J.H.

CERILLES STATE COLLEGE

Mati, San Miguel, Zamboanga Del Sur

SCHOOL OF TEACHER EDUCATION

BACHELOR OF ELEMENTARY EDUCATION
BACHELOR OF PHYSICAL EDUCATION

COURSE SYLLABUS
Course Number: Educ 203 Course Title: Assessment in Learning 1
Unit Credits : 3 Pre-requisite: None
Term : First Semester SY 2024-2025 Co-requisite: None
Google Classroom Code:

VISION MISSION
Leading public higher education institution serving the  Provide need-based tertiary and advanced programs in Agriculture, Education and allied fields;
ASEAN community with quality, innovative and culture-  Undertake applied research, extension and production services that yield workable and durable solutions to
sensitive programs. sector specific challenges, thus improving the socio-economic well - being of identified communities
Institutional GOALS Institutional OUTCOMES Graduate Core Values
Attributes
 Relevant and quality tertiary programs and  Demonstrate a high level of glocal competence in the
competent graduates workplace. Glocally- Justice
 Enhanced socio-economic productivity, and  Manifest ingenuity in in creating ideas that best address competitive Honesty
innovation emerging societal challenges. Innovator Credibility
 Adaptive and sustainable solutions to community  Demonstrate analytical thinking and decision-making skills in Problem-solver Social
needs formulating solutions to challenges. Collaborator Responsibilit
 Continued partnership and community  Employ desirable interpersonal negotiation skills in establishing Service-oriented y
engagement connections between/among partner agencies. Competence
 Heightened and sound fiscal management system  Demonstrate Professional Readiness and work ethics in the
and entrepreneurship workplace
STE GOALS PROGRAM OUTCOMES
 Demonstrate in-depth understanding of the diversity of learners in various learning areas.
 To nurture a high level of professionalism and productive  Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
scholarship through research-oriented activities that  Utilize appropriate assessment and evaluation tools to measure learning outcomes.
serve as conduit in addressing the needs of local and  Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and
global communities; teaching.
 To produce graduates who are competent in specialized  Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
areas and are committed to meaningful and dynamic  Manifest a desire to continuously pursue personal and professional development.
participation in the pursuit of achieving goals; and
 To serve as channel for development, innovation and
sharing of expertise.

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 The course focuses on the principles, development and utilization of conventional assessment tools to improve the teaching-
learning process. It emphasizes the use of assessment of, as and for measuring knowledge, comprehension and other thinking skills
COURSE DESCRIPTION:
in the cognitive, psychomotor and/or affective domains. It allows the students to go through the standard steps in test construction
and development and the application in grading systems.
 Demonstrate current, research-based knowledge and understanding of the basic concepts and principles of assessment and how they are
applied in teaching and learning.
COURSE OUTCOMES:  Identify learning outcomes that are aligned with learning competencies.
 Demonstrate knowledge in designing, developing, selecting and using appropriate diagnostic, formative and summative assessment.
 Strategies in line with K to 12 standards, guidelines and requirements,
 Demonstrate knowledge of monitoring and evaluating learner progress using learner attainment data
 Demonstrate understanding of the role of assessment in making instructional decisions
 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance; and
 Demonstrate familiarity with strategies for communicating students’ learning needs, progress and achievement to key stakeholders.

COURSE CONTENT:

Topic Time Activities

Intended Learning Outcomes-Based Instructional
(Weekly/Lesson/ Frame Lecture Laboratory
Outcomes (ILO) Assessment Materials
Chapter)

At the end of the lesson, the

learners must have:
Vision, Mission, Goals and 1 hr. Interactive class discussion
Familiarized with the Mission, Objectives of the School
Vision, Goals and Objectives of Power point presentation Power point
the College and of the School: Grading System, presentation
Admission and Retention
Reflection paper
Aware of the grading system, Policies of the School Hand-outs
admission and retention policies
of the College; and Teacher Education Summary sheets
Program Outcomes, and
Discuss the teacher education Course Outcomes
program outcomes, the degree
of outcomes and the course
outcomes
Unit 1 – Preliminary Answer KWL Chart Summary notes
Explain the basic concepts and Concepts and Recent 2 hrs. Interactive instruction and Presentation
principles in educational Trends facilitated discussion. Videos
assessment What is educational
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 assessment Use of KWL chart
- Basic principles
Types of assessment Weeks Think-pair-share
- Assessment for 2-3 Pairs exchange ideas
learning
- Assessment as Clarification of
learning misconceptions and
- Assessment of reinforcement of
learning knowledge.

Users of educational Interactive instruction and

assessment facilitated discussion using
concept maps.
Common terminologies
 Measurement Library/online research
 Testing – standardized - Gathering of
testing and high information
Discuss on the role of stakes testing - Creating
Power point
assessment in making  Evaluation presentation Small group
presentation
instructional decisions to  Types and distinctions - Identifying topics presentation of
Videos
improve teaching and learning of tests focusing on outputs
Summary notes
problems and
Reports by
Reflect on and discuss High Quality Assessment theories. Panel discussions
groups
applications and implications of Components:
assessment to teaching  Clear purpose
 Clear and appropriate
targets
 Appropriate methods
 Adequate sampling
 Objectivity

Recent trends and focus

 Accountability and
fairness
 Standards-based
education
 Outcome-based
education
 Item response theory
Unit 2 – Target Setting Summative quiz
Formulate appropriate learning Weeks Interactive instruction and Presentation
objectives and outcomes that A. Standards-based 4-5 facilitated discussion. Unit learning log or
are constructively aligned with assessment Group reporting and reflective journal
national standards interaction Group
1. Constructive Path or flow diagram assessments
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 alignment Review of related policies of
2. K-12 assessment DepEd and literature on the
guidelines revised Bloom’s taxonomy
- Content standards as springboard of
- Performance discussion.
standards
- Assessment types Research emerging
taxonomies to be presented
B. Appropriate in the class.
targets
Create advance organizers
1. Competencies, like path/flow diagram for
objectives, unpacking competencies
outcomes
2. Characteristics of
objectives
(SMARTER)
3. Learning domains
and taxonomies
- Revised Bloom’s Individual
taxonomy assessments
- SOLO taxonomy
- Marzano
Taxonomy

C. Unpacking
learning
competencies

1. Unpacking
competencies
using SPs
2. ABCD of the
statement of
objectives
3. Writing objectives
from
competencies

Unit 3 – Designing and

Develop assessment tools that Developing Assessments Weeks Interactive instruction and Summative quizzes Assessment
are learner-appropriate and 6-9 facilitated discussion using tools:
target-matched, A. Characteristics of concept maps and process Unit learning log or
Quality flowcharts reflective journal Individual scores
Improve assessment tools Assessment Tools
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 B. Types of Teacher- Explicit instruction may be
made tests used in the TOS
C. Learning target development and item
and assessment analysis (using MS excel)
Explicit instruction in this
Method Match context shall involve
- Table of modelling, guided learner
specifications practice and independent
learner practice
D. Assessment Tools
development
Test development,
1. Assessment pilot testing, item
based on assessment data Major exams
development cycle analysis and reliability
2. Test item testing
formulation
3. Item analysis
4. Reliability

- Measures of
relationship
- Index of
determination
- Inter-rate reliability
- Validity

MIDTERM EXAMINATION
Unit 4 – Analysis and Assessment
Interpret assessment results interpretation of Weeks Teacher-facilitated active tools:
accurately and utilize them to assessment results 11-14 learning with the use of
help learners improve their available technology like Individual scores
performance and achievement; A. Presentation computers/laptops, android
Summative quizzes
and phones or scientific Major exam
1. Textual presentation calculators.
Unit learning log or
Utilize assessment results to 2. Tabular presentation
reflective journal
make informed-decisions to 3. Graphical Interactive projected media
improve instruction presentation using MS excel is preferred
Assessment results
due to its facility in
analysis and
B. Quantitative analysis presenting graphs, tables,
interpretation
and interpretation and numerical data
1. Levels of processing.
measurement
2. Measures of central
tendency
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 3. Measures of variability
4. Measures of relative
position
5. Other measures
Unit 5 – Feedbacking and
communicating Week 15 Explicit instruction on the
assessment results – 17 conduct of feedback, self-
assessment and peer Summative quizzes
Make value judgments on
A. Qualitative evaluation assessment
assessment results based on
B. Constructive Unit learning log or
empirical evidence; and
feedbacking reflective journal
Individual scores
1. Principles and
Demonstrate strategies to
characteristics Self-assessment and
communicate learner needs,
2. Strategies peer critiquing of
progress and achievement to
- Written feedback outputs
intended stakeholders.
- Oral feedback
C. Self-assessment
D. Peer assessment

FINAL EXAMINATION

COURSE REQUIREMENTS:

1. A lesson Plan exemplar with an appropriate integration of Technology

2. Demonstration on how to use non-digital or digital tools for Learning
3. Complete the Printed/Electronic Modules
4. Portfolio/EPortfolio
5. Participation
6. Quizzes
7. Midterm and Final Exams
8. Other Activities

EVALUATION CRITERIA:

Formative Assessments (worksheets, etc.) - 40%

Class Participation/Projects - 20%
Summative Assessment - 40%

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 Total 100%

COURSE POLICIES:
A. Attendance
 Students are expected to attend both online and face to face classes regularly. Students whose absences, even if they are excused, exceed 10% (or more than 5
days)of the total number of contact hours shall be automatically dropped from the roll.
B. Examinations
 Students who failed to take the examination with valid reasons are allowed to take the special examination within 5 days after the examination period provided that
the students pay the special examination fee.

C. Requirements
Requirements must be submitted (online or offline) on the date specified by the instructor/professor.

D. Oral/ Written Presentations and Other Class Activities

Students are expected to participate in both oral and written presentations and other required class activities as scheduled.

REFERENCES:

COURSE REFERENCES
ARC (n.d.). Current issues. Retrieved from The
Hong Kong Polytechnic University, the Assessment
Resource Centre Web site:
http://www.polyu.edu.hk/assessment/arc/issues/
index.htm

Email: sbm@jhcsc.edu.ph
Christian Brothers University (2016) Writing perfect
learning outcomes. Available online:
https://www.cbu.edu/assets/2091/
writing_perfect_learning_outcomes.pdf Department
Order No. 73, series of 2012 – Guidelines on the
Assessment and Rating of Learning Outcomes
Under the K to 12 Basic Education Curriculum.
Available online: http://www.deped.gov.ph/wp-
content/uploads/2018/07/DO_s2012_73.pdf
Gabuyo, Y.A. (2012) Assessment of Learning I. Rex
Book Store, Inc., Manila, Philippine
ARC (n.d.). Current issues. Retrieved from The Hong Kong Polytechnic University, the Assessment Resource Centre Web site:
http://www.polyu.edu.hk/assessment/arc/issues/index.htmChristian Brothers University (2016) Writing perfect learning outcomes. Available online:
https://www.cbu.edu/assets/2091/writing_perfect_learning_outcomes.pdf Department Order No. 73, series of 2012 – Guidelines on the Assessment and Rating of Learning
Outcomes Under the K to 12 Basic Education Curriculum. Available online: http://www.deped.gov.ph/wp-content/uploads/2018/07/DO_s2012_73.pdfGabuyo, Y.A. (2012)
Assessment of Learning I. Rex Book Store, Inc., Manila, Philippine

Email: sbm@jhcsc.edu.ph
Date Prepared: Reviewed: Recommending Approval: Approved:
Revised:

JANET D. BARRERA, EdD MARIZA S. BALATERO, MAEd STARR CLYDE SEBIAL, Ph.D. VILMA GRENGIA, Ph.D.
JULY 31, 2024 Instructor III BEED Program In-Charge Dean, School of Teacher Vice President for Academic
Education Affairs

Date Shown: Shown by: Shown to:

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2024 JANET D. BARRERA, EdD --- - -
Instructor III Student Student Student

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Email: sbm@jhcsc.edu.ph
Email: sbm@jhcsc.edu.ph