EDU 109 Page |1

EDU 109
ASSESSMENT OF LEARNING 2

COURSE CODE: EDU 109 COURSE TITLE: Assessment of Learning 2

COURSE TYPE: Professional Course COURSE CREDIT: Lecture - 3 units
PRE-REQUISITE: Assessment of Learning 1 CO-REQUISITE: None
PLACEMENT: 4th Year – First Semester SELF-DIRECTED LEARNING: 20 – 30 Hours
PROFESSOR: Divina Amor Balansag CONSULTATION PERIOD: Tuesday, 1:00 – 4:00 PM

COURSE DESCRIPTION:
This course focuses on the development and utilization of alternative forms of assessment in measuring authentic learning.
Emphasis is given to ways in assessing process and product-oriented targets as well as effective learning. Students will experience
how to develop rubrics for performance-based and portfolio assessment.

LEVEL OUTCOMES:
At the end of the course, the students will be able to:
- Apply the principles of assessment in conceptualizing techniques for assessing authentic learning.
- Design performance-based assessment tools.
- Design assessment tools for effective learning.
- Develop E-Portfolio to assess ones learning.
- Demonstrate skills in preparing and reporting grades.
- Derive information from alternative forms of assessment in making instructional decisions.

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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PROGRAM OUTCOMES:

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.

2. Manifest meaningful and comprehensive pedagogical content knowledge of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.

COURSE OUTCOMES:

 Analyze the fundamental concepts and characteristics of 21st century assessment.

 Apply the principles in constructing and interpreting performance-based assessment.
 Develop instruments for assessing affective learning.
 Develop a portfolio as an assessment tool specifying the types of assessment, sample products, scoring rubrics and rating forms.
 Demonstrate skills in interpreting test results and reporting grades.

INSTITUTIONAL EDUCATIONAL OBJECTIVES

1. Provide quality education, responsive and relevant to the needs of the global community.
2. Produce globally competitive professionals.
3. Instill the Thaddeans spirit inspiring optimism, patriotism, and service.
4. Intensify research capabilities of stakeholders; and
5. Respond to the needs of the community through extension services by improving the quality of life.

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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LEARNING PLAN:

Topics PERIOD Topic learning Outcomes Learning Activities Assessment

21st Century Assessment Week 1-4  Analyze the fundamental concepts and  Interactive Lecture  Reflection Paper
1. Characteristics of 21st Century 12 HOURS characteristics of 21st century assessment. & Discussion  Activity output
Assessment  Enumerate and define the different  Research  Quiz
- Responsive characteristics of 21st Century Assessment  Group Activity
- Flexible  Give examples on each characteristic of
- Integrated 21st century assessment
- Informative  Discuss Outcome-based Assessment
- Multiple Methods  Discuss the process in instructional
- Communicated decision-making
- Technically Sound  Enumerate and discuss the types of
- Systemic educational decision
2. Instructional Decisions in
Assessment
- Decision-making at different
phases of
- teaching-learning phases
- Assessment in Classroom
Instruction
- Types of Educational Decision
3. Outcome-Based Assessment
- Student Learning Outcome
- Sources of Student Expected
Learning Outcome
- Characteristics of Good
Learning Outcome
Types of Assessment Week 5-7  Define and discuss Traditional and  Interactive Lecture  Quiz
4. Traditional and Authentic 6 HOURS authentic assessment and Discussion  Activity Output
Assessment  Define and discuss formative and  Group Reporting  Rubrics for Reporting
- Traditional as Direct and summative evaluation  Library Research
Indirect Measure  Define and discuss Norm and Criterion-
- Authentic as Direct Realistic referenced assessment
Performance Based Activity
VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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5. Formative Evaluation and  Define and discuss contextualized and

Summative Evaluation decontextualized assessment
- Formative as Measure of  Define and discuss analytic and holistic
Teaching Learning assessment
Effectiveness  Describe the differences between each
- Summative as Measure of type of assessment and evaluation
Learning at the End of
Instruction
6. Norm and Criterion-Referenced
Assessment
- Norm-Referenced as a Survey
Testing
- Criterion-Referenced as
Mastery Testing
7. Contextualized and
Decontextualized
Assessment
- Contextualized as Measure of
Functioning Knowledge
- Decontextualized as
Assessment of Artificial
Situation
8. Analytic and Holistic Assessment
- Analytic as Specific Approach
- Holistic as Global Approach
PRELIM EXAMINATION

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
 EDU 109 Page |5

Nature of Performance-Based
Assessment (PBA)
9. Meaning and Characteristics
- PBA as Defined by Authorities
- Features of PBA
10. Types of Performance Tasks
- Solving a Problem
- Completing an Inquiry
- Determining Position
Demonstrations
- Developing Exhibits
- Presentation Tasks
- Capstone Performances
11. Strengths and Limitations
- Advantages
- Disadvantages
Week 8-10  Define and describe PBA  Interactive Lecture  Recitation
9 HOURS  Enumerate and discuss different types of and Discussion  Rubrics for reporting
Performance-based Tasks  Group Reporting  Quiz
 Give or show examples of different types of  Sharing: Strengths  Written Output: Rubric
Performance-based tasks and Limitations of Design
 Identify and discuss the different strengths PBA
and limitations of PBA  Exercises
 Identify the appropriate criterion in  Collaborative
performance-based task Learning
 Familiarize with the construction of PBA
 Develop a rubric

Designing Meaningful
Performance-Based Assessment
12. Designing the Purpose of
Assessment
- Learning Targets Used in
Performance Assessment
- Process and Product-Oriented
Performance-Based
Assessment
- Authentic as Direct Realistic
Performance-Based Activity
13. Identifying Performance Tasks
- Suggestions for Constructing
Performance Tasks
14. Developing Scoring Schemes
- Rubric as an Assessment Tool
- Types of Rubrics
- Rubric Development

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
 EDU 109 Page |6

Affective Learning Competencies Week 11-12  Define and describe the importance of  Interactive Lecture  Recitation
15. Importance of Affective Targets 6 HOURS affective learning competencies and Discussion  Rubrics for reporting
16. Affective Traits and Learning  Enumerate and discuss different affective  Group Reporting  Quiz
Targets traits and learning targets
- Attitude Targets  Give or show examples of different
- Value Targets affective traits and learning targets
- Motivation Targets  Identify and discuss the affective domain of
- Academic Self-Concept Targets the taxonomy in education objectives
- Social Relationship Targets  Familiarize with assessing the affective
- Classroom Environment Targets domain of learning
17. Affective Domain of the Taxonomy
of Educational Objectives
- Receiving
- Responding
- Valuing
- Organization
- Characterization
MIDTERM EXAMINATION
Development of Affective Week 13-14  Enumerate and define the different  Interactive Lecture  Quiz / Recitation
Assessment Tools 6 HOURS methods in assessing affective targets and Discussion  Rubrics for reporting
18. Methods of Assessing Targets  Utilize different methods in assessing  Group Reporting  Activity Output
- Teacher Observation affective target  Group Activity:
- Self-Report  Enumerate and discuss different type of Complete an
19. Utilizing the Different Methods or affective assessment tools affective
Combination of Methods in Assessing  Develop and utilize different assessment assessment
Affect tools
- Type of Affect
- Grouped or Individual
Responses
- Use of Information
20. Affective Assessment Tools
- Checklists
- Rating Scale
- Likert Scale
- Semantic Differential Scale
VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
 EDU 109 Page |7

- Sentence Completion
Nature of Portfolio Assessment Week 15-16  Define and describe the nature of portfolio  Interactive Lecture  Quiz / Recitation
21. Purposes 6 HOURS assessment and Discussion  Rubrics for reporting
- Why Use Portfolio?  Enumerate and discuss the types of  Group Reporting  Activity Output
- Characteristics portfolio assessment  Group Activity:
22. Types  Enumerate and discuss the process of Portfolio
- Showcase developing a portfolio and how to assess it Evaluation
- Documentation  Evaluate an example of portfolio: Student,
- Process Teacher and Student-teacher Evaluation
- Product
- Standard-Based
23. Elements
- Parts and Designs

Designing and Evaluating Portfolio

Assessment in the Classroom
24. Steps for Developing Portfolio
Assessment
- Identify Overall Purpose and
Focus
- Identify the Physical Structure
- Determine the Appropriate
Organization
- and Sources of Content
- Determine Student Reflection
Guidelines
- Identify and Evaluate Scoring
Criteria
25. Portfolio Evaluation
- Student Evaluation
- Teacher Evaluation
- Student Teacher Conference
Grading and Reporting System Week 17  Discuss the grading and reporting system  Lecture  Quiz / Recitation
26. K to 12 Grading of Learning 3 HOURS of K-12  Brainstorming  Activity Output
Outcome  Describe the effects of grading on students  Discussion
VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
 EDU 109 Page |8

27. The Effects of Grading on  Enumerate ethical guidelines for fair and  Role Play: PTC
Students efficient assessment practice
28. Ethical Guidelines for Better  Discuss arrangement and doing a PTC
Practice
29. Planning and Implementing
Parent-Teacher Conference
FINAL EXAMINATION

LEARNING ENVIRONMENT: Lectures – Classrooms

RESOURCES: Books, Materials for instruction (laptop & projector), other resource individual/person

COURSE REQUIREMENTS:
Performance Tasks
 Attendance - if incurred ten absences, automatic Failure Due to Absences (FDA) - three (3) lates/ tardy marks is equal to one
absent
 Reflection Papers, Major Examinations and Group Output

GRADING SYSTEM:
A. Lecture:
By the end of every semester, the academic performance of the students shall be computed based on the Absolute Grading System
using the scale below:

Term Grade (Prelim, Midterm, Finals) Percentage Final Grade Percentage

Major Examination 30% Preliminary 30%
Class Participation 25% 30%
Midterm
Assignment / Project / Reflection Paper / 25% 40%
Activity Output Finals
20% Total 100%
Quizzes / Seat Work
Total 100%
VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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COURSE POLICIES:
1. The students are expected to be in the classroom at the scheduled time of the class.
2. Students are allowed 12 hours of absences inclusive of tardiness. Excessive absences shall merit the grade of 5.00. Absence due to
hospitalization and other unavoidable circumstances maybe exceptions but excuses under this situation need the consent and approval of
the Program Chair and the Director for Academic Affairs.
3. Assignment shall be submitted on the date agreed upon by the class. No assignment shall be accepted after the due date. No special
assignment shall be given in view of the missed one.
4. Major examination shall be given on scheduled date. No examination shall be given after the schedule.
5. Students are expected to display the highest degree of honesty and professionalism in their class work, requirements and activities and in
dealing with fellow students and teacher.
6. Cellular phones should be turned off or in silent mode during the class.
7. The teacher is very open to suggestions. Any activity shall be agreed upon by the class. Requests and concerns related to the course shall
be discussed in the class or to the teacher during the consultation hour.
8. Student with perfect attendance shall be given extra credit in the final grade.
All other policies (attendance, tardiness, decorum, grievance, etc.) shall be subject to the provisions of the latest version of the Student Handbook.

REFERENCES:

Call Number or Reference Material

e-provider
Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014). Assessment of Learning 2. Adriana Publishing Co., Inc.
Rosita De Guzman-Santos, Ph.D. ADVANCED METHODS in EDUCATIONAL ASSESSMENT And EVALUATION (Assessment of
Learning 2)
slideshare.net/nielrich013/assessment-of-learning2
https://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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Prepared by:

MS. DIVINA AMOR C. BALANSAG, LPT, MAEDc

Program Chair, School of Education

Recommended by: Approved by:

ENGR. KAREEN MAE TEVES MR. REYMART BOLAGAO, MAN, RN

Center for Quality Assurance Coordinator Director for Academic Affairs

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism