Syllabus on Prof. Ed.

6- Assessment in Learning 2
maria dt. sadia ph.d

Calabanga Community College Date Last Revised: July 2022

College of Education Revision Date: January 9, 2025
Bachelor of Special Needs Education

Vision A globally recognized community Mission

college with caring learning The Calabanga community College commits to develop competent, productive, creative, innovative, resourceful, morally upright and
environment that transforms lives and God-fearing human resources responsive to the changing needs of society.
communities through responsive
education.
Program 1. Contribute to the achievement of local and national goals through delivery of responsive and relevant quality higher education services especially to the
goals underprivileged;
2. Develop manpower potentials , licensed professionals and entrepreneurs;
3. Offer academic programs geared towards the development of students and graduates who are equipped with lifelong learning skill;
4. Engage in research, development and extension programs that generate resources and transfer knowledge and technologies to the community it serves;
5. Offer programs and projects that develop awareness and preparedness for safety, common welfare , develop sense of belongingness and interest in improving the
standards of living of the people of Calabanga and neighboring municipalities and cities.
6. Provide teaching and learning environment that enhances the development of human potentials and community resources.
Program 6.2a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts.
Outcomes 6.2.b. Demonstrate mastery of subject-matter/ discipline
6.2.c.Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment.
6.2.d.Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners.
Class Instructor’s Information
Information
Section Instructor’s
Name
Schedule Office
Designation
Time Office
Hours
Venue Office
 Telephone
Term Second Semester, 2024-2025 E-mail
Address
Course Prof. Ed 9
Information
Course Assessment in Learning 2 Course Code Prof. Ed.9
Name
Pre- Assessment in Learning 1 Course 3 units; 3 hrs/wk; (18weeks; 54 hrs. total)
requisite Credits
Course:

Course Description:
This 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-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. This course further addresses how to provide accurate and constructive feedback to improve
instruction and learner performance.
Course Learning Outcomes:
At the end of the course, the preservice teachers 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 curricular areas;
3. Demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve learner performance;
4. Demonstrate familiarity with various strategies for constructing authentic learning results
5. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs and
6. Demonstrate an understanding of how reflection on assessment feedback can be used to improve practice.
COURSE OUTLINE
Time Allotment Intended Learning Outcomes Content Teaching- Learning Activities Suggested Assessment
Weeks 1-4 ILOs: At the end of the unit, the preservice UNIT 1- AUTHENTIC ASSESSMENT IN Activating prior knowledge
teachers can: THE CLASSROOM especially along the principles
1. Discuss the nature and characteristics of A. High Quality Assessment in of high quality assessment.
authentic assessment and related terms; Retrospect Reflection paper
 2. Differentiate authentic and traditional 1. Purpose With the use of KWL chart,
assessment 2. Targets students will fill out the
3. Reflect on the importance and application 3. Methods column on what they know
of authentic assessment 4. Sampling and what they expect to know.
4. Make connections between principles of 5. Accuracy
high B. What is Authentic Assessment? Quiz
quality assessment and the development and 1. Nature
use 2. Characteristics
of authentic assessment techniques and tools 3. Related Terms Look for a case of what is Mini case study
within and across teaching areas C. Why use authentic assessment? believed to have been graded
1.Principles unfairly because the only
2. Traditional bases were the written tests.
assessment vis-a Using Venn Diagram, the
vis authentic learners will compare and
assessment contrast traditional and
D. Developing authentic Classroom authentic assessment
Assessments
1. A framework for authentic Interactive discussion
assessment
2. Authentic assessment
development process

Weeks 5-8 At the end of the unit, the pre-service teachers can: UNIT 2 – PERFORMANCE ASSESSMENT Interactive discussion Quiz
1.Design and develop performance tasks using the A. What and why of performance
Goal, Role, Audience, Situation, Products, Standards assessment
Developing rubric for a sample
(GRASPS) model 1. Meaning and nature
activity
Purpose of performance
2.Develop appropriate assessment rubrics or Direct instruction
assessment
customize existing ones to fit the desired outcome
Types of performance tasks
and
a. Process-based
3. Interpret performance assessment data/ results b. Product-based
for monitoring and evaluating learner achievement 2. Principles of performance
to improve learner performance and inform assessment
instruction A. Developing Performance
 Tasks
1. Designing Designing Performance task Performance tasks with
Performance Tasks GRASPS format
2. Goal, Role, Audience, Preparing activity proposal
Situation, Products, using GRASPS
Standards (GRASPS)
model. A guide to
developing authentic
performance tasks
3. Differentiating Discussing performance tasks
performance tasks for diverse learners
for diverse learners
4. Scoring rubrics Scoring rubrics
Types Preparing scoring rubrics
Components
Development
Interpretation and
utilization

Midterm Week

Weeks 9-11 At the end of the unit, the pre-service teacher - UNIT 3- AUTHENTIC ASSESSMENT OF
(PST) can: THE AFFECTIVE DOMAIN Discussion on the affective Quiz
1. Select appropriately developed high targets
quality affective assessment tools A. Affective Targets Looking for a d discussing a
2. Use target- and learner- appropriate 1. Attitudes sample research report on
affective assessment methods and tools 2. Interests affective targets
3. Interpret performance assessment data 3. Motivation Reflection
/results for monitoring and evaluating 4. Values
learner achievements to improve 5. Self-concept
learner performance and inform 6. Locus of control
instruction 7. Self-efficacy
8. Anxiety
 9. Creativity
10. Epistemological beliefs
B. Appropriate Methods Presentation of topic using Collect and discuss some
1. Types powerpoint presentation samples of affective
2. Selection assessment tools
3. Development Interactive discussion.
4. Interpretation and
utilization
C. Other Affective Measures
and Assessments
1. Non-test indicators
2. Transversal
competencies
3. 21st century skills

Weeks 12-16 UNIT 4- COMMUNICATING AUTHENTIC

At the end of the unit, the pre-service learner ASSESSMENT RESULTS Explaining the importance of
can: A. Effective Communication effective communication Quiz
1. Design and develop portfolios for 1. What to communicate
authentic assessment of learning 2. Why communicate
outcomes 3. How to communicate Putting together bits of
2. Report punctually and accurately, Managing message information to come up with a Reflection paper
results of assessment of learner quality well-stated message
academic performance and Managing interpersonal Sharing of information or
achievement in the form of grades, dynamics message formed
marks, development or narrative and B. Portfolio as communication
3. Articulate to parents learning needs, medium
progress and behavior of the learners 1. Portfolios and authentic Discussion on the types and Portfolio as assessment tool
during a parent-teacher conference or assessment nature of portfolio Scoring rubrics
other appropriate situation Nature and
characteristics
Analyzing the key
components of portfolio
2. Types and uses
 3. ePortfolio

C. Grading and Reporting Discussion

1. Nature, purpose and
rationale for assigning
grades
2. Grading systems Studying sample grading
Letter grades systems Scoring rubrics on the conduct
Percentage grades of HPTA conference
Averaging
Cumulative
Verbal Description
Checklists
Narrative reports
3.Reporting to parents Simulating a Homeroom PTA
Report cards conference where the grading
Parent-Teacher conference system is explained to parents
Other communications

DiscussionWeek At the end of the unit, the preservice teachers can: UNIT V- ASSESSMENT OF ONE’S
17 1. Demonstrate effective self-assessment TEACHING PRACTICE Interactive Discussion
using learner assessment data and other A. Reflective Practices Using learner
reflection aids for purposes of adjusting assessment data
one’s teaching practices and for purpose pf 1. Learners’ test scores Sharing of one’s reflection on Reflection paper
growing in the profession (advancing in the 2. Learners’ non-test data and the use of learner’s
career stage) other information assessment data and
2. Explain how professional reflection and B. Reflective Practice through performance evaluation
learning can be used to improve teaching Performance Evaluation
practice. 1. Students as Evaluators
2. Peers as Evaluators
3. Supervisors’ as Evaluators
Week 18 Finals Week
REQUIREMENTS:
Examinations Journals/Reflections ; sample problem-based and product-based assessment projects
 Quizzes Sample Analytic and holistic rubrics for some courses

Portfolio
HOW GRADES ARE COMPUTED:

Attendance/Class 20% To determine final grade:

recitation/Participation in
activities.
Quizzes/ summative exams 20% Midterm grade 40%
Performance Tasks 35% Finals 60%
Examinations (midterm/finals) 25% Total 100%
CLASS NORMS
1. Observe punctuality in attendance and in submitting outputs.
2. Participate actively in class recitation
3. Come to class in complete uniform except on wash days.
4. Observe the provisions of the Student Handbook on attendance in classes. (20% of 54 hours is allowed , more than this is tantamount to dropping from the roll.)
5. Observe proper decorum inside and outside the classroom.
REFERENCES:
Corpuz, Brenda B. and Imelda E. Cuartel (2021) Assessment in learning 2: authentic assessment. Lorimar publishing . quezon city

Jazmin-Hena, Lilia (2016) Classroom assessment 2. Great books trading. Quezon city.

Navarro, Rosita and Rosita de Guzman-Santos (2013). Authentic assessment of student learning outcomes> assessment of learning 2. Lorimar publishing .quezon city

Navarro, Rosita, Santos and Brenda Corpus.(2013) assessment of learning. Lorimar publishing. quezon city.
Internet sources maria dt. sadia