Republic of the Philippines

ISABELA STATE UNIVERSITY

Cabagan Campus

COLLEGE OF EDUCATION
Course Syllabus
Second Semester, School Year 2021- 2022

Prof 222 Assessment of Student Learning 2 3 UNITS 3 HRS/WK

Course Number Course Title Credit Unit/s Hours per week

VISION
A leading research university in the ASEAN region.
MISSION
The Isabela State University is committed to develop globally
competitive human, technological resources and services through quality
instruction, innovative research, responsive community engagement and
viable resource management programs for inclusive growth and
sustainable development.
QUALITY POLICY
The Isabela State University is determined to be a lead university in
instruction, research, extension and resource generation through
continuous improvement of services and commits to comply with the
standards set by statutory, regulatory and accrediting bodies.
 To uphold this commitment, ISU shall attain the following quality
objectives:
1.     Sustain academic excellence and quality instruction;
2.     Generate research work breakthroughs;
3.     Engage in sectoral activities for community development;
4.     Develop products of glocalization;
5.     Support students’ participation to local and international for a
INSTITUTIONAL OUTCOMES
ISU Expected Graduate Attributes
Skilled Communicator (SC)
 Recognizes and values communication as a tool for conveying and
interacting with others, and fostering their own learning.
Inquiry-focused and Knowledgeable (IFK)
 Creates new knowledge and understanding through the process of
research and inquiry.
 Demonstrates comprehensive theoretical and technical concepts
related to their field of specialization with relevant connections to
industry, professional and regional knowledge.
Competent and Productive Professional (CPP)
 Initiates and innovates better ways of doing things
 Promotes quality and productivity
Collaborative and Effective Leader (CEL)
 Works in collaboration with others and manages group functioning
to meet common goal.
 to enhance their potentialities; and Lifelong Learner (LL)
6.     Review on periodic basis, the quality management system  Acquires new skills and adapts to rapid changes in professional and
(QMS) and gather feedback on the level of client satisfaction as personal environments.
basis for continual improvement.
PROGRAM OUTCOMES
GOALS OF THE COLLEGE OF EDUCATION
In line with the Isabela State University’s vision and mission, the The graduates of the Bachelor of Physical Education program must be
College of Education is tasked to develop professional educators and train able to:
future teachers who are competent, caring, confident and would 1. possess wide range of theoretical and practical skills of an
contribute to the development of the community through education by: effective delivery instruction;
1. enhancing the qualification of educators for academic and 2. perform the necessary competencies needed in the different
professional development equipped with advanced training learning areas in the secondary school;
and educational innovations as well as research and extension 3. conduct research for instruction;
capabilities; and 4. undertake actual training in community development through
2. preparing and developing highly qualified basic education extension activities;
teachers and skilled technologies through quality and well- 5. apply appropriate innovative and alternative teaching
rounded pre-service training in both academic and vocational approaches;
for diverse communities of learners. 6. practice the professional and ethical requirements of the
teaching profession; and
7. demonstrate desirable Filipino values as a foundation for social
citizenship participation.
Course Description
This is a course that focuses on the principles, development and utilization of alternative forms of assessment in measuring authentic
learning. It emphasizes on how to assess process- and product-oriented learning outcomes as well as affective learning. Students will
experience how to develop rubrics and other assessment tools for performance-based and product-based assessment.

Prerequisite(s): Assessment of Student Learning 1

Course Outcomes:

At the end of the course, the students are expected to:

1. apply the principles of assessment in conceptualizing techniques for assessing authentic learning;
 2. design performance-based assessment tools;
3. design assessment tools for affective learning;
4. develop portfolio to assess one’s learning;
5. demonstrate skills in preparing and reporting grades; and
6. derive information from alternative forms of assessment in making instructional decisions.

Course Plan

Graduate Program Intended Learning Teaching Learning Assessment Assessment Time

Learning Contents
Attributes Outcomes Outcomes tivities Activities Tasks Tools Allotment

 State the vision and

mission of the
Vision and Mission of the
University, quality Discussion
University Quality Policy Sharing of Recitation Rubric for
SC PO1 policy, institutional 1.5 hours
Institutional Outcomes ideas Recitation
CEL outcomes and goals Brainstormi
Goals of the College
of the College. ng

SC PO1  Discuss the I. Review on Lecture- Writing and Recitation Rubric for 6 hours
IFK PO2 principles of high- Classroom Assessment Discussion critiquing of Recitation
CEL PO5 quality assessment; 1.1 Principles of High test items.
 Critique teacher- Quality Assessment Reciprocal Quiz (PHQA, Pen and
made tests using the 1.2 Types of Classroom Teaching Classroom Paper Test
principles of high- Assessment Conducting Assessment) (Scores)
quality assessment; 1.2.1 Conventional interview to
 Contrast Assessment Group the
conventional 1.2.2 Authentic Activity teachers
assessment and Assessment about the Group
authentic 1.2.2.1 Meaning, nature & Presentation
assessment; and Nature, and types of Rubric for
 Explain the nature, Characteristics assessment Group
characteristics of s they use. Presentation
 authentic
assessment.

SC PO1  Define checklist, II. Performance- Lecture-

IFK PO2 rating scale, rubric, Based Assessment discussion Devising a Group Rubric for
CEL PO5 performance criteria, 2.1 Meaning and process and Presentation Group
and other basic Characteristics Group product- Presentation
terms; 2.2 Process-and Product- Activity oriented
 Contrast Oriented assessment
performance 2.3 Learning
processes and Competencies
performance 2.4 Developing
10.5 hours
products; Performance Tests
 Contrast
performance
assessment with
other assessment
types;and
 Construct a
performance-based
tasks and tools.
Preliminary Examination 1.5 hours
SC PO1  Discuss the meaning III. Rubrics Lecture- Devising a Group Rubric for 8.5 hours
IFK PO2 and characteristics 3.1 Meaning and Discussion scoring Presentation Group
CEL PO5 of Rubrics; Characteristics rubric for Presentation
 Identify the different 3.2 Types of Rubrics Group process-and
types of Rubrics; 3.3 Steps in Developing Activity product-
 Formulate well- Rubrics oriented
stated product- performanc Quiz
oriented criteria for a e-based Pen and
given process or assessment. Paper test
performance;
 Apply different
 scoring approaches
for product-oriented
assessments; and
 Construct a scoring
rubric.
SC PO1  Discuss the nature of IV. Affective Lecture- Constructin Group Rubric for 8 hours
IFK PO2 noncognitive Assessment Discussion g affective Presentation Presentation
CEL PO5 dispositions and trait 4.1. The Taxonomy of assessment
targets including Affective Domain Group and scoring
definitions of 4.2. Affective Learning Activity rubrics Quiz
different attributes Competencies Pen and
such as attitudes, 4.3 Development of Paper test
self-concept, values, Affective Assessment Conducting
and student self- Tools interview to
assessment; teachers
 Identify strategies to about
assure noncognitiv
reliable/precise and e targets in
valid scores of the
affective classroom.
assessment;
 Formulate questions Sharing of
for student self- ideas about
reports of self-
noncognitive assessment
dispositions and
traits, including
question stems and
response scales for
both selected- and
constructed-
response formats,
that are appropriate
 for a specified grade
level; and
 Identify how to
address the
improvement of self-
assessment before,
during, and after
instruction, and what
strategies can be
used to measure
self-assessment.
Midterm Examination 1.5 hours
SC PO1  List the essential V. Portfolio Lecture- Conducting Group Presentation 10
IFK PO2 characteristics of Assessment Discussion interview to Presentation Rubric
CEL PO5 an effective 5.1. Features and students
LL portfolio and list Principles who have
the necessary steps 5.2. Planning for Portfolio Group had some
to implement Assessment Activity experience
portfolio 5.3. Implementing with Quiz Pen and
assessment; Portfolio Assessment portfolios. Paper Test
 Identify the 5.4. Digital Portfolio
advantages and Locating
disadvantages of examples of
using portfolio; digital
 Distinguish among portfolios
different types of that are
documentation used by
portfolios and teachers
contrast with and
growth portfolios; reviewing
 Recognize the the
advantages of contents
using digital rather using the
 than paper nature and
portfolios; and characteristi
 Identify possible cs discussed
flat forms for in the
digital portfolio for classroom.
their own field of
specialization. Devising a
digital
portfolio
assignment
for students
SC PO1  Interpret a given VI. Interpretation of Lecture- Conducting Group Rubrics for
IFK PO2 set of assessment Assessment Results Discussion interview to Presentation Group
CEL PO5 data for reporting 6.1. Utilization of the Presentation
purposes; Assessment Data Group teachers on
 Evaluate the test 6.2. Grading and Activity the subject Quiz
results using the Reporting of of grading. Pen and
norm-referenced Assessment Results Paper Test 6.5
interpretation; and
 Utilize assessment
results to monitor
students’ learning
progress and
achievements.
Final Examination 1.5 hours
Course Requirements:
1. Students are expected to take midterm and final examinations as scheduled.
2. Students should comply all written works and performance tasks.
3. Students should submit their portfolio.

Grading Scheme Final Grade = Tentative Grade x 0.625 + 37.5

Prelims/Long Exams 20%
Midterm Exam 25% Grade Equivalent
 Final Exam 25%
Group Activity 15% 98-100 1.00 86-88 2.00 75-76
Portfolio 15% 3.00
95-97 1.25 83-58 2.25 74 and below 5.00
Total 100%
(Failed)
92-94 1.50 80-82 2.50 Incomplete Inc
89-91 1.75 77-79 2.75

References:

[1] Kubiszyn, T. and Borich, G. (2007). Educational Testing and Measurement. 9 th ed. John Wiley and Sons, Inc.
[2] Mcmillan, J. (2018). Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation. 7 th Ed. USA:
Pearson
Education, Inc.
[3] Navarro, R.L. and Santos, R.D. (2013). Authentic Assessment of Student Learning Outcomes. 2 nd Ed. Lorimar Publishing, Inc.
[4] Popham, W. (2017). Classroom Assessment: What Teachers Need To Know. 8 th Ed. USA: Pearson Education, Inc.
[5] Russel, M and Airasian, P. (2012). Classroom Assessment: Concepts and Applications. 8 th Ed. Dubuque, Iowa: McGraw Hill.

Classroom Policies:

1) Uniform and Dress code

a. students should be in proper uniform, wear school ID and appropriate shoes except during laboratory class.
b. on Wednesdays and Fridays, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, earrings for males, spaghetti straps, et.
c. P.E. should be worn only during P.E. classes
2) Attendance, Tardiness and Absenteeism
a. minimum of 80% attendance of the total contact hours in the subject is required.
b. tardiness of 15 minutes is equivalent to one-hour period of absence.
c. a minimum of 3 consecutive absence without justifiable reason requires a promissory note from the college guidance coordinator.
d. six consecutive absences in the class means “drop” in the subject.
e. failure to take the prelim exam preceded by absences means “drop” in the subject.
f. failure to attend regular classes after taking the prelim exams means of grade of 5.00 in the subject
 3) Taking Examinations
a. cheating and copying are strictly prohibited;
b. borrowing of calculators and other exam paraphernalia is NOT allowed during exams.
c. during mid-term and final exams, only answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other
things should be deposited on a place designated by the teacher.
d. other policies will be imposed as deemed necessary and agreed upon between the students and the subject professor.
4) Other Policies
a. cellphones should be shut-off during class hours
b. chairs should be arranged before leaving the classroom.
c. vandalism is strictly prohibited and punishable.
d. no smoking within the school premises.
e. students under the influence of liquor are not allowed inside the school compound.
f. any form of deadly weapons should not be brought to school except cleaning/cutting tools during clean-up days and laboratory classes.
g. unnecessary noise to the point of creating disturbances is prohibited.
h. proper grooming should be observed.
i. other policies will be strictly imposed as contained in the student handbook.

Prepared by: Checked by: Approved by:

RISCHELLE G. AGGABAO, Ph.D.

NILDA T. AGGABAO, Ph.D. Chair,BSEd Program ELIZABETH H. ALONZO, Ph.D.
Faculty College Dean

GERALD A. TARAYAO
Faculty