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Teaching Assessment of the Macroskills 1

UNIVERSITY OF NUEVA CACERES


City of Naga
COLLEGE OF EDUCATION

UNIVERSITY

VISION STATEMENT The University of Nueva Caceres, a private non-sectarian institution, is Bicol’s first university.
Guided by its motto, “Non ScholaeSed Vitae” (Not of school but of life), and attuned to the demands of a highly dynamic global environment, the University commits itself to
quality and excellent education for all to transform the youth into entrepreneurial, productive, morally upright, socially responsible professionals for a just, humane and
progressive society.
MISSION The University of Nueva Caceres shall be a leading exponent of academic excellence, research, extension, and innovative technology for sustainable development.
STATEMENT It creates a nurturing academic environment and provides equal opportunities in the formation of individuals into empowered leaders, competent professionals and proactive
entrepreneurs who are cognizant of our cultural heritage.
1. We Champion Excellence. We consistently strive for excellence in everything we do.
2. We Nurture Dreams. We passionately guide and inspire our students to leverage their potentials and aspire for better lives.
3. We Do The Right Things Right. We uphold integrity in everything we do. We hold ourselves to high standards for accountability and character. We do things right.
CORE VALUES
4. We Are Dynamic and Creative We anticipate the forces of change. We explore possibilities with intent and purpose.
5. We Respect Each Other and Work As A Team. We collaboratively maximize our talents and capabilities. We hold each other in high regard and passionately realize our
shared purpose, priorities and promises.
1. Culturally-rooted with multi-cultural understanding. Preserves his or her cultural roots and manifests pride in his or her language, practices and traditions; shows appreciation
of the culture of other peoples.
2. Collaborative. Works with others effectively as a member of a team, a group, an organization or a community.
3. Creative and critical thinker. Applies creative, imaginative and innovative thinking and ideas to problem solving.
4. Effective communicator. Communicates effectively and confidently in a range of contexts and for a variety of purposes.
GRADUATES
5. Life-long learner. Demonstrates an attitude of continuous learning to succeed in changing times.
ATTRIBUTES
6. Ethically and socially responsible. Demonstrates an understanding of ethical, social, and cultural issues and makes personal, professional and leadership decisions in accordance
with these principles.
7. Great leader. Demonstrates complete (accomplished, distinguished, expert) leadership traits and capabilities to influence and enable others to achieve common goals and
visions.
8. Excellence-driven. Demonstrates mastery of the fundamental and evolving technical and technological knowledge and skills relating to their discipline.

COLLEGE
VISION STATEMENT The College of Education, guided by the University’s leadership role in education anchored on dynamism and technological advancements in the transformation of youth into
conscientious and proactive teachers, shall effectively address the need to produce quality and socially enhanced professionals responsive to multi-faceted and changing needs to
local, national and international societies.
MISSION The College of Education commits itself to:
STATEMENT 1. Ensure effective and maximum benefits from educational development thrusts and programs;
2. Achieve efficiency and relevance in promoting linkages with government and non-government agencies; and,
3. Assure utmost academic and non-academic formations from the maintenance of well- rounded faculties.
Teaching Assessment of the Macroskills 2

PROGRAM Graduates of the BEEd and BSEd programs are teachers who:
EDUCATIONAL 1. Demonstrate and practice professional and personal integrity in the teaching profession
OUTCOMES 2. Exemplify compassionate leadership for the promotion of peace and harmony
3. Practice an enabling career of service as leaders in their community.
4. Teach across different learning areas in elementary school
5. Demonstrate entrepreneurial spirit in the practice of the teaching profession
6. Teach in their major fields of specializations such as Biological Science, Physical Science, Math, Social Studies, MAPEH, Filipino, English and other learning areas
7. Possess expertise in teaching skills in their area of specialization as demonstration teachers and trainers both locally and globally.

I. PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND ITS RELATIONSHIP TO COLLEGE MISSION STATEMENT

INST MISSION STATEMENT


PROGRAM EDUCATIONAL OUTCOMES (PEOs)
1 2 3
After graduation, graduates of the College of Education are expected to:

1. Demonstrate and practice professional and personal integrity in the teaching profession   

2. Exemplify compassionate leadership for the promotion of peace and harmony   


3. Practice an enabling career of service as leaders in their community.   
4. Teach across different learning areas in elementary school   
5. Demonstrate entrepreneurial spirit in the practice of the teaching profession   
6. Teach in their major fields of specializations such as Biological Science, Physical Science, Math, Social Studies, MAPEH, Filipino, English and
  
other learning areas
7. Possess expertise in teaching skills in their area of specialization as demonstration teachers and trainers both locally and globally.   
Teaching Assessment of the Macroskills 3

II. PROGRAM OUTCOMES (POs) AND ITS RELATIONSHIP TO PROGRAM EDUCATIONAL OUTCOMES (PEOS)

PROGRAM
EDUCATIONAL
PROGRAM OUTCOMES (POS)
OBJECTIVES INSTITUTIONAL GOALS (IGS)
(PEOS)

Ethically and socially responsible


Culturally-rooted with multi-

Creative and critical thinker

Effective communicator
cultural understanding
1 2 3 4 5 6 7 By the time of graduation, the students of the program shall have the ability to:

Excellence-driven
Life-long learner
Collaborative

Great leader
       a. Possess professional competencies essential in the teaching profession.  
      b. Utilize technology to enrich student learning and for professional and personal development.      
       c. Demonstrate in-depth understanding of the development of elementary and adolescent learners.      
d. Possess the knowledge and basic skills necessary to conduct research work and use research findings to improve     
     
teaching knowledge and skills.
       e. Exhibit comprehensive knowledge of various learning areas in the elementary and secondary curriculum.    
f. Create and utilize instructional materials appropriate to the elementary and secondary level to enhance teaching and    
   
learning.
    g. Design and implement assessment tools and procedures to measure elementary and secondary learning outcomes.     
    h. Possess coping skills as a person and as a member of the teaching profession.     
       i. Demonstrate social responsibility as agents of positive change.   
   j. Possess the knowledge and skills in music, arts and sports.    
       k. Possess professional competencies essential in the teaching profession.   
       l. Utilize technology to enrich student learning and for professional and personal development.     
III. COURSE DETAILS

Course No. Eng18ee-MS Detailed Description:


Course Title Teaching Assessment of the Macro Skills
Teaching Assessment of the Macroskills 4

Credit 3 units ( lecture) Explores the nature of reading and the theoretical bases, principles, and methods, and strategies in teaching and
No. of contact hrs/week 3 hours assessing reading. It aims to familiarizestudents with various strategies for pre-reading, during reading, and post
Pre-requisites EL 101 – Language, Culture and Society reading.
Classification/Field Major Subject
Term 1st Semester

IV. PROGRAM OUTCOMES MAP

Legend:
Subject a b c d e f g h i j k l L - Facilitates learning of the competencies (input is provided and competency is
Eng18ee-MS L P O L P L P P P O L P evaluated)
P - Allows student to practice competencies (no input but competency is evaluated)
O - Opportunity for development (no input or evaluation, but there is opportunity to
COURSE OUTCOMES practice the competencies)
Subject a b c d e f g h i j k l

Eng18ee-MS O L O O P O L O L P P

V. COURSE OUTCOMES (COS) AND RELATIONSHIP TO PROGRAM OUTCOMES (POS)

Course Outcomes Program Outcomes


After completion of the course the student should be able to: a b c d e f g h i j k l
CO 1 Explain the nature, theoretical bases, and principles of teaching and reading assessment           
CO 2 Demonstrate the methods and strategies in the reading process           
CO 3 Engage in building a habit of reading           
CO 4 Produce a reading material/reading portfolio           

VI. COURSE COVERAGE

Teaching Assessment Tool (AT) Text Books/


&Learning References
PERIOD COs Intended Learning Outcomes (ILO) Topic
Activities (TLA)

CO1 Synthesize the different rules agreed in the classroom set by Orientation to the Course
both students and faculty member 1. Objectives of the Course Class Rubrics on Group Student and
1.5 hrs
2. Course outline Discussions Presentation of Faculty Manual
Explain the VMGO of the college and the university 3. Course Requirements & Grading System Creative Output for
Teaching Assessment of the Macroskills 5

4. VMGO and Core Values of the college and the VMGO (Poster, Musical
university Adaptation, Poetry,
5. Book Requirement with Weekly Dashboard Short Skit)
CO3 Update
6. Creating of a reading material for the NoteTaking
Assess the schema of the students in reading secondary students Diagnostc Test Paper and Pencil Test

Overview of the Subject


CO 1 Explain their understanding on the history, definition,
I. and A Preview on Reading
reading II. a. The history of Reading
III. b. Definition of Reading Carousel Rubrics on Individual T1, Pages 7-31
IV. c. Reading as Activity and Group T2, Pages 1-28
V. - Physiological Process Presentation and
VI. - Cognitive Process Synthesis Visual Materials
VII. –Communication Process Discussion
6 Hrs
VIII. –Reading as Skill/Skills
IX. –Psycho-Social Process
X. –Process of Development

CO3 Engage the students in reading as a habit Book Review Update DashBoard
using Google Online Checking of
Spread Sheet Individual Report
CO1 Demonstrate the different obstacles, type, in technique
XI. in d. Obstacles to reading Class Group Presentation of T1, Pages 32-45
CO2 reading XII. e. Selective Reading Presntation the roleplay and T2, Pages 29-68
XIII. f. Reading Comprehension through Role activity
XIV. g. A Basic technique in Reading Comprehension Play
XV. h. An overview of Speed Reading Group Activity
Individual
3 Hrs Rubrics on Essay
Sudent- Writing task of the
Reflection stduents
Book Review Update
CO3 Engage the students in reading as a habit DashBoard Online Checking of
using Google Individual Report
Spread Sheet
PRELIM EXAM
Teaching Assessment of the Macroskills 6

CO1 Discuss the top-down and Botton-up approach II. Theories on Teaching Reading Lectures Recitation T1, pages 46-65
CO2 a. The Top-Down Approach Class
b. Bottom-Up Reading Model Presentation of Rubrics for Group
Output Presentation
3 Hrs
DashBoard Online Checking of
CO3 Engage the students in reading as a habit Book Review Update using Google Individual Report
Spread Sheet
CO1 Interpret the Interactive reading model and Literary c. Interactive Reading Model Textual Analysis Rubrics for Group T2, Pages 69-80
CO2 Apprecaition SKills d. Literary Appreciation Skills (By-Group) Presentation of Output
3 Hrs
CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
using Google Individual Report
Spread Sheet
CO1 Analyze the stages in the reading growth through worktext III. Developmental Stages in Reading Growth Lecture and Recitation R1, Pages 39-52
CO2 a. Types of reading Discussion
b. Categories of Reading Answering a Quiz
c. Critical Reading worktext
Individual and Submission of
3 Hrs
by pair Worktext

CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
using Google Individual Report
Spread Sheet
CO1 Describe the importance of reading process and qualities of a d. Reading Process Lecture Recitation R1, Pages 39-52
CO2 good reader e. Qualities of a good Reader Discussion
Vblog Rubrics for Vblog
3 Hrs CO3 Engage the students in reading as a habit Book Review Submission DashBoard Online Checking and
using Google Hard Copy Submission
Spread Sheet of Individual Book
Report
MIDTERM EXAMINATION
CO1 Infer from the sentences and paragraphs the context clues IV. Applied Reading Skils Lecture Recitation T1, Pages 94-151
CO2 and main idea/s a. Context Clues Class Discussion Quiz
b. Main Ideas Individual Grades in Individual
Worksheets Worksheets
3 Hrs
CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
using Google Individual Report
Spread Sheet
Teaching Assessment of the Macroskills 7

CO4 Conceptualize a reading material with exercises for the Junior Planning of the reading material Group Rubrics on Group
High School Collaboration Planning

CO1 Apply pattern of organization and paraphrasing in writing and c. Patterns of Organization Lecture Recitation T2, Pages 81-198
Co2 re-writing paragraphs d. Paraphrasing Class Discussion Class Participation
Writing Tasks Grades in writing tasks

CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
3 Hrs
using Google Individual Report
Spread Sheet

CO4 Develop writing activities for the reading material 1st draft of the initial output Group Rubric on Group
Collaboration Output
CO1 Distinguish the difference of connotative from Denotative e. Denotative and Connotative Meaning Lecture Recitation R1, Pages 53-107
Co2 Utilize descriptive words properly f. Descriptive Words Class Discussion Class Participation
Quiz Grades in Quiz
Social Media Rubrics in Content
Posting Writng
3 Hrs CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
using Google Individual Report
Spread Sheet

CO4 Develop writing activities for the reading material 2nd draft of the initial output Group Rubric on Group
Collaboration Output
CO1 Organize the paragraph flow of the writing g. Sequencing of Events Lecture Recitation R1, Pages 53-107
CO2 Construct effective conclusions for a pragraph h. Drawing Conclusions Class Discussion Class Participation
Narrative on Rubric on creative
directions/ output
instructions
Peer writng Grade in writng task
3 Hrs Task
CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
using Google Individual Report
Spread Sheet

CO4 Develop writing activities for the reading material 3rd draft of the initial output Group Rubric on Group
Collaboration Output
SEMI- FINALS
Teaching Assessment of the Macroskills 8

CO1 Write paragraph/s on comparison and contrasts with good i. Comparison and Contrasts Lecture Recitation R2, Pages 178-
CO2 inferences j. Making Inferences Class Discussion Class Participation 305
Paragraph Peer Assessment
Writing
CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
3 Hrs
using Google Individual Report
Spread Sheet

CO4 Develop writing activities for the reading material 4th draft of the initial output Group Rubric on Group
Collaboration Output
CO1 Design a Word Wall to increade the vocabulary of the k. Vocabulary Building Lecture Recitation R2, Pages 178-
CO2 students l. Distiguishing Facts from Opinion Class Discussion Class Participation 305
Differentiate facts from opinion Creative Exhibit Rubrics on Creative
Exhibit
CO3 Engage the students in reading as a habit Book Review Update DashBoard Online Checking of
3 Hrs
using Google Individual Report
Spread Sheet

CO4 Develop writing activities for the reading material 5th draft of the initial output Group Rubric on Group
Collaboration Output
CO1 Create a short-film using idiomatic Expression m. Idiomatic Expressions Lecture Recitation R2, Pages 178-
CO2 Measure and improve the reading comprehension level of the n. Reading Comprehension Class Discussion Class Participation 305
students Short-film Rubric on Short-film
Drills Grades on drills

3 Hrs CO3 Engage the students in reading as a habit Book Review Submission and Documentation DashBoard Online Checking and
using Google Hard Copy Submission
Spread Sheet of Individual Book
Report
CO4 Develop writing activities for the reading material Submission of Reading Material Output Rubric on Reading
Submission Material
FINAL EXAM
Teaching Assessment of the Macroskills 9

VII. TEXTBOOK & REFERENCES

TEXTBOOKS REFERENCES

T1 – Villanueva, Aida S. PhD and Delos Santos, Rogelio L. (2008), Developmental Reading 1, R1 – Barrot, Jessie S. (2013), Reading to Think, Thinking to Write (A Guide to Critical Thinking and Writing),
Manila: Lorimar Publication Manila: Rex Printing Company Inc.
T2 – Bernardo, Alejandro S. (2013), Developmental Reading 1, Manila: Rex Printing
Company Inc.

VIII. COURSE OUTCOMES ASSESSMENT AND EVALUATION


Student performance will be rated based on the following:
Minimum Avg for Minimum Avg GRADING SCALE
PERIOD COs Assessment Tasks Weight Satisfactory PERIOD COs Assessment Tasks Weight for Satisfactory Numerical Equivalent
performance performance Rating Grade
CO1 Performance Tasks 30% CO1 Performance Tasks 25%
CO2 Written Tasks 30% Semi- CO2 Written Tasks 25% 99% to 100% 1.00
Prelim Prelim Exam 40% 70-80% Book Review 20% 85-90% 96% to 98% 1.25
CO3 Final CO3
Semi-Final Exam 30% 93% to 95% 1.50
90% to 92% 1.75
Performance Tasks 25% CO1 Performance Tasks 30%
CO1 87% to 89% 2.00
Written Tasks 25% CO2 Written Tasks 30%
CO2 80-85% 90-95% 84% to 86% 2.25
Book Review 20% CO3 Reading Material 20%
Mid CO3 81% to 83% 2.50
Midterm Exam 30% Finals CO4 Final Exam 20%
Term 78% to 80% 2.75
50% 75% to 77% 3.00
MIDTERM GRD (MG) (CO1+CO2)/2 50% PREFINAL GRADE (PFG) (CO3+CO4)/2 Below 75 5.00
Dropped Drp
30% of MG +
FINAL GRADE 50%
70% of PFG

IX. RUBRICS

FINAL PROJECT (Reading Material)


CRITERIA %
Technical Design 15
Content 30
Activities 30
Format 15
Conventions 10
TOTAL 100%
Teaching Assessment of the Macroskills 10

X. OTHER COURSE POLICIES


a. Actively participate in all classroom discussion.
b.Late submissions of class requirements is discouraged.
c. Innovative and critical thinking is highly recommended.
d. Use English only especially during discussion
e. Have fun while learning.
f. Plagiarism is highly discouraged.
g. The Final Output should be done during class.

XI. SUMMARY OF STUDENT OUTCOMES EVALUATION

PO PO Statement Performance Assessment Evaluation Performance target S/Y ________ Performance Recommendation
CODE Indicators (PI) Methods Methods Sem_______

b. Use Reading as a Create a Reading


skill in teaching material that would be
English beneficial for the Project
students in secondary Rubric at least 60% of
language in a
school with an Writing students should get
local setting for appropriate activities Assessment
a glocal a rating of 80%
and stories for their
competency age.

Prepared by Resources certified as Received and Circulated


Checked/Reviewed by Approved By Revision
available and up-to-date by:

MARK PHILIP C. PADERAN, MA LIT IME MORTEL. MA NELIA R. DANTE, Ed.D LILLY A. VIDAL, Ph.D

Subject Teacher
Librarian/Resource Custodian Program Chair Dean Class Beadle Date Revised

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