UNIVERSITY OF CALOOCAN CITY

EDSA Campus, Caloocan City

COURSE SYLLABUS

COURSE TITLE: ASSESSMENT IN LEARNING 2

COURSE CREDIT/HOURS: 3 Units/3 Hours per week
COURSE CODE: MS 114
PREREQUISITE: Assessment in Learning 1 (MS 112)

I. INSTITUTIONAL VISION:
The University of Caloocan City aims to have a quality higher institution with stakeholders imbued with relevant knowledge, skills, and values for the attainment
of community-driven, industry sensitive, environmentally conscious, resilient, globally competitive university in and for the love of God, country and people.

II. INSTITUTIONAL MISSION:

The university calls to develop God-loving, people-driven, patriotic, industry sensitive, environmentally conscious, globally competitive and resilient graduates.

III. INSTITUTIONAL GOALS:

1. To be a sought after educational institution integrating quality, competence and servant hood that will produce a successful and well-rounded pool of graduates
in their chosen careers and endeavors.
2. To yield graduates that will continue to uplift the already strong ideals of the City of Caloocan through the promotion of desirable values as love (of God, people
and self), environmental consciousness, and resiliency, and
3. To prepare graduates in becoming highly abreast and competitive in a fast-paced, globalized economy through awareness on national issues, trends and ASEAN
integration.

IV. COLLEGE OF EDUCATION VISION:

A quality teacher education institution in a perpetual quest of producing teachers and school leaders imbued with character and intellect and guided by strong
sense of integrity, excellence, ecological consciousness, and community service.

V. COLLEGE OF EDUCATION MISSION:

To develop future educators and school leaders that will:
1. Deliver exemplary instruction and leadership in the field of education;
2. Exhibit resiliency and competitiveness in any learning environment;

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

3. Engage in scholarly researches that support sustainable development; and

4. Promote environmental and community-driven services for the general welfare.

VI. Course Description:

The course focuses on the principles, development and utilization of alternative forms of assessment in measuring, monitoring and evaluating authentic learning and
communicating its results. It emphasizes on how to assess process-and product and oriented learning outcomes as well as affective learning. Pre-service teachers will experience
how to design, develop, select and use rubrics and other alternative assessment tools for performance-based and product-based assessment. The course further address how to
provide accurate and constructive feedback to improve instructions and learner performance.

VII. Learning Outcomes

At the end of the course, the students should be able to:

[1] demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using authentic assessment techniques in various curriculum
teaching areas;
[2] demonstrate skills in designing, developing and using learner-appropriate performance-based, product-based, and affective assessment tools in monitoring and evaluating
learner progress and achievement in various curriculum areas;
[3] demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve learner performance;
[4] demonstrate familiarity with various strategies for communicating authentic learning results;
[5] demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs;
[6] demonstrate an understanding of how professional reflection on assessment feedback can be used to improve practice; and
[7] Develop a portfolio as an assessment tool specifying the types of assessment, sample products, scoring rubrics and rating forms.

Number of Hours: 3 hours every week or 54 in semester

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

VIII. Course Outline and Timeframe

WEEK AND DAYS TOPICS

Week 1 Class orientation and course introduction
A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO)
Week 2
1.1 Student Learning Outcomes – its meaning from various perspectives
January 24, 2022
1.2 Sources of Student Learning Outcomes
1.3. Characteristics of Good Learning Outcomes
AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS, AND PRACTICES
Week 3 2.1 Assessment, Evaluation, Testing, Marks – meaning and differences
2.2 Authentic Assessment – definition from various individuals
2.3 Characteristics of Authentic Assessment
AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS, AND PRACTICES
Week 4 2.4 Phases of Authentic Assessment
2.5 Authentic Assessment and Traditional Assessment – comparison and contrast
Authentic Assessment Tools
Week 5 3.1 Observations-based Assessment Tools
3.2. Performance Samples Assessment Tools
3.3. Performance Assessment Tools
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
4.1 Process-Oriented Learning Competencies
Week 6
a. Learning Competencies
b. Task Designing
c. Scoring Rubrics - Analytic and Holistic
PRODUCT - ORIENTED PERFORMANCE - BASED ASSESSMENT
Week 7 5.1 Product-Oriented Learning Competencies
a. Learning Competencies
b. Task Designing

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

c. Scoring Rubrics and other methods

PRODUCT - ORIENTED PERFORMANCE - BASED ASSESSMENT
5.1 Product-Oriented Learning Competencies
Week 8 a. Learning Competencies
b. Task Designing
c. Scoring Rubrics and other methods in response to pandemic
d. Formulation and presentation of other methods and scoring rubrics
Week 9 Midterm Examinations via Google Forms
ASSESSMENT IN THE AFFECTIVE DOMAIN
6.1 Taxonomy in the Affective Domain
a. Receiving
b. Responding
c. Valuing
d. Organization
e. Characterization
Week 10
6.2 Affective Learning Competencies
a. Cognitions
● Affect
● Behavioral Intentions
● Evaluation
b. Why study attitudes?
● Motivation
6.3 Development of Assessment Tool
Week 11
a. Self-Report
b. Rating Scales- Semantic Differential Scales, Thurstone, and Likert Scale, and Checklist
PORTFOLIO-BASED ASSESSMENT
Week 12 7.1 Defining portfolio-based assessment
a. characteristics of a good portfolio
b. purposes portfolio assessment
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EDSA Campus, Caloocan City

COURSE SYLLABUS

c. elements of portfolio
d. different types of portfolio
(1st week output: list of performance tasks that could be assessed using portfolio; group work)
7.2 Portfolio-based learning competencies
a. When to use portfolio-based assessment
Week 13 b. Learning Competencies
c. Task designing
d. rubrics development
(2nd week output: create a rubric for a chosen performance task; group work)
GRADING AND REPORTING
8.1 What is grading system
a. Formative, Summative and Quarterly Assessments
b. Written and Performance tasks
Week 14
c. How is learner progress recorded and computed
d. How are grades computed
e. Values assessment reporting
(1st week output: sample class record; group work)

8.2 Progress Reporting

a. how is the learner’s progress reported
b. the report card
Week 15 c. learner promotion and retention
d. attendance reporting
e. to whom is classroom assessment reported
f. teacher attitude during parent-teacher conferences
(2nd week output: sample grading sheet; activity design for parent-teacher conference; group work)

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

9. THE USE OF STATISTICS IN OUTCOMES ASSESSMENT

9.1 General Concepts on Statistics and Learning Inquiry
a. Definition of Statistics
b. Statistical Methods
- Experimental Studies
- Inferential Studies
9.2 Conceptualization, Operationalization and Measurement
a. Concepts as Constructs
b. Indications and Dimensions
c. Creating Conceptual Order
Week 16 - 17 d. Levels of Measurement
9.3 Indexes, Scales, Typologies
a. Quantification of Data
b. Univariate Analysis
c. Bivariate Analysis
d. Tests of Statistical Significance
e. Other Tests of Statistical Significance
- Chi-square
f. Multivariate Techniques
- Time-series Analysis
- Factor Analysis
- Analysis of Variance (ANOVA)
Week 18 Final Term Examinations via Google Forms
Submission of Portfolio

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

IX. COURSE MATRIX

DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ REFERENCES OUTCOMES-BASED ASSESSMENT OF RESOURCE MATERIAL TIME
OUTCOMES (DLO) SUBJECT MATTER TEACHING AND LEARNING LEARNING OUTCOMES TABLE
(OBTL) (ALO)
At the end of the 1. A CLOSE LOOK AT Brenda B. Corpuz, Ph.,D., Engage: a. Quiz a. Sample lesson plan 3 hrs.
lesson, the students STUDENT LEARNING Imelda E. Cuartel, DA (2021) Reflection on statements b. Reflection essay on b. Sample syllabus (1
should be able to: OUTCOMES (SLO) Assessment in Learning 2: about teaching and learning the importance on the c. Test questionnaire session)
a. Explain the Authentic Assessment Explore: importance of achieving d. DepEd’s Vision-
meaning of 1.1 Student Learning Situational Analysis good learning outcomes Mission and Core
student learning Outcomes – its meaning Rosita L. Navarro, Ph.D., Explain c. Crafting/Creating a list Values, Program
outcomes from from various Rosita De Guzman-Santos, Group discussion on the of teaching strategies outcomes for Teacher
various perspectives Ph.D. (2013) Authentic meaning, sources and and techniques in Education Based on week 2
perspectives Assessment of Student characteristics of student specific learning CMOs and PPST
b. Identify the 1.2 Sources of Student Learning Outcomes (2nd learning outcomes outcomes (Instructor f. Laptop
different sources Learning Outcomes edition must assign them any
of student Elaborate: course under general
learning 1.3. Characteristics of Exercises on the meaning, education, professional
outcomes Good Learning Outcomes sources, and characteristics education or specialized
c. Determine the of good student learning subject.)
characteristics of outcomes
good learning
outcomes Application:
Case Study

a. Distinguish the 2. AUTHENTIC Brenda B. Corpuz, Ph.,D., Engage: a. Quiz a. Laptop 6 hrs.
terms ASSESSMENT: Imelda E. Cuartel, DA (2021) Discussion on the various b. Argumentative debate b. Test questionnaire (2
assessment, MEANING, Assessment in Learning 2: forms of assessment on the effectiveness of session
Authentic Assessment Explore: s)
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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

evaluation, CHARACTERISTICS, AND Differentiating authentic traditional and authentic

testing and marks PRACTICES Rosita L. Navarro, Ph.D., assessment and traditional assessment week 3-
b. Delineate Rosita De Guzman-Santos, assessment (Instructors must assign 4
authentic 2.1 Assessment, Ph.D. (2013) Authentic Explain student representatives
assessment from Evaluation, Testing, Assessment of Student Interactive classroom from traditional and
various Marks – meaning and Learning Outcomes (2nd discussion on authentic authentic assessment.)
individuals differences edition assessment – meaning, c. Reflective essay on the
c. Discuss the characteristics, phases, and impact of transforming
characteristics of 2.2 Authentic difference from traditional the classrooms into
authentic Assessment – definition authentic from
assessment from various individuals Elaborate: traditional
d. Connect the Exercises on on authentic d. Creating authentic
phases of 2.3 Characteristics of assessment – meaning, assessment activities
authentic Authentic Assessment characteristics, phases, and
assessment difference from traditional
e. Compare and 2.4 Phases of Authentic
contrast Assessment Application:
traditional Action Learning
assessment from 2.5 Authentic
authentic Assessment and
assessment Traditional Assessment –
comparison and contrast

a. Differentiate 3. Authentic Assessment Brenda B. Corpuz, Ph.,D., Engage: 3 hrs.

observation- Tools Imelda E. Cuartel, DA (2021) Discussion on the different a. Quiz a. Laptop (1
based assessment Assessment in Learning 2: characteristics of authentic session)
tools, 3.1 Observations-based Authentic Assessment assessments. b. Reflective essay on the b. Test questionnaire
performance Assessment Tools category of utilization of week 5
each tool - observation- c. Example of each:
samples Explore:
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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

assessment tools, 3.2. Performance Rosita L. Navarro, Ph.D., Giving insight about a given based assessment tools,
and actual Samples Assessment Rosita De Guzman-Santos, quotation. performance samples - developmental
performance Tools Ph.D. (2013) Authentic assessment tools, and checklist
assessment tools. 3.3. Actual Performance Assessment of Student Explain actual performance
b. Discuss the Assessment Tools Learning Outcomes (2nd Interactive classroom assessment tools - interview sheet
qualities of edition discussion on authentic
c. Formulate/Create any - portfolio
observation- assessment tools –
based assessment (Observations-based of the following: -
- observations and self-
tools, Assessment Tools, developmental checklist
report
performance Performance Samples -interview sheet -
samples Assessment Tools, Actual portfolio -observations - and oral questioning
assessment tools, Performance Assessment and self-report, and - tool
and actual Tools) meaning, examples, oral questioning
performance components and benefits.
assessment tools.
c. Formulate a Elaborate:
developmental Exercises on authentic
checklist, assessment tools
interview sheet, (observation, performance
portfolio, sample, and actual
observations and performance.)
self-report and
oral questioning. Application:
Assessment Scenarios
Reflective Learning
Workshop
a. Discuss the 4. PROCESS-ORIENTED Rosita L. Navarro, Ph.D., Engage: a. Quiz Laptop 3 Hours
process-oriented PERFORMANCE - BASED Rosita De Guzman- Explain the ff. b. Argumentative Test Questions via (1
performance ASSESSMENT Santos, Ph.D. (2013) debate on the Google Forms
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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

based assessment 4.1 Process-Oriented Authentic Assessment of Observation-based effectiveness of session)

– learning Learning Competencies Student Learning assessment tools utilization of analytic week 6
competencies, a. Learning Outcomes (2nd edition) Performance assessment and holistic rubrics
task designing, Competencies tools c. Reflective essay on
and analytic and b. Task Designing Actual performance the importance of
holistic rubrics c. Scoring Rubrics – assessment tools process-oriented
b. Compare and Analytic and Holistic Explore: performance-based
contrast Discussion on the process- assessment
analytic from oriented performance-based d. Formulate and
holistic rubric assessment create an analytic and
c. Formulate an Explain holistic rubrics
example of Interactive classroom (Instructor must
analytic and discussion on Process- assign any
holistic rubrics oriented performance-based performance based
assessment (learning assessment e.g.:
competencies, task designing baking cookies, deboning
and analytic and holistic a fish, etc. and ask each
rubric) student to create
Elaborate: both holistic and
Exercises on process-oriented analytic rubrics.)
performance-based
assessment

Application
Reflective Learning
Small Group Assignments
Problem Solving Learning

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

a. Discuss the 5.PRODUCT-ORIENTED Rosita L. Navarro, Ph.D., Engage: 6 Hours

product PERFORMANCE-BASED Rosita De Guzman- a. Explain the process- a. Quiz a. Laptop (2
oriented ASSESSMENT Santos, Ph.D. (2013) oriented performance-based session
performance Authentic Assessment of assessment, task designing b. Reflective essay on b. Test questionnaire s)
5.1 Product-Oriented the importance of via google forms
based Student Learning and analytic and holistic week
Learning Competencies product-oriented
assessment - Outcomes (2nd edition) rubrics 7 and 8
a. Learning performance-based c. Example of another
learning Competencies b. Compare and contrast
assessment scoring tool
competencie b. Task Designing S.M. Brookhart (1999) analytic and holistic rubric
s, task The Art of Science of c. Formulate another
c. Scoring Rubrics and
designing, Classroom Assessment Explore: scoring tool (aside from
Other Methods
and scoring Chicago Public Schools Discussion on the product- rubric) (Instructor must
rubrics and (1999) Rubric Bank oriented performance-based assign any performance
other C. Danielson (1997a) A assessment based assessment e.g.:
methods Collection of Performance baking cookies, deboning
b. Formulate Tasks and Rubrics: Middle Explain a fish, etc. and ask each
another scoring School Mathematics Interactive classroom student to create
tool (aside from discussion on product- another scoring
rubric) C. Danielson (1997b) A oriented performance-based tool.)
Collection of Performance assessment (learning
Tasks and Rubrics: Upper competencies, task designing
Elementary School and scoring rubrics and other
Mathematics methods)
C. Danielson and E. Elaborate:
Marquez (1998) A Exercise on product-oriented
Collection of performance-based
Performance Tasks and assessment
Rubrics: High School
Mathematics

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

R. Knecht, B. Moskal
and M. Pavelich (2000)
The Design Report
Rubric: Measuring and
Tracking Growth
through Success
J. Leydens and
Thomson D. (1997)
Writing Rubrics Design
B. Moskal (2000)
Assessment Resource
Page
K. Schrock (2000) Kathy
Schrock’s Guide for
Educators State of
Colorado (1998) The
Rubric
MIDTERM EXAMINATION via GOOGLE FORMS
6. ASSESSMENT IN THE Engage 6 hours
a. Differentiate each AFFECTIVE DOMAIN Authentic Assessment of “Understand Me” a. Quiz a. Laptop/ projector (2
level – receiving, Student Learning Outcomes Words/Phrases that match in session
responding, 6.1 Taxonomy in the (2nd edition) the discussion of the b. Reflective essay on the b. Online Learning s)
valuing, Affective Domain Taxonomy in the Affective question, “Why study Devices
organization, and ● Receiving A. Bandura (1997) Self- Domain. attitudes and include week
characterization Efficacy: The Exercise of motivation?” c. Test questionnaire
● Responding 10-11
of taxonomy in ● Valuing Control Note: Include real-life
c. Group presentation in d. Example of:
the affective ● Organization scenarios in the classroom to
domain comparing and
● Characterization use the Socratic Method. - Self-report
contrasting the self-

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EDSA Campus, Caloocan City

COURSE SYLLABUS

b. Determine the 6.2 Affective Learning Explore report and rating scales – - Rating Scales –
affective learning Competencies A. Bandura (2001) Social Comprehensive discussion semantic differential Semantic Differential
competencies – ● Cognitions Cognitive Theory: An and Picture Recognition. scales, Thurstone and Scales, Thurstone and
attitudes ● Affect Agentic Perspective Note: Use real-life teaching Likert scales, and Likert Scales, and
(cognitions, ● Behavioral A. Robert Baron (2004) and learning scenarios to checklist as assessment Checklist
affect, behavioral Intentions Social Psychology (10th develop Affective Learning tools in the affective
intentions, and ● Evaluation edition) Competencies. domain Others.
evaluation) and ● Why study
importance of attitudes? Explain d. Formulate and create
inclusion of ● Motivation Interactive classroom a self-report and rating
studying attitudes discussion in Taxonomy in the scales – semantic
(motivation) 6.3 Development of Affective Domain, Affective differential scales,
c. Compare and Assessment Tool Learning Competencies, and Thurstone and Likert
contrast the Self-Report Development of Assessment scales, and checklist as
utilization of self- Rating Scales- Semantic Tool. assessment tools in the
report from rating Differential Scales, affective domain
scales – semantic Thurstone, and Likert Elaborate
differential scales, Scale, and Checklist Exercises to broaden the (Instructor must assign
Thurstone and knowledge and provide life any real-life, relevant,
Likert scales, and experiences about the topic. timely, trends, and issues
checklist in the present
d. Formulate self- Evaluate educational system)
report and rating
Formative Assessment in taxonomy in
scales –semantic
the affective domain – receiving,
differential scales, responding, valuing, organization,
Thurstone and and characterization and affective
Likert scales, and learning competencies – attitudes
checklist as (cognitions, affect, behavioral
intentions, and evaluation) and
assessment tools
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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

in the affective importance of inclusion of studying

domain attitudes (motivation)

Application

Collaborative Learning

Concept Mapping

a. Define portfolio- Differentiated Instructional Engage:

based 7. PORTFOLIO-BASED Strategies Second Edition Using an online app (e.g. a. Quiz 6 hours
assessment. ASSESSMENT One Size Doesn’t Fit All jamboard) learners will list (2
b. Identify different Gayle H. Gregory; Carolyn down all their prior b. Brainstorming about a. laptop session
characteristics of 7.1 Defining portfolio- Chapman, 2007 knowledge about portfolio. portfolio assessment – s)
based assessment features and principles, b. online applications
a good portfolio, Its uses, its characteristics
purposes of a. characteristics of Teaching through projects and elements. purposes, essential week
a good portfolio elements, stages in c. internet connectivity
portfolio Creating Effective Learning Processing: give examples of 12-13
assessment and b. purposes Environments Addison subjects where portfolio have implementation, types,
d. online applications
elements of portfolio Wesley been an integral part of the assessment and
such as jamboard,
portfolio assessment teaching-learning process evaluation
powtoon, online google
assessment c. elements of Assessment, Certification
c. Group presentation on docs
c. Recognize the portfolio and Recognition, ALS-EST Explore:
d. different types of the uses and functions of
portfolio-based Handbook Clarification Pauses
portfolio each type of portfolio –
competencies After 10-15 minutes of
documentation, process,
identify when to DepEd Order No. 8 s. 2015 lecture and watching the
(1st week output: list of showcase
use portfolio- Policy Guidelines on video on assessment by the
performance tasks that
based Classroom Assessment for Ausaid, learners are given an (Instructor must assign
could be assessed using
assessment the K to 12 Basic Education opportunity to ask the as to which will present
portfolio; group work)
develop rubrics Program facilitator a question in an the documentation,

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

and task informal situation about process, showcase

designing 7.2 Portfolio-based DepEd Order No. 31 s. 2020 portfolio-based assessment, portfolios.)
learning competencies Interim Guidelines for characteristics and purposes d. Role-Play on the
a. When to use Assessment and Grading in of portfolio relevance of
portfolio-based light of the Basic Education
assessment Learning Continuity Plan Explain
b. Learning Using a graphic organizer to
Competencies present the ideas about
c. Task designing portfolio
d. rubrics
development Elaborate
Buzz session
(2nd week output: create Presentation of outputs
a rubric for a chosen Evaluate
performance task; group Formative assessment on
work) portfolio assessment

Application
Small Group Assignments
Problem Solving Learning

a. Define portfolio- 8. GRADING AND Differentiated Instructional Engage:

based REPORTING Strategies Second Edition learners will watch the video a. Quiz 6 hours
assessment. 8.1 What is grading One Size Doesn’t Fit All from DepEd about learning (2
b. Identify different system Gayle H. Gregory; Carolyn assessment b. watching of relevant a. laptop session
characteristics of ● Formative, Chapman, 2007 videos on grading and s)
reporting b. online applications
a good portfolio, Summative and Explore:
purposes of Quarterly Teaching through projects Carousel Brainstorming c. internet connectivity week
portfolio Assessments Creating Effective Learning 14 - 15
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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

assessment and ● Written and Environments Addison learners will be divided into
elements of Performance tasks Wesley groups and have their own c. comprehensive d. online applications
portfolio ● How is learner discussion on the topics to be discussion with examples such as jamboard,
assessment progress recorded Assessment, Certification assigned to them and present on grading and reporting powtoon, online google
c. Recognize the and computed and Recognition, ALS-EST this to the class docs
portfolio-based ● How are grades Handbook d. group presentation of
competencies computed Explain: outputs on grading and
d. identify when to ● Values assessment DepEd Order No. 8 s. 2015 Use different graphic reporting
use portfolio- reporting Policy Guidelines on organizers to present the
e. role playing on the
based assessment (1st week output: sample Classroom Assessment for topics on grading and
role of teacher during
e. develop rubrics class record; group work) the K to 12 Basic Education reporting
parent-teacher
and task Program
conference
designing 8.2 Progress Reporting Elaborate:
how is the learner’s DepEd Order No. 31 s. 2020 Buzz session (Instructor shall assign
progress reported Interim Guidelines for Presentation of outputs and will establish the
the report card Assessment and Grading in process during the
learner promotion and light of the Basic Education Evaluate: presentation of outputs
retention Learning Continuity Plan Formative assessment on
attendance reporting grading and reporting
to whom is classroom
assessment reported Application
teacher attitude during Matrix Completion
parent-teacher Problem Solving Learning
conferences
(2nd week output:
sample grading sheet;
activity design for

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

parent-teacher
conference; group work)

a. Discuss the 9. THE USE OF Rosita L. Navarro, Ph.D., Engage a. Quiz a. Test 6 hours
general concepts STATISTICS IN Rosita De Guzman-Santos, Picture Analysis: let the b. Exercises on the questionnaire (2sessio
on statistics and OUTCOMES Ph.D. (2013) Authentic students share their analysis different data b. Calculator ns)
learning inquiry ASSESSMENT Assessment of Student and evaluation out of the analyzing the: c. Exercises
Learning Outcomes (2nd
including the given sets of Test Results. 1. Quantification of problem week
edition)
definition of 9.1 General Concepts on Data Univariate 16 - 17
statistics and Statistics and Learning Explore Analysis
statistical Inquiry Let the students impart their 2. Bivariate Analysis
methods – c. Definition of ideas on the significance of 3. Tests of Statistical
experimental Statistics Statistics in the Assessment Significance
studies and d. Statistical and Evaluation of Learning 4. Other Tests of
inferential studies Methods Outcomes. Statistical
- Experimen Significance
b. Discourse the tal Studies Explain - Chi-square
conceptualization - Inferential Interactive classroom 5. Multivariate
, Studies discussion on the general Techniques
operationalization concepts on statistics and - Time-series
, and 9.2 Conceptualization, learning inquiry including the Analysis
measurement – Operationalization and definition of statistics and - Factor Analysis
concepts as Measurement statistical methods - Analysis of
constructs, e. Concepts as – experimental studies and Variance
indications and Constructs inferential studies and (ANOVA)
dimensions, f. Indications and conceptualization,
creating Dimensions operationalization and
conceptual order measurement

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 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

and levels of g. Creating – concepts as constructs,

measurement Conceptual Order indications and dimensions,
h. Levels of creating conceptual order
c. Problem-solve Measurement and levels of measurement
the different data
analyzing the: 9.3 Indexes, Scales, Elaborate
1. Quantificatio Typologies Exercises on the different
n of Data g. Quantification of data analyzing the:
Univariate Data 1. Quantification of Data
Analysis h. Univariate Univariate Analysis
2. Bivariate Analysis 2. Bivariate Analysis
Analysis i. Bivariate Analysis 3. Tests of Statistical
3. Tests of j. Tests of Statistical Significance
Statistical Significance 4. Other Tests of
Significance k. Other Tests of Statistical Significance
4. Other Tests Statistical - Chi-square
of Statistical Significance 5. Multivariate
Significance - Chi-square Techniques
- Chi-square l. Multivariate - Time-series Analysis
5. Multivariate Techniques - Factor Analysis
Techniques - Time-series - Analysis of Variance
● Time-series Analysis (ANOVA)
Analysis - Factor
● Factor Analysis Evaluate
Analysis - Analysis of Formative assessment on the
● Analysis of Variance use of Statistics in Outcomes
Variance (ANOVA) Assessment
(ANOVA)
Application:
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EDSA Campus, Caloocan City

COURSE SYLLABUS

Problem Solving Group

Learning Cells

FINAL EXAMINATION VIA GOOGLE FORMS

SUBMISSION OF E-PORTFOLIO

XI. REFERENCE/S:
Rosita L. Navarro, Ph.D., Rosita De Guzman-Santos, Ph.D. (2013) Authentic Assessment of Student Learning Outcomes (2nd edition)
nd
Guzman-Santos, Ph.D. (2013) Authentic Assessment of Student Learning Outcomes (2 edition)
S.M. Brookhart (1999) The Art of Science of Classroom Assessment
Chicago Public Schools (1999) Rubric Bank
C. Danielson (1997a) A Collection of Performance Tasks and Rubrics: Middle School Mathematics
C. Danielson (1997b) A Collection of Performance Tasks and Rubrics: Upper Elementary School of Mathematics
R. Knecht, B. Moskal and M. Pavelich (2000) The Design Report Rubric: Measuring and Tracking Growth through Success

XII. GRADING SYSTEM

50 % - Midterm Examination/ Final Term Examination
50 % - Class Standing
100 %

XIII. COURSE REQUIREMENTS:

UCC – COLLEGE OF EDUCATION – ASSESSMENT IN LEARNING 2 – rde’22 - 19
 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

1. Quizzes
2. Midterm and Final Exam
3. Attendance
4. Term paper
5. Portfolio

XIV. AUTHOR/S:

Prepared:

JAYSON B. DECHAVEZ ERIKA H. LAZO

Assistant Professor I Associate Professor I

Verified:

ROSALIE D. ESTEBAN, MAEd

Coordinator, Science

Recommending Approval:

RAMONA A. PRADO, Ed.D.

Dean, College of Education

Approved:

UCC – COLLEGE OF EDUCATION – ASSESSMENT IN LEARNING 2 – rde’22 - 20

 UNIVERSITY OF CALOOCAN CITY
EDSA Campus, Caloocan City

COURSE SYLLABUS

ATTY. RODERICK P. VERA, LLM

Vice-President, Academic Affairs

NOTE:
*** This syllabus can be revised according to your best judgment.
If revisions or improvements were made, kindly notify the dean or the department head concerned.
As your suggestions/recommendations are important to us, you may send your revised copy to collegeofeducationucc@gmail.com

UCC – COLLEGE OF EDUCATION – ASSESSMENT IN LEARNING 2 – rde’22 - 21