and discuss the latest developments in the specific teacher disposition in the practice of
field of practice
SO b Effectively communicate in English and Filipino both orally and teaching;
in writing. C. Actively engage in continuing
SO c Work effectively and collaboratively with substantial degree of professional development programs
independence in multicultural teams.
SO d Act in recognition of professional, social and ethical through relevant seminars, workshops
responsibility and trainings including graduate
SO e Preserve and promote Filipino historical and cultural heritage
SO f Articulate the rootedness of education in philosophical, socio-
education.
cultural, historical, psychological, and political contexts.
SO g Demonstrate mastery of subject matter/discipline
SO h Facilitate learning using wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environment
SO i Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
SO j Apply skills in development and utilization of ICT to promote
quality, relevant and sustainable educational practices.
SO k Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes
SO l Practice professional and ethical teaching standards sensitive to
the local, national and global realities.
SO m Pursue lifelong learning for personal and professional growth Course Outcomes (CO)
through varied experiential and field based opportunities.
*SO n Possess broad knowledge of language and literature for CO 1 Apply the principles of high quality
effective learning. assessment and their application in various
*SO o Use English as a global Language in a multilingual context as it
applies to the teaching of language and literature. assessment situations.
*SO p Acquire extensive reading background in language, literature,

SO q
1. CO and Assessment Task Alignment
and allied fields.
Demonstrate proficiency in oral and written communication
CO 2 Apply principles in constructing,
administering, analyzing and improving
*SO r Shows competence in employing innovative language and teacher – made assessment instruments.
literature teaching approaches, methodologies, and strategies.
*SO s Use technology in facilitating language learning and teaching
*SO t Inspire students and colleagues to lead relevant and CO 3 Utilize assessment data and results in
transformative changes to improve learning and teaching describing and interpreting learners’
language and literature. performances to improve learning – teaching
*SO u Display skills and abilities to be a reflective and research process.
oriented language and literature teacher.
SO v Graduates of colleges are qualified for the various types of
employment and participate in development activities and
public discourses, particularly in response to the needs of the
communities they serve.

11. CO and Assessment Task Alignment

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 4 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

Assessment Task
Course Outcomes Theory-based Practice- Assessment Coverage
based Schedule
1. Apply the principles of
high quality assessment
Identification
and their application in
and Multiple Topics for Weeks
various assessment N/A First Exam
Choice 1 to 3
situations.
Questions

2. Apply principles in
constructing,
Construction
administering, analyzing Multiple Choice Topics for Weeks
of TOS and Second Exam
and improving teacher – Questions 4 to 5
Test
made assessment
instruments.
3. Utilize assessment data Construction of
and results in describing Frequency
Multiple Choice
and interpreting learners’ Distribution Third Exam Topics for Weeks
Questions
performances to improve Table 6 to 7
learning – teaching
process.

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple
Choice Questions

12. Assessment Task Details (Theory-based)

Assessment Coverage Assessment Details
Schedule Task

You are expected to demonstrate understanding

about the basic concepts in assessment of
Identification and
learning which include test, testing, different
Multiple Choice
types of test, measurement and its levels,
First Topics for Questions
assessment: its scope and purposes in the
Examination Weeks 1 to 3 (30 % and 70 %
classroom and evaluation. Also, you are
of the exam,
expected to critically analyze various assessment
respectively)
situations and recognize the principles of high
quality assessment applied in each situation.
You are expected to demonstrate deep
Multiple Choice knowledge on the steps in developing a test,
Second Topics for Questions construction of table of specifications (TOS),
Examination Weeks 4 to 5 (30 % of the guidelines in the construction of teacher-made
exam) assessment instruments, item analysis, difficulty
and discrimination indices and distracter

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 5 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

analysis. Further, this allows you to apply

principles in constructing, administering,
analyzing and improving teacher – made
assessment instruments.
You are expected to demonstrate thorough
understanding about the basic concepts in
statistics, frequency distribution, measures of
Multiple Choice central tendency, quantiles, and measures of
Third Topics for Questions variation and their relevance to assessment of
Examination Weeks 6 to 7 (70 % of the student’s learning. This assessment task enables
exam) you to make use of available assessment data
and results to accurately describe and to interpret
learners’ performances for the improvement
learning – teaching process.
This assessment task is designed for you to
Multiple Choice
demonstrate a comprehensive understanding of
Final Topics for Questions
the principles and key concepts on how teachers
Examination Weeks 1 to 9 (100 % of the
assess students’ learning and the learning –
exam)
teaching process.

13. Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Details

Schedule Task

• The purpose of these tasks is for you to apply

your knowledge in the construction of a two-way
table of specifications (TOS) and teacher –
made tests.
• For the construction of a two-way TOS, the
topic/competency (in your field of specialization)
Construction of will be provided by your teacher and you are
Table of required to create five (5) objectives which fall
Specifications on the different levels of Bloom’s Revised
(20 % of the Taxonomy. You are required to complete and
Second Topics for exam) include other essential elements of the
Examination Weeks 4 to 5 prescribed TOS format. See attached rubric for
Construction of scoring and other necessary details.
Test • For the construction of teacher – made tests
(50 % of the which include 5 – item multiple-choice test, 5
exam) – item true-or-false test, 5 – item short answer
test, 5 – item matching type test and 1 – item
essay test, you are required to write an
objective and a clear instruction for each test
format. See attached checklists for scoring and
other necessary details.
• The construction of TOS and test will be on-the-
EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 6 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

spot during the day of scheduled examination.

• The purpose of this task is for you to apply your
knowledge in the construction of frequency
distribution table, one way of gathering
assessment data and result for the purpose of
describing and interpreting learner’s
Construction of performance.
Frequency • To accomplish the task, you are required to
Third Topics for
Distribution follow the prescribed steps in the construction of
Examination Weeks 6 to 7
(30% of the frequency distribution table as introduced by
exam) your teacher. The raw data needed for the task
will be provided by your teacher. See attached
rubric for scoring and other necessary details.
• The construction of frequency distribution table
will be on-the-spot during the day of
examination.

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 7 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

14. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS TLA Required Readings
FRAME
Classroom orientation (UMTC Vision, Lecture Turner, Carolyn E. (n.d.).
Mission and Goals; Rules and Policies; Classroom assessment.
PEOs, SOs, COs; and Core values; and Discussion The
Grading System) routledge handbook of
langauge testing. pp 65 –
Basic Concepts in Assessment of Learning Learning Objective 78
• Test and Testing Writing Activity
• Different Types of Test Dianne W. (2008). Washback.
• Measurement and Its Levels Quizzes The routledge handbook
• Assessment: Its Scope and of
Purposes in the Classroom langauge testing. pp. 79 –
• Evaluation 92
Principles of High Quality Assessment
• Clarity and Appropriateness of
Learning Targets (Review on
Guidelines in Writing Objectives,
Bloom’s Taxonomy, Bloom’s
Week 1 Revised Taxonomy, Krathwohl’s
to Levels of Affective Domain,
Week 3 Simpson’s Levels of Psychomotor
Domain, Harrow’s Levels of
Psychomotor Domain)
• Appropriateness of Assessment
Method (Modes of Assessment)
• Validity
• Reliability
• Fairness
• Practicality and Efficiency
• Assessment as Continuous
Process
• Authenticity
• Communication
• Positive Consequences
• Ethics

FIRST EXAMINATION
Week 4 Steps in Developing a Test Lecture Dong-il Shin (1999). Item
to Construction of Table of Specifications writing
Week 5 (TOS) Discussion and writers. The
EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 8 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

• Steps in Developing TOS routledge

• Different Formats of TOS TOS Construction handbook of langauge
Guidelines in the Construction of Teacher- testing. pp. 120-132
Made Assessment Instruments Test Construction
• Completion or Short Answer
• Alternative Response Group Presentation
• Matching Type
Quantitative Item
• Multiple – Choice
Analysis
• Essay (Restricted and Extended
Types)
Item Analysis and Its Uses
Difficulty Index
• Level of Difficulty and Its
Interpretation
Discrimination Index and Its Types
• Level of Discrimination and Its
Interpretation
Steps on How to Compute Difficulty Index
and Discrimination Index
Distracter Analysis
SECOND EXAMINATION
Statistics and Its Branches Lecture Hudson T. (2004). Scoring
Frequency Distribution language tests and
Steps in Constructing Frequency Discussion assessments. The
Distribution routledge
Table Drills/Practice Tests advanced resource book
Measures of Central Tendency for Both on Measures of for
Week 6 Grouped and Ungrouped Data (Mean, Central Tendency, language testing and
to Median and Mode) Quantiles, assessment. pp 91 - 114
Week 7 Quantiles Measures of
• Quartile Variation
• Decile
• Percentile Construction of
Measures of Variation Frequency
• Range Distribution Table
• Inter-Quartile Range
Quizzes
• Quartile Deviation
• Variance
• Standard Deviation
THIRD EXAMINATION

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 9 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

Measure of Skewness Lecture Hudson T. (2004). Standards-

• Positively Skewed based testing .The
• Negatively Skewed Discussion routledge handbook of
Normal Distribution langauge testing. pp. 120-
Standard Scores Drills/Practice Tests 132
Week 8
• z – score on Standard
to
• T – score Scores, and
Week 9
• Stanine Validity and
Reliability Tests
• Percentile Rank
Correlation and Its Kinds
Quizzes
Tests for Validity and Reliability
FINAL EXAMINATION

15. REFERENCES:

a. Yasson, A. D & Callo, E.C. (2019). Assessment in student learning. Quezon City: Wiseman’s Books
i. Trading, Inc.
b. Navarro, R. L. & De Guzman-Santos, R. (2013). Authentic assessment of student learning outcomes:
i. assessment of learning 2 ( 2nd ed.). Quezon City, Philippines: LORIMAR Publishing,
Inc.
c. De Guzman, E. & Adamos, J. (2015). Assessment of learning 1. Quezon City, Philippines: Adriana
Printing
i. Co., Inc.
d. Cajigal, R. et.al (2014). Assessment of student learning. Cubao, Quezon City: Adriana Publishing Co.

16. COURSE EVALUATION

Components Weight
Examination
First Examination 10 %
Second Examination 10 %
Third Examination 10 %
Final Examination 30 %
Classroom Participation
Quizzes 10 %
Assignments 5%
Participation/Recitation 10 %
Research 15 %
TOTAL 100 %

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 10 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

17. POLICIES AND GUIDELINES

a. Attendance is counted from the first regular class meeting.

b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called
for at all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR
PHONES or any ELECTRONIC GADGETS are NOT allowed during EXAMINATIONS.
e. Base-15 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 11 of 12
Learning 1 11, 2020
 Department of Teacher Education
EDUC 105 – Course Syllabus

Prepared by: References reviewed by:

ANTONIO L. TOLENTINO, III CLARISSA R. DONAYRE, MSLS

Faculty Chief Librarian

Reviewed by: Recommending Approval:

MONA LISA O. CHAGAS, EdD GINA FE G. ISRAEL, EdD

BEED, Program Head Dean of College

RUSSEL J. APORBOI, MEAL

BSED, Program Head

Approved by:

PEDRITO M. CASTILLO II, EdD

AVP, Learning Innovation and Design

EDUC 105 : Assessment of Date Prepared: March Revision: 01 Effectivity: April 1, 2020 Page 12 of 12
Learning 1 11, 2020