LEARNING PLAN

1st Semester, School Year 2023-2024

EDUC
Course Code & Title: 105 – ASSESSMENT IN LEARNING I
_______________________________________________________ TTh/3:30-5:00
Schedule: __________________________
Name of Faculty: EDWIN F. FLORES
__________________________________________ Rm. 207
Room: _____________________________

PHILOSOPHY Total human development with appropriate competencies

VISION A globally competitive university

MISSION Provides high quality instruction, research and extension

GOAL To lead in transforming human resources into productive self-reliant citizens and responsible
leaders

Graduate Attributes DMMMSU aims to produce highly competent, specialized and globally competitive
professionals. This is operationalized into graduate attributes that should be attained by the
time students will graduate from university.

1. Professional competent
Exemplify the competencies and values required for their profession.
2. Committed and responsible leader
Demonstrate professional, social, and ethical responsibility consistent with their roles as
local and global citizens.
3. Effective communicator and collaborator
Communicate effectively and work in multi-disciplinary teams.
4. Critical thinker and innovator
Use relevant information and research drawn facts in rendering sound decisions and
developing insights for new knowledge.

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5. Reflective lifelong learner

Engage in lifelong learning for continuous professional growth and development.
6. Responsible environment steward
Manage a sustainable environment and promote peace and prosperity of mankind.

Core Values SERVICE: Service to our stakeholders

PRODUCTIVITY: Productivity with passion for work
EXCELLENCE: Excellence in our programs through scholarly undertakings
COMMITMENT: Commitment in delivering our mandates
INNOVATIVENESS: Innovation towards attaining operative systems, breakthroughs, and
milestone
ADVOCACY: Advocacy in transforming lives
LEADERSHIP: Leadership for transformation, Empowerment, and sustainable
development

Program Outcomes A graduate of Bachelor of Secondary Education (BSEd) Major in Social Science should
be able to:
a. Preserve and promote “Filipino historical and cultural heritage”.
b. Generate new knowledge using research and development projects.
c. Demonstrate competencies that support national, regional and local development
d. Utilize appropriate various sociocultural and historical materials in explaining current
issues;
e. Organize communities towards self-reliance and self-sufficiency;
f. Demonstrate leadership skills that will help teaching or training students who will
empower their communities;
g. Integrate local and global perspectives in teaching the principles of common good
h. Employ principles of sustainable; development in teaching and learning

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i. Show scholarship in research and further learning; and

j. Display the qualities of an innovative teacher who has mastery of the subject matter.
(CMO 75 s.2017)
Course Credit 3 units

Course Description This is a course that focuses on the principles, development and utilization of conventional
assessment tools to improve the teaching-learning process. It emphasizes on the use of assessment
of, as, and for in measuring knowledge, comprehension, and other thinking skills in the cognitive,
psychomotor or affective domains. It allows students to go through the standard steps in test
construction and development and the application of grading systems. (CMO No. 75 s.2017)

Contact Hours/Week 3 hours/week

Course Prerequisite/s None

Course Requirements Students are expected to comply with the following:

 obtain satisfactory rating for quizzes, seatwork, assignments and major examinations given for
the course
 finish and submit all requirements at the end of the semester
Grading System Class Standing = 60%
Quizzes = 30%
Seatwork = 20%
Assignments = 10%
Midterm/Final Exam = 40%

Midterm Grade = 0.6(CS) + 0.4(ME)

Final Grade = 0.4(MG) + 0.6(TFG); Tentative Final Grade = 0.4(CS)+0.6(FE)

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Classroom Policies Throughout this course, we'll delve into thought-provoking discussions, challenging assignments,
and collaborative activities. To ensure a smooth and enriching experience for all, it's important that
we establish a clear set of expectations that guide our interactions.
Our classroom policies are straightforward and focused on fostering respect, responsibility, and
engagement. Here's a brief overview of what you can expect:
 Reference the university's code of conduct or behavior policies and emphasize your expectation
that students adhere to these standards.
 Engage in class discussions, share your insights, and ask questions. Your contributions play a
vital role in shaping our collective learning experience.
 Uphold the highest standards of honesty and integrity in all your work. Plagiarism and cheating
have no place in our academic community.
 Create a respectful and inclusive atmosphere. Treat your peers, instructor, and course materials
with consideration and professionalism.
 While electronic devices can aid learning, use them responsibly and refrain from distractions
during class time.

These policies are in place to ensure that each of you has the opportunity to excel academically and
engage meaningfully with the course content. By adhering to these guidelines, you'll be contributing
to a positive and rewarding experience for yourself and your fellow classmates.

Consultation Hours M/8:00-9:00, 10:00-11:00, 2:00-4:30; T/11:00-11:30, 2:00-3:30;

W/10:00-10:30, 11:00-12:00, 2:00-5:00;
Th/11:00-11:30, 2:00-3:30; F/10:00-10:30, 11:00-12:00, 4:00-5:00

Time
Learning Methodology/
Learning Content Allotme Resources Assessment
Outcome/s ies
nt

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 Recall the vision,

mission of the
University, goals of VMGOs
Orientation
the college and Self-paced
objectives of the Student Handbook Assignments
a. Vision, Mission, learning
program. 1 hour
Goals, Objectives
 Observe rules and b. School/Classroom
Syllabus Recitation
regulations of the Peer tutoring
Rules and Policies
school/University Learning Plan
c. Course Syllabus
 State clearly their
expectations in the
course.
 Differentiate key Chapter 1. Basic 8 hours  Lecture-based Books Quizzes
concepts in Concepts in Teaching
assessment Assessment  Active Learning Laptop Recitations
 Cite the  Introduction  Cooperative
importance of  Different Learning Projector Seatwork
assessment in Terminologies:  Inquiry-Based
the teaching- Assessment, Testing, Learning Video clips Group activities
learning process Measurement and  Socratic Method
Oral presentations
 Enumerate the Evaluation  Peer Teaching Whiteboard and marker
steps involved in  Types of Assessment  Technology- Assignments
measurement. Procedures Enhanced
 Students will  Other Types of Test Learning
critically analyze  Modes of Assessment  Role of
different  Guidelines for Reflection
assessment Effective Student
formats and Assessment

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techniques,
assessing their
appropriateness
for different
types of learning
outcomes.
 Students will Chapter 2. Assessing 9 hours  Lecture-based Books Quizzes
be able to explain Learning Outcomes Teaching
the concept of  Purposes of  Active Learning Laptop Recitations
learning outcomes Instructional Goals  Cooperative
and describe their and Objectives Learning Projector Seatwork
importance in  Types of Learning  Inquiry-Based
educational Outcomes Learning Video clips Group activities
settings.  Taxonomy of  Socratic Method
Oral presentations
 Students will Educational  Peer Teaching Whiteboard and marker
analyze the Objectives  Technology- Assignments
relationship  Criteria for Selecting Enhanced
between learning Appropriate Learning
objectives, Objectives  Role of
instructional  Clear Statement of Reflection
activities, and Instructional
assessment Objectives
strategies to  Matching Test Items
ensure alignment to Instructional
and effective Objectives
evaluation. Bloom’s Revised
 Students will Taxonomy
effectively

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communicate
assessment
expectations to
students,
promoting clarity
and reducing
potential sources
of confusion.
 Students will
demonstrate a
commitment to
student-centered
assessment
practices that
consider diverse
learning needs
and foster a
supportive
learning
environment.
 Students will Chapter 3. 8 hours  Lecture-based Books Quizzes
comprehend the Development of Teaching
foundational Classroom  Active Learning Laptop Recitations
principles of Assessment Tools  Cooperative
classroom  General Principles of Learning LCD Projector Seatwork
assessment and Testing  Inquiry-Based
its role in  Principles of High Learning Video clips Group activities
informing Quality Assessment  Socratic Method

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instructional  Steps in Developing  Peer Teaching Whiteboard and marker Oral presentations
decisions. Assessment Tools  Technology-
 Students will  Different Formats of Enhanced Assignments
apply their Classroom Learning
knowledge of Assessment Tools  Role of
assessment Reflection
principles to
design and
develop a variety
of assessment
tools suitable for
different learning
objectives and age
groups.
 Students will
analyze the
alignment
between
assessment tools,
learning
objectives, and
instructional
strategies to
ensure accurate
measurement of
student
performance.
 Students will

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develop
assessment tools
using appropriate
technology and
resources,
considering factors
like clarity,
objectivity, and
ease of use.
 Students will
appreciate the role
of self-assessment
tools in
empowering
students to take
ownership of their
learning journey.
MIDTERM EXAM 1 hour
 Students will Chapter 4. 9 hours  Lecture-based Books Quizzes
comprehend the Administering, Teaching
process of Analyzing, and  Active Learning Laptop Recitations
administering Improving Tests  Cooperative
different types of  Packaging and Learning LCD Projector Seatwork
tests, such as Reproducing Test  Inquiry-Based
multiple-choice, Items Learning Video clips Group activities
essay, and  Administering the  Socratic Method
Oral presentations
performance- Examination  Peer Teaching Whiteboard and marker

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based  Analyzing the Test  Technology- Assignments

assessments,  Distracter Analysis Enhanced
considering their  Qualitative Item Learning
unique Analysis  Role of
characteristics and  Improving Test Items Reflection
requirements.
 Students will apply
their knowledge to
effectively
administer tests,
ensuring clear
instructions,
appropriate
accommodations,
and a conducive
testing
environment.
 Students will
demonstrate the
ability to
administer various
types of tests
while adhering to
established
protocols,
minimizing biases
and ensuring fair
treatment.

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 Students will
collaborate with
colleagues to
review and
improve test
administration
processes, sharing
insights and best
practices.
 Students will
commit to an
ongoing process of
refining test
administration
practices based on
feedback and
evidence.
 Students will Chapter 5. 6 hours  Lecture-based Books Quizzes
demonstrate an Establishing Validity Teaching
understanding of and Reliability of  Cooperative Laptop Recitations
different types of Tests Learning
validity (content,  Validity of a Test  Inquiry-Based LCD Projector Seatwork
criterion-related,  Reliability of a Test Learning
construct) and how  Reliability Coefficient  Socratic Method Calculator Group activities
each type  Peer Teaching
Oral presentations
contributes to the  Technology- Video clips
overall quality of a Enhanced Assignments
test. Learning Whiteboard and marker

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 Students will  Role of

apply their Reflection
knowledge to
assess the validity
and reliability of
different
assessment
instruments,
considering factors
like item quality,
representativeness,
and consistency.
 Students will
perform basic
statistical analyses
to assess the
internal
consistency and
stability of
assessment
instruments.
 Students will
appreciate the
importance of
upholding
assessment quality
by using valid and
reliable

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instruments,
promoting trust in
educational
evaluations.
 Students will
collaborate with
peers to critically
review and provide
feedback on the
validity and
reliability of
assessment tools,
promoting
collective
improvement.

 Students will Chapter 6. Scoring 11 hours  Lecture-based Books Quizzes

comprehend the Rubrics for Teaching
purpose and Performance and  Active Learning Laptop Recitations
benefits of using Portfolio Assessment  Cooperative
scoring rubrics in  Scoring Rubrics Learning LCD Projector Seatwork
assessing  Performance-based  Inquiry-Based
performance- Assessment Learning Video clips Group activities
based tasks and  Portfolio Assessment  Socratic Method
Oral presentations
portfolio artifacts.  Comparison of  Peer Teaching
 Students will Portfolio and  Technology- Assignments
analyze the Traditional Forms of Enhanced
components of an Assessment Learning

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effective scoring  Role of

rubric, including Reflection
criteria,
descriptors, and
performance
levels, to assess a
range of
competencies.
 Students will apply
their knowledge of
scoring rubrics to
design and
develop rubrics
that align with
specific learning
objectives and
accurately
evaluate complex
skills and
accomplishments.
 Students will
demonstrate the
ability to create
well-structured
scoring rubrics
that include clear
performance
indicators and

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descriptions for
each level.
 Students will
reflect on the
impact of rubrics
on their own
learning
experiences and
growth, leading to
adjustments in
rubric design and
usage.
 Students will
collaborate with
peers to review,
critique, and refine
rubric designs,
fostering a culture
of constructive
feedback and
improvement.

FINAL EXAM 1 hour

References:

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Books:

Buendicho, Flordeiza C. (2013). Assessment of Student Learning I. Manila, Philippines. Rex Book Store

Calmorin, Laurentina P. (2011). Assessment of Student Learning I. Manila, Philippines. Rex Book Store

David, Adonis P., Golla, Evangeline F., Magno, Carlo P. and Vallaloid, Violeta C. (2020). Assessment in Learning 1. 1st
edition. Manila, Philippines. Rex Book Store

Gabuyo, Yonardo A. (2012). Assessment of Learning I. Textbook and Reviewer. Manila, Philippines. Rex Book Store

Navarro, Rosita L. and Santos, Rosita G. (2012). Assessment of Learning Outcomes (Assessment 1). 2 nd Edition. Cubao,
Quezon City. Lorimar Publishing, Inc.

Online Resources:

Besangre, Rachel Shayne A. (2015). Roles of Assessment in Making Instructional Decisions.

https://rachelbesangre.wordpress.com/2015/09/28/roles-of-assessment-in-making-instructional-decisions/

Testing and Evaluation Services. (2021). Interpreting Test Results.

https://testingservices.utexas.edu/scanning/interpreting-test-results

Trach, Elizabeth. (2018). The Role of High-Quality Assessment: Enhancing Curriculum and Instruction.
https://www.schoology.com/blog/role-high-quality-assessment-enhancing-curriculum-and-instruction

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Wel, Toto. (2019). Development of Varied Assessment Tools: Knowledge and Reasoning.
http://www.ruelpositive.com/development-varied-assessment-tools-knowledge-reasoning

Prepared by: Recommending Approval: Approved:

EDWIN F. FLORES
_______________ VANESSA P. CAYABYAB
_____________________ CEDRIC ANTHONY E. OCHOCO
_____________________________
Professor Program Chair Dean

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