COURSE OUTLINE IN ASSESSMENT OF LEARNING

COURSE TITLE : Assessment of Learning 1

COURSE CODE : PCK 2

NUMBER OF UNITS : 3 UNITS

CONTACT HOURS : 3 HOURS

PREREQUISITE : NONE

COURSE REQUIREMENTS : Written Examination/Major Examinations, Table of Specifications

for a Periodic Test ,Performance Criteria, Reflective Journals ,Sample Periodic Test Based on
TOS, Oral Presentation, Portfolio of Testing Instruments

COURSE DESCRIPTION : This is a course that 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 CONTENT

PRELIMS

1. Course Overview (Teacher Education Program outcomes, Degree Outcomes for BEED and
BSE and Course Outcome in Assessment of Learning 1)

2. Assessment and Classroom

3. Distrinction among Assessment, Measurement and Evaluation

4. Role of Assessment in Instructional Decisions

a. Placement
b. Diagnostic
c. Formative
d. Summative

5. Developing Classroom Assessment Tools

a. Developing Table of Specifications (TOS)
- Implementing the TOS and developing assessment tool
- Preparing students and administering assessment
b. Developing and use of selected response item format
- true-false item
- matching type item
- multiple choice item

c. Developing and use of constructed response item format

- completion and short answer item
- essay item

d. Assessing higher order thinking skills, problem solving skills and critical thinking skills
- context dependent item sets
- learning concepts
- comprehension of rules and principles
- problem solving ability
- critical thinking ability
- other higher order thinking skills

MIDTERM
e. Assembling, Administering and Scoring Paper and Pencil Test

6. Improving Assessment Items

a. Item Analysis
b. Establishing Validity of Assessment
c. Establishing Reliability of Assessment
- General Nature of Reliability
- Types of Reliability Coefficients
- Test-Retest
- Parallel Form
- Split-half (Internal Consistency)
- Kuder-Richardson Formula
- Factors Affecting Reliability
- Improving Reliability

7. Basic Mathematics of Assessment

a. Scales of Measurement
b. Description of test scores
c. Distribution
d. Measures of central tendency
e. Measure of Variability
f. Correlation Coefficients

8. Interpreting Test Scores

a. Norm-referenced (Normal Distribution)
b. Criterion-referenced Interpretation

FINALS

9. Standardized Tests

10.Evaluating and Grading Purposes

a. Meaning and Purpose of grades
b. Report Cards and other official reports of student progress
c. Do’s and Don’ts

11.Professional Responsibilities and Ethical Behavior in Educational Assessment

a. Teacher’s Professional Responsibilities in assessment
b. Student’s rights and responsibilities as test takers
c. Secrecy, access, privacy, confidentiality and the teacher
d. Accommodations for students with Disabilities

GRADING SYSTEM :

Class Standing: 70%

Major Exams: 30%
Passing Percentage for Professional and major subjects: 60%

REFERENCES:

Barkley, E. (2016). Learning assessment technique: a handbook for college faculty.

San Francisco: Jossey-Bass.

Corpuz, B. (2019). Assessment of learning. Lorimar. Quezon City. (for request)

De Guzman, E. (2015). Assessment of learning 1. Quezon City: Adriana.

Navarro, R. (2017). Assessment of learning 1. Quezon City: Lorimar.

Peacock, A. (2016). Assessment of learning without limits. London: Open University Press.

Salvia, J. (2017). Assessment in special inclusive education. Australia: Cengage Learning.