Course Syllabus in Education 61

(Assessment of Student Learning)

Prepared by:

DENIS A. TAN
Professor

Reviewed by:

DR. VIRGENCITA B. CARO

Chairperson, Dept. of Professional Education

Approved by:

DR. GLADYS S, ESCARLOS

Dean, College of Education

Revised August 2019

Course Number & Title Education 61 (Assessment of Student Learning)
Course Credits 3 units
Course Description This course stresses on constructing tests, evaluating student progress in relation to instructional
objectives, evaluating during the learning stages, evaluating at the end of instruction, appraising
individual students, assessing the effectiveness of classroom programs, integrating measurement
with instruction and evaluation. It focuses on the development and utilization of assessment tools
to improve the teaching-learning process.
Contact Hours/Week 3 hours
Prerequisite None
Course Objectives At the end of the course, the students must have:
1. Supported the need for the shift of educational focus from content to learning
outcomes;
2. Exemplified measurement, assessment and evaluation in outcomes-based education;
3. Identified learning outcomes at the different levels of schooling;
4. Illustrated the variety of assessment tools ;
5. Developed varied assessment tools;
6. Showed skills in constructing periodic/ standardized tests;
7. Constructed a and conducted a summative test in their field of study;
8. Performed item analysis of a summative exam result.
9. Determined if the desired learning outcomes had been achieved;
10. Demonstrated skills in utilizing and reporting test results;
11. Compared and contrasted the different grading systems;
12. Manifested accuracy in computation, intellectual honesty, responsibility

National Goals:

1. Ensuring growth with equity and stability

2. Investing in education and training
3. Putting the Philippines in the international map
4. Fighting poverty with good governance
 5. Improving peace and order, law enforcement and administration of justice.

Regional Goals:

1. Securing peace and development in Mindanao

2. Pursuing balanced regional development

Mission of Central Mindanao University

To advance the frontiers of knowledge for economic prosperity, moral integrity, social and cultural sensitivity, and environmental consciousness
through equitable access to quality instruction, research, extension and production.

Mission and Goals of the College of Education:

Mission

The College is committed to pursue excellence in instruction, research, community service and production in:

1.Teacher education and educational management, that are development oriented;

2.Office management; and
3.Physical education, physical fitness and sports.

Goals

1. To produce teachers who can effectively carry out programs and generate effective services in the secondary and tertiary levels and who are
imbued with basic attitudes, knowledge and skills essential for personal and social fulfillment, as well as the attainment of national goals;
2. To provide professional training in teaching in the secondary and tertiary levels to non-education baccalaureate degree graduates;
3. To provide training to graduate students who aim to develop professional competence in their field of specialization through advanced studies and
research;
4. To upgrade the competencies of teachers and professionals through in-service trainings;
 5. To produce teachers equipped with educational theories and practices needed for educational researches;
6. To provide training for secretarial, clerical, and managerial works, and
7. To provide students basic skills in gymnastics, dance sports, health and physical fitness.

DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS / TEACHING AND ASSESSEMENT RESOURCES/ TIME
OUTCOMES (DLO) SUBJECT MATTER REFERENCES LEARNING TASK (Ats) INSTRUCTIONAL TABLE
ACTIVITIES MATERIALS
(TLAS)
At the end of the unit, the Chapter I. Shift of laptop, lcd 3 hours
student must have: Educational Focus Assessment of Facilitation of Written Quizzes
from Content to Student assigned topics projector,
Learning Outcomes Learning
Internalized the concept Assignments illustrations,
of Outcomes-Based 1.1 Outcomes-Based Measurement Brainstorming
education. Education: and Evaluation marking pens,
Matching Individual reports
Differentiated between Intentions with Assessment of Open cartolina/manila
immediate outcomes and Accomplishments Student discussion Graded recitation paper, hand-outs,
deferred outcomes 1.2 The Outcomes of Learning 1
Education (Cognitive samples of
Conceptualized sample 1.3 Sample Learning) Chapter Test activities,
educational objectives Educational
and learning outcomes Objectives and Designing and compilation of
for their field of study. Learning Using Tools for activities
Outcomes Educational
Assessment

Differentiated the basic Chapter 2 Assessment & Brainstorming Written Quizzes laptop, lcd 3 hours
concepts in assessment Measurement, Evaluation of projector,
Assessment and Student illustrations,
Distinguished the Evaluation in Learning: Assignments marking pens,
different types of Outcomes-Based Concepts & Facilitation of cartolina/manila
measurement Education Applications assigned topics paper, hand-outs,
 Individual reports samples of
Defined the terms 2.1 Measurement Assessment of Q and A activities,
indicators, variables and Student compilation of
factors 2.2Assessment Learning Open discussion activities

Explained the various 2.3 Evaluation Measurement Chapter Test

roles of assessment and Evaluation

Explained how learning Designing and

and programs are Using Tools for
evaluated Educational
Assessment

Chapter 3 The Assessment & Written Quizzes laptop, lcd

Identified Program Outcomes of Student Evaluation of Facilitation of projector, 6 hours
Objectives and Student Learning Student assigned topics Assignments illustrations,
learning Outcomes 3.1 Program Learning: marking pens,
Objectives and Student Concepts & Group reports cartolina/manila
Explained the three Learning Outcomes Applications Brainstorming paper, hand-outs,
types of Learning 3.2 The three types of Graded recitation samples of
Learning Assessment of activities,
Discussed the three 3.3 Domain I : Cognitive Student compilation of
domains ( cognitive, 3.4 Domain II: Learning Brainstorming Portfolio making activities
Psychomotor and Psychomotor
Affective) 3.5 Domain III: Affective Measurement
and Evaluation Panel discussion Chapter Test

Designing and
Using Tools for
Educational
Assessment
 Facilitation of Written Quizzes laptop, lcd 6 hours
Applied the Principles of Chapter 4 Assessing Assessment of assigned topics projector,
Good Practice in Student Learning Student Assignments
Assessing Learning Outcomes Learning illustrations,
Outcomes 4.1 Principles of Good Brainstorming Group reports
Practice in Assessing Measurement marking pens,
Presented the Outcomes Learning Outcomes and Evaluation
Assessment Phases in 4.2 Samples of cartolina/manila
the Instructional Cycle Supporting Students Assessment of Field Exam Construction
Student Activities Student Observation paper, hand-outs,
Discussed the variety of 4.3 The Outcomes Learning 1
Assessment Instrument Assessment Phases in (Cognitive Facilitation of samples of
the Instructional Cycle Learning) assigned topics Written Quizzes activities,

Explained the strength 4.4 Variety of Designing and compilation of

and weaknesses of each Assessment Instrument Using Tools for Brainstorming Assignments activities
assessment instrument 4.4.1Objective Educational
Examinations Assessment Rubric Making
Constructed samples of 4.4.2 Essay
assessment instruments. Examinations Assessment & Panel discussion
4.4.3 Written Work Evaluation of Group reports
Differentiated the 4.4.4 Portfolio Student Facilitation of
various Assessment Assessment Learning: assigned topics Graded recitation
instruments 4.4.5 Assessment Concepts &
Rubrics Applications Portfolio making
Constructed test Holistic Rubric Brainstorming
questions that falls in Dimensional/Analytic Chapter Test
different levels of blooms Rubric Field
taxonomy 4.4.6 Assessment of Observation
Competencies/Skills Student
Defined authentic Assessment from Learning
assessment Beginner to Proficiency
 Level Measurement
Defined portfolio 4.5 Assessment of and Evaluation
assessment in terms of Learning Outcomes in
its purpose, principles, the K to 12 Program Assessment of
types, development, and Student
evaluation Learning 1
(Cognitive
Created a documentation Learning)
portfolio

Chapter 5
Explained the different Development of Varied Designing and Facilitation of Written Quizzes laptop, 6 hours
properties of assessment Assessment Tools: Using Tools for assigned topics
methods Knowledge and Educational lcd projector,
Reasoning Assessment Assignments
5.1 Types of Objective illustrations,
Planned instructionally Tests Assessment & Brainstorming Group reports
useful classroom Evaluation of marking pens,
assessment 5.2 Planning a Test and Student
Constructing a Table of Learning: Grading Exam cartolina/manila
Constructed Table of Specifications Concepts & Panel discussion construction paper,
Specification 5.3 Constructing a True- Applications
False Test hand-outs,
Chosen the most suitable 5.4 Multiple Choice Tests Assessment of
assessment method Student samples of
5.5 Matching Type and Learning Chapter Test activities,
Made an exam in their Supply Type Items
field 5.6 Essays Measurement compilation of
and Evaluation activities
Floated the student made
exam
Computed the difficulty Chapter 6 Item Assessment of Facilitation of Written Quizzes laptop, 12 hours
index and discrimination Analysis Validation Student assigned topics
index of each item 6.1 Item Analysis Learning 1 lcd projector,
6.2 Validation (Cognitive Assignments
Solved the reliability 6.3 Reliability Learning) Conducting Item illustrations,
index of the constructed Analysis
exam Group reports marking pens,
Testing
Reliability cartolina/manila
paper,

Identified task designing Chapter 7 Designing and Field Written Quizzes hand-outs, 6 hours
for product-oriented Performance-Based Using Tools for Observation
performance-based Tests Educational Assignments samples of
assessment 7.1 Performance Based Assessment Facilitation of activities,
Tests assigned topics Group reports compilation of
Developed criteria 7.2 Performance Task Assessment & Brainstorming activities
selection for scoring Rubrics and Exemplars Evaluation of Portfolio making
rubrics 7.3 Creating Rubrics Student
7.4 Automating Learning: Chapter Test
Developed setting of Performance-Based Test Concepts & Panel discussion
performance levels for Applications
scoring rubrics Facilitation of
assigned topics

Described philosophical Chapter 8 Grading Assessment of Brainstorming Written Quizzes laptop, lcd 6 hours
and methodological Systems Student projector,
issues related to the 12.1 Norm-referenced Learning Assignments illustrations,
basis for grading Grading Field marking pens,
12.2 Criterion- Observation Group reports cartolina/manila
Assigned letter grades as referenced Grading Designing and paper, hand-outs,
a basis for grading 12.3 Four Questions in Using Tools for samples of
Grading Educational Facilitation of Written Quizzes activities,
12.4 Standardized Assessment assigned topics compilation of
Assigned pass-fail grades Test Scoring Assignments activities
as a basis for grading 12.5 Cumulative and Assessment &
Averaging Systems Evaluation of Panel discussion Group reports
Described several types 12.6K to 12 Grading Student
of task designing and System Learning: Portfolio making
how they are used 12.7 Alternative Concepts &
Grading Applications Grade Computation
Explained the definition System
of and purpose for Measurement
process-oriented and Evaluation Chapter Test
learning competencies
Assessment of
Student
Learning 1
(Cognitive
Learning)

Designing and
Using Tools for
Educational
Assessment

Assessment &
Evaluation of
Student
 Learning:
Concepts &
Applications

Suggested Readings and Borich, G. & Kubiszyn, T. (2000). Educational Testing and Measurement. (6th ed.) John Wiley & Sons Inc.
References
Brookhart, S.M. (2004). Grading. Upper Saddle River, NJ: Pearson

Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston: Teachers College, Columbia
University.

De Guzman-Santos, Rosita (2009). Assessment of Learning 1

Hanna, G. and Dettmer, P. (2004). Assessment for Effective Teaching: Using Context – Adpative Planning. Boston:
Pearson.

McMillan, J.H. (2004). Classroom Assessment: Principles and Practices for effective Instruction (3 rd ed.). Boston: Allyna
and Bacon.

Navarro,R.L., Santos, R.G ( 2012). Assessment of Learning Outcomes ( Assessment 1)2nd Ed. Lorimar Publishing, Inc.

Nitko, A.J. (2004). Educational Assessment of Students (4th ed.) Upper Saddle River, NJ: Pearson.

Raagas, Ester L. (2006). Assessment & Evaluation of Student Learning: Concepts & Applications. Iwag Printing and
Publishing.

Reganit, A., Elicay, Ronaldo, et al. (2010). Assessment of Student Learning 1 (Cognitive Learning). C&E Publishing, Inc.
Course requirements 1. Make a Table of Specification.
2. Formulate a periodical exam in their own field of specialization.
3. Conduct the formulated exam.
4. Item analyse the formulated exam.
5. Compute the test reliability.

Grading System Midterm Finals

Quizzes/Long Exams 20% 20%
Term Exam 30% 30%
Outputs 40% 40%
Participation/Attendance 10% 10%
Reports/Assignments
Total 100% 100%