College Emblems

SPAC Philosophy: SPAC believes in Jesus Christ, the Exemplar of holistic excellence.
Mission: SPAC is committed to:
1.) Preparing a people for God’s kingdom by integrating faith into the academic learning
rooted in the gospel of Jesus Christ.
2.) Nurturing students for a meaningful and productive life of service for church and
society.
Vision: A leading provider of quality Christian Education with an Adventist distinction for the
service of God, church, and country (pro Deo, ecclesia, et patria)

SYLLABUS (CONDENSED)
Assessment of Children’s Development and Learning
School Year 2023– 2024

Course Information
Course Title: Assessment of Children’s Development and Learning
Course Code: ECE 110
No. of Units: 3 Units

Schedule: 09:00 – 10:30 MW Venue: ECBR 1

Faculty Information:
Name: Reggie A. Remoroza - Mativo
Degrees: Doctor of Philosophy – Multidisciplinary Research and Evaluation
Adventist University of the Philippines (36 units earned; in – progress)
Master of Arts in Education Teaching Mathematics
Cor Jesu College (2008)
Master of Management in Educational Management
Sultan Kudarat State University (2011) – Completed Academic Requirements
Bachelor of Secondary Education Major in Mathematics
Adventist College of Technology, Inc. (2008)
Bachelor of Science in Computer Science
South Philippine Adventist College (2006)
Mobile Phone: (63) 970 – 696 – 6956
Email Address: reggiemativo@gmail.com

Consultation Hours: Tuesday 01:30 – 02:30 M

Course Description:
This course focuses on the various aspects of assessment of young children’s development and learning. It
focuses on developing knowledge of the design, selection, organization and use of diagnostic, formative and
summative assessment strategies consistent with curriculum requirements. It applies different types of quantitative
and qualitative assessment methods for determining children’s development and learning. It provides experiences on
the different stages of the whole assessment process, including monitoring and reporting in actual early childhood
settings. It demonstrates an understanding of the role of assessment data as feedback in teaching and learning
practices and programs.

Course Terminal Assessment:

As a proof of achieving the above course outcomes, the students must do and hand in the following:
1. Plates / Compiled Solutions to Problems given format will be in the Appendices

Intended Learning Outcomes

Intended Learning Outcomes (ILO) Institutional
CO MPGO Mathematics Program GA
On the completion of the course, the Graduate
Code Code Graduate Outcome Code
students can: Attribute
explain the use of diagnostic, formative,
and summative assessment strategies
CO1
consistent with curriculum
requirements;
CO2 demonstrate familiarity with a range of
strategies for assessing and
 communicating learners needs, progress
and achievement;
demonstrate understanding of the role of
CO3 assessment data to improve young
learner’s development and learning;
demonstrate objectivity and integrity in
CO4 the practice of assessment in young
learners; and
develop rubrics for different forms of
CO5
assessment.

Course Outline

Time Materials
Content Learning Outcomes
Allotment Needed/References
Aug 14 Orientation
A. Overview of - discuss the history and development
Assessment of of assessment of young children; and
Young Children
1. History of assessment - analyze the role of teachers in
Aug 16 of young children selecting and using tests and
2. Uses of assessment of measurements with young children and
young children program evaluation.
3. Roles of a teacher in
assessing young children
Aug 21 HOLIDAY
B. DepEd Order No. 8,
s. 2015: Policy a. explain developmentally appropriate
Guidelines on principles in assessing young children
Classroom Assessment
for the K to 12 Basic
Aug 23 Education Program

C. NAEYC Position b. discuss issues related to early

Statement on Assessing childhood testing and evaluation
Young Children (DAP)
Aug 28 HOLIDAY
D. National Early c. discuss the ethical professional
Learning Framework behavior related to early childhood
(NELF) testing and evaluation
Aug 30
E. Omnibus Policy on d. analyze position statements on early
Kindergarten childhood testing and
Curriculum evaluation
D. Standardized Tests a.
- prove the elementary properties of a
Ages and Stages
group;
Questionnaires (ASQ)
- construct and/or complete Cayley
b. Bayley Scales of Infant
tables for finite groups;
Sept 4 and Toddler Development
- use the elementary properties of a
(Bayley-III)
group in proving related propositions.
c. Peabody
- use technology to communicate
Developmental Motor
solutions and proofs to whole class
Scales (PDMS)
Sept 6 REVIEW
Sept 11 Prelim Examination
Sept 13 Alumni Homecoming
d. Brigance Screens:
Sept 18 e. Denver Developmental
Screening Test (DDST)
f. Early Screening
Inventory - Revised (ESI-
Sept 20 R)
g. Child Development
Inventory (CDI)
Sept 25 Week of Prayer
h. Peabody Picture
 Vocabulary Test (PPVT)
Week of Prayer
E. Informal
Assessments:
Observation
1. Why Observe children?
2. How Observation Is
Done Well?
3. Fitting Observation in
Teacher’s Tasks
Sept 27
4. Observation for
Curriculum Planning
5. Organization and
Analysis of Observation
Reports

a. Cognitive Development
b. Language and
Communication
c. Social and Emotional
Development
Oct 2 d. Physical and Motor
Development
e. Play and Creativity
f. Self-Regulation and
Behavior
g. Cultural and Contextual
Factors
Oct 4 h. Sensory and Perceptual
Development
i. Adaptive and
Functional Skills
j. Pre-Academic Skills
Oct 9 REVIEW
Oct 11 Midterm Examination
F. Informal
Assessments:
Oct 16 Checklists, Rating
Scales,
and Rubrics
Oct 18
Oct 23
Oct 25 Authentic Assessment/Performance Task
Oct 30
Nov 1 Holiday
Nov 6
Nov 8
Nov 13 REVIEW
Nov 15 Semi-Final Examination
Nov 20 HUGYAW
Nov 22 HUGYAW
Nov 27
Nov 29
Dec 4
Dec 6 REVIEW
Dec 11 Authentic Assessment
Dec 13 Final Examination

Course Marking: Participation --------------------------------------- 20%

Devotional Question
Essential Question
Forum
Assessments -----------------------------------------20%
Content-Based Assessment
Skills-Based Assessment
Summative Assessment
Outputs/Projects (create) ---------------------------20%
 Examination -----------------------------------------40%
100%

'
Grading: Student’s Grade =
Studen t Score x 50 + 50
Perfect Score
Course Policies:
1. All requirements should be turned in on the specified time in the class. Do not turn in requirements at
instructor’s house.
2. Set cell phones in silent mode while the class is going on.
3. A student is expected to attend his/her classes promptly and regularly. A student who incurs absences,
whether excused or unexcused, that exceed 20% of the number of hours required for the course will be
given a mark of FA (Failure in Attendance). A student who comes to class tardy three times will be marked
absent once.
4. Academic honesty shall be observed at all times. A dishonest work cannot be given any credit. The student
will be subjected to disciplinary measures.
5. A student who is not wearing the prescribed uniform cannot be accepted to class. He/ She must get an
acceptance note signed by the VPSA.
6. Examinations shall be taken on the scheduled time. Only for sickness, emergency in the family or financial
reasons can be student be given special examination at a fee of P30.0 per unit.
7. The removal policy as stipulated in the school bulletin shall be observed.
8. For valid reasons, a student may allow to complete his/her grade within one week after the last day of the
final examination.

Textbook:
Gallian, J (2013) Contemporary Abstract Algebra. Brooks/Cole Cengage Learning. Boston, USA
References:
Fraleigh, J.B. (2014). A first course in abstract algebra, (7th Edition). USA: Pearson.
Gallian, J.A. (2016). Contemporary abstract algebra, (9th Edition). USA: Cengage.Learning.
Jaisingh, L.R. & Ayres, F. (2003). Schaum’s outline of theory and problems of abstract algebra (2nd
Edition). USA: McGraw-Hill.
Judson, T (2013) Abstract Algebra Theory and Applications. Stephen F. Austin State University ebook
Lee, G (2018) An Introductory Abstract Algebra. Springer International Publishing AG. Cham, Switzerland
Malik, D.S. (1997). Fundamentals of abstract algebra. Singapore: McGraw-Hill Companies.
Rotman, J.J (2005). A first course in abstract algebra with applications, (3rd Edition). New Jersey, USA:
Prentice-Hall

Prepared by: Reggie R. Mativo , MA, LPT Date Prepared: ________________

Instructor

Approved by: Karel Mei N. Banay, MALE, LPT Date Approved: ________________
Teacher Education Department Chairperson

Lotchie D. Genon, EdD, LPT Date Approved: _________________

Vice President for Academic Affairs