Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City
COLLEGE OF EDUCATION

Syllabus of Instruction in

ASSESSMENT OF LEARNING 2 (PROF ED 8)

Second Semester, A. Y. 2019-2020

NEUST VISION

NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

PANANAW

Ang NEUST ay Pamantasan ng Agham at Teknolohiyang matugunin sa pambansang pangangailangan napapanahon at kinikilala sa daigdig.

NEUST MISSION

To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international
communities.

LAYON

Makalinang ng mga bagong kaalaman at teknolohiya, at baguhing-anyo ang yamang katauhan upang maging mabungang mamamayan na magdadala ng kaunlaran at
pagbabago sa pambansa at pandaigdigang pamayanan.

TEACHER EDUCATION OBJECTIVES MISSION

1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts. √
2. Demonstrate mastery of subject matter/discipline √
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments. √
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. √

Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
 5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. √
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. √
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities. √
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities √

I. PRELIMINARIES
A. Curriculum Program : Bachelor of Elementary Education
B. Course Code : PROF ED 8
C. Course Title : Assessment of Learning 2
D. Credit Unit : 3 Units
E. Time Duration : 3 hours lecture/3 hours per week for 18 weeks = 54 hours in a semester
F. Pre-requisite : PROF ED 6

II. COURSE DESCRIPTION

This is a 3-unit course that focuses on the principles, development and utilization of non-conventional forms of assessment in measuring authentic learning. This course
covers the two important aspects of competency assessment: developing authentic assessment process. The competency in developing authentic assessment tools
details the requirements for determining evidence requirements, selecting appropriate assessment methods, preparing assessment tools and validating assessment
tools in accordance with relevant Assessment Guidelines. The competency in conducting assessment includes requirements for organizing assessment activities,
preparing the candidate, gathering and evaluating evidence, making assessment decision, recording and providing feedback on assessment outcome.

III. PROGRAM OUTCOMES AND RELATIONSHIP TO TEACHER EDUCATION OBJECTIVES

PROGRAM OUTCOMES TEACHER EDUCATION OBJECTIVES

TEO1 TEO2 TEO3 TEO4 TEO5 TEO6 TEO7 TEO8
1. Articulate and discuss the latest developments in the specific field of practice. (PQF level 6
descriptor) √ √ √ √ √ √ √ √
2. Effectively communicate in English and Filipino, both orally and in writing. √ √ √ √ √ √ √ √
3. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams. (PQF level 6 descriptor) √ √ √ √ √ √ √ √
4. Act in recognition of professional, social, and ethical responsibility. √ √ √ √ √ √ √ √
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) √ √ √ √ √ √ √ √

Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
IV. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES
COURSE OUTCOMES PROGRAM OUTCOMES
PO PO2 PO3 PO4 PO5
1
1. Demonstrate clear understanding of assessment of learning principles as they relate to education. √
2. Identify the basic assumptions made in assessing learning outcomes. √
3. Apply assessment of learning principles in developing critical and scientific reasoning on current issues in education. √
4. Formulate students’ understanding of the relation between and among individuals, the school and society. √
5. Identify the application of the various concepts and principles of assessment of learning in the society. √

V. COURSE CONTENT

Learning Outcomes Topics Activities Resources Assessment Time Allotment

At the end of the unit, the students Unit I. Course Orientation and
are able to: Introduction Video Presentation NEUST Student
1. Interpret and explain the vision Handbook
and mission of the University. 1.1 NEUST Vision and Mission Questions and Answers
2. Discuss the goals and objectives of 1.2 CoEd Goals and Objectives CoEd Bulletin of
the College of Education. 1.3 NEUST March Singing Activities Information Oral Recitation 2 hours
3. Sing the NEUST March. 1.4 Course Syllabus
4. Copy and identify the 1.5 Rules and Standards in the Power Point Presentation Projector, Laptop, and
requirements to pass the subject. classroom Audio Speakers
5. Clarify the do’s and don’ts while
inside the class.
At the end of the unit, the students Unit II. REVIEW OF THE
are able to: PRINCIPLES OF HIGH QUALITY
1. Construct and classify the ASSESSMENT  Oral Discussion of
cognition of bloom’s relationships of the 6 hours
taxonomy; 1. Clarity of Learning Targets Lecture-Discussion Visual aids terms assessment,
2. Write learning targets following 2. Educational Measurement Brainstorming Hand outs test, measurement
the bloom’s taxonomy; 3. Appropriateness of assessment Reporting PPTs and evaluation in
3. Discuss the appropriateness of Methods videos classroom activities,
the assessment methods; and 4. Product Rating Scales Modules appropriateness and
Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
 4. Appreciate the importance of 5. Properties of assessment properties
ethics assessment. methods
 A written exam after
each topic
At the end of the unit, the students Unit III. PROCESS ORIENTED
are able to: PERFORMANCE – BASED
ASSESSMENT
1. Identify process – process
oriented learning competencies 1. Process – oriented Learning Lecture-Discussion Visual aids  Submission of the 12 hours
in different learning task. Competencies Brainstorming Hand outs rubrics related to
2. Define the term competencies 2. Task designing Reporting PPTs process –
and rubric 3. Scoring Rubrics videos oriented learning
3. Differentiate analytic rubric 4. Utilization of Information Modules competencies
from holistic rubrics:  Written exams
4. Enumerate the generally related to
accepted standards for process –
designing a task; and oriented learning
5. Construct scoring rubrics in competencies for
learning activities. evaluation.

At the end of the unit, the 1 Unit IV. PRODUCT ORIENTED

students are able to: PERFORMANCE – BASED
1. Identify and describe the ASSESSMENT
process of developing scoring  Submission of the
rubrics for product – oriented 1. Product – oriented Learning Lecture-Discussion Visual aids rubrics related to
learning competencies in Competencies Brainstorming Handouts process – 12 hours
different learning task; 2. Task Designing Reporting PPTs oriented learning
2. Design a task for product – 3. Scoring Rubrics videos competencies
oriented performance based 4. Utilization of Information Modules  Written exams
assessment; related to
3. Differentiate between a process –
“general” and “specific” task oriented learning
oriented rubrics; and competencies for
4. State the factor that evaluation.
Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
 determines the use of scoring
rubrics over other authentic
assessment procedures.

At the end of the unit, the students

2 Unit V. AFFECTIVE ASSESSMENT
are able to:
1. Enumerate and discuss the 1. The taxonomy in the affective
different levels in the Domain Small group Discussion Visual aids  Development of
taxonomy of the affective 2. Affective Learning Interactive Class Handouts portfolio
domains; Competencies Discussion PPTs respective to the 7 1/2 hours
2. Define and construct “self 3. Development of Assessment Reporting videos major field of
reports” and “rating – Tools Modules specialization.
scaling”;  Make a portfolio
3. Differentiate thurstone Scale assessment
and Likert Scale; created by each
4. Illustrate the use of a semantic student
differential scale in the  A written exam in
measurement of attitude; and methods in
5. Construct a rating scale and a portfolio
checklist for a certain learning assessment
situations and activity.

3 Unit VI. PORTFOLIO

At the end of the unit, the ASSESSMENT METHODS
students are able to:

1. Define portfolio assessment; 1. Features and principles of Discussion Visual aids  Development of 7 1/2 hours
2. Enumerate the key elements portfolio assessment Reporting Handouts portfolio r
of a portfolio and purposes of 2. Purpose of portfolio PPTs respective to the
portfolio assessment; assessment videos major field of
3. Discuss the merits of portfolio 3. Essential elements of Portfolio Modules specialization.
assessment over traditional 4. Stages in implementing  Make a portfolio
testing; portfolio assessment
4. Construct a rating scale or 5. Types of portfolio created by each
Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
 rubrics for evaluating 6. Assessing and evaluating the students
students, portfolio; portfolios  A written exam in
5. Enumerate and discuss the 7. Student – teacher conferences methods in
various types of portfolios; portfolio
and assessment
6. State the importance of
student teacher conference;

At the end of the unit, the

4 Unit VII. GRADING AND
students are able to: REPORTING
 Submission of
1. Enumerate and discuss the 1. Functions of grading and Interactive Classroom Visual aids collected policies 6 hours
functions and types of reporting Systems Discussion Handouts in methods and
grading and reporting 2. Types of grading and reporting Reporting PPTs procedures used
system; systems videos by DEPED.
2. Develop the most 3. Development of a grading and Modules  Criticizing and
appropriate and valid reporting system evaluating
reporting system; 4. Assigning letter grades and grading
3. Assign letter grades to every computing grading procedures.
assessment of learning 5. Norm or Criterion reference
activities; Grading
4. Compute grades properly in 6. Distribution of grades and
relation to students guidelines for effective
learning acquisition and grading
performance; 7. Conducting parent teacher
5. Define Norm or Criterion – conference.
Referenced Grading; and
6. State the effective
distribution of grades and
guidelines of effective
grading;
7. Simulate a situation of
conducting parent –
teacher conferences; and

Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
 8. Enumerate and discuss the
guidelines for a good
conference.

VI. COURSE REQUIREMENTS AND GRADING CRITERIA

A. Course Requirements
1. Regular attendance in class discussions and classroom activities
2. Have at least the basic textbook
3. Have satisfactory delivered class reports with presentable visual materials/aids
3. Have satisfactory completed and submitted reflection/insight papers, book reports, class projects, and oral and written tests.

B. Grading Criteria
Summation of Quizzes………….…………………………… 40%
Term Examination………………………………………..…... 30%
Recitation/Attendance/Behavior………………………. 10%
Class Project/Research Works/Reporting..………...20%
Total…………………………………………………….….……...100%

Passing mark is 75%. The highest passing rate is 1.0 while the lowest passing rate is 3.0.

VII. REFERENCES
Abanador, Pedro D. Et. al Assessment of student learning. Bulacan: TCS publishing House, 2007a
Asaad, Abubakar S. et. al. Measurement and Kearning Concepts and Principles. Manila: Rex Bookstore, 2004
Balagtas, Marilyn U. Review Material in Licensure Examination for teachers, 2006
Calmorin, Laurentina P. EDUCATIONAL MEASUREMENT AND EVALUATION. Mandaluyong City: National Bookstore, 2004
Gabuyo, Yonardo, et. al. Assessment of Learning II. Manila, Philippines. Rex Bookstore, 2013
Garcia, Carlito D. Educational Evaluation and Measurement. Mandaluyong City: Book Atbp Publishing Corp. 2004

Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education
 Padua, Roberto N. et. al. Educational Evaluation and Measurement: Theory, Practice and Application. Quezon City: katha Publishing House, 1997
Reganit, Arnulto Aaron R. et. al. Measurement and Evaluation in teaching and learning. Valenzuela City: Mutya Publishing House, Inc. 2004
Santos Rosita D.G., Ph. D., Assessment of Learning. Mandaluyong: Lorimar Publishing Inc. 2007
Santos Rosita D.G.,Advance Methods in Educational Assessment and Evaluation. Assessment of learning 2. Lorimar Publishing Inc. 2007
Victoria, Lilia P. et al. Windows on Success in LET. 2011 Corasia.

Prepared by: Noted: Approved:

BEED FACULTY JO NEIL T. PERIA, Ph.D. RHODORA R. JUGO, Ed.D.

Chairman, BEED Program Dean, College of Education