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Course Outline PCK 4

The document outlines the course structure for PCK 4 - Assessment in Learning for the 2nd Semester of SY 2024-2025, focusing on various types of assessments including authentic and performance assessments. It covers the development of assessment methods, communication of results, and reflective practices for evaluating teaching effectiveness. The course is designed to enhance understanding of assessment principles and their application in educational settings.

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maria luisa rada
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28 views2 pages

Course Outline PCK 4

The document outlines the course structure for PCK 4 - Assessment in Learning for the 2nd Semester of SY 2024-2025, focusing on various types of assessments including authentic and performance assessments. It covers the development of assessment methods, communication of results, and reflective practices for evaluating teaching effectiveness. The course is designed to enhance understanding of assessment principles and their application in educational settings.

Uploaded by

maria luisa rada
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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PCK 4- ASSESSMENT IN LEARNING 2

2nd Semester, SY 2024-2025

COURSE OUTLINE:
Midterm Period
Unit 1 – Authentic Assessment in the Classroom
A. High Quality Assessment in Retrospect
1. Clear & Appropriate Learning Targets
2. Appropriateness of Assessment Methods
3. Validity
4. Reliability
5. Fairness
6. Positive Consequences
7. Practicality & Efficiency
B. What is Authentic Assessment?
1. Nature
2. Characteristics
3. Related terms
C. Why use authentic assessment?
1. Principles
2. Traditional assessment vs authentic assessment.
D. Developing Authentic Classroom Assessments
1. A framework for authentic assessment
2. Authentic assessment development process
Unit 2 – Performance Assessment
A. What and why of performance assessment
1. Meaning and nature
－ Purpose of performance assessment
－ Types of performance tasks
Process-based Products-based
2. Principles of performance assessment
B. Developing Performance Tasks
1. Designing performance tasks
2. Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: A guide to
developing authentic performance tasks
3. Differentiating performance tasks for diverse learners
4. Scoring Rubrics
- Types
- Components
- Development
- Interpretation and utilization
Final Term Period
Unit 3 – Authentic Assessment of the Affective Domain
A. Affective Targets
1. Attitudes
2. Interests
3. Motivation
4. Values
5. Self-concept
6. Locus of control
7. Self-efficacy
8. Anxiety
9. Creativity
10.Epistemological beliefs
B. Appropriate methods
1. Types
2. Selection
3. Development
4. Interpretation and utilization
C. Other Affective Measures and Assessments
1. Non-test Indicators
2. Transversal Competencies
3. 21st Century Skills
Unit 4 – Communicating Authentic Assessment Results
A. Effective Communication
1. What to communicate
2. Why communicate
3. How to communicate
- Managing message quality - Managing interpersonal dynamics
B. Portfolio as a Communication Medium
1. Portfolios and authentic assessment
- Nature and characteristics
- Analyzing the key components of portfolios
2. Types and uses
3. ePortfolios
C. Grading and Reporting
1. Nature, purpose and rationale for assigning grades
2. Grading Systems
- Letter grades
- Percentage grades
o Averaging
o Cumulative
- Verbal descriptors
- Checklists
- Narrative reports
3. Reporting to Parents
- Report cards
- Parent-teacher conference
- Other communications
Unit 5 –Assessment of One’s Teaching Practice
A. Reflective Practice Using Learner Attainment Data
1. Learners’ test scores
2. Learners’ non-test data and other information
B. Reflective Practice Through Performance Evaluation
1. Students as Evaluators
2. Peers as Evaluators
3. Supervisors as Evaluators

Prepared by:

JENNIFER S. RUBIO
Associate Professor V

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