Republic of the Philippines

BATANGAS STATE UNIVERSITY

ARASOF Nasugbu
Nasugbu, Batangas

College of Teacher Education

SYLLABUS IN FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES

Instructor/s: Michael John V. Francisco

Course Title: Learning Assessment Strategies
Aleli Dadayan

Prerequisite: Assessment of Learning I and II E-mail Address: michael12francisco@gmail.com

Credit: 1 Contact Number: 09056418794

Number of Hours: 1 hour per week Class Schedule: WF 9-10; 10-11; 2-3/TTh 2-2:30
Term: Second Semester, A.Y. 2016-2017 Consultation Hours: W 2-4

VISION
A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21 st century.

MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and community
partnerships that would nurture the spirit of nationhood and help fuel national economy for sustainable
development.

CORE VALUES
●Faith
●Patriotism
●Human Dignity
●Integrity
●Mutual Respect
●Excellence

COLLEGE GOALS
The College of Teacher Education aims to develop future elementary, secondary and technology
teachers who are imbued with the idealism of life and culture and with a genuine desire to facilitate
learning and be conveyors of knowledge and values in all disciplines.

PROGRAM GOALS
The Bachelor of Secondary Education (BSED) program aims to develop globally competent and
morally upright secondary education graduates who are research and community service-oriented and are
committed to the holistic development of 21st century learners.

PROGRAM EDUCATIONAL OBJECTIVES

The BSED program aims to produce secondary teachers who have the ability to:
1. Demonstrate comprehensive and up-to-date knowledge in various learning areas in the secondary
education curriculum by engaging in scholarly and research activities and by maximizing
opportunities for lifelong learning.
2. Provide meaningful learning experiences to elementary students by using emerging educational
technologies for quality and effective teaching and by creating an environment that encourages
positive interaction, active engagement and self-motivation.
3. Demonstrate competence in teaching and testing through the design, adoption, and utilization of
teaching methods, instructional materials, and assessment tools that are appropriate to the cognitive,
affective and psychomotor development of elementary learners.

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 4. Observe the code of ethics for professional teachers and internalize the importance of continuous
professional development, as well as the need to work cooperatively and harmoniously with all
members of the academic community.
5. Establish sustainable partnerships and linkages with the professional community and provide
assistance to the underserved, oppressed, illiterate and less skilled members of society through
extension activities and community service.

STUDENT OUTCOMES
After finishing the program, the BSED graduates must have the ability to:
1. Design lessons, adopt instructional methods, and develop teaching-learning strategies according to
the stages of secondary learners’ growth and development and in consideration of the potentials and
uniqueness of young learners.
2. Discuss and share profound yet age-appropriate insights on a specific subject area’s learning
goals, instructional procedures, and content in the elementary education curriculum.
3. Select, develop and/or adopt updated technology, instructional materials and both traditional and
non-traditional assessment techniques, utilizing assessment data to improve teaching and learning.
4. Utilize research skills in solving problems and generating innovative ways of teaching and testing.
5. Be involved in community-oriented activities by rendering free service in the specific area they
are needed.
6. Show commitment, dedication, and competence in performing their tasks and responsibilities as
mandated by relevant laws and regulations.
7. Possess positive interpersonal skills as well as good oral and written communication skills.
8. Engage in activities that would foster personal and professional advancement.

1.0 COURSE DESCRIPTION

This course is designed to complement the professional education subject, The Teaching
Profession. It shall bring about real life and vicarious experiences of a prospective teacher with emphasis
on the characteristics of a teacher as a person and as a professional. It shall provide a wide array of
opportunities for self-refection that would prepare one to become a student teacher.

2.0 AUDIENCE
The course is intended for Third Year Students (BSED) of the College of Teacher Education.

3.0 INTENDED LEARNING OUTCOMES

After completing the course, the students should be able to:
ILO 1. Infer the usefulness of assessment from an inventory of various assessment strategies
observed in the classroom.
ILO 2 Analyze content validity of sample teacher-made tests.
ILO 3 Draw lesson from the good test administration practices of teachers.
ILO 4 Identify ways in which assessment can be used for teaching and learning.
ILO 5 Design a performance-based assessment strategy for classroom use..
ILO 6 Synthesize one’s accomplishments and leanings from the field through the use of a
portfolio.

4.0 MAPPED INTENDED LEARNING OUTCOMES (ILOs) with STUDENTS OUTCOMES

(SOs) for the course
ILO 1 ILO 2 ILO 3 ILO 4 ILO 5 ILO 6
SO 1 √ √
SO 2 √ √ √
SO 3 √ √
SO 4 √
SO 5 √
SO 6 √ √
SO 7 √ √
SO 8 √

5.0 SPECIFIC OBJECTIVES

TOPICS ILO 1 ILO 2 ILO 3 ILO 4 ILO 5 ILO 6
1. Usefulness of Assessment
1.1 Observe the assessment strategies √
applied in lessons.

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 1.2 Make sense of the inventory of √
assessment methods prepared.
1.3 Recognize the purpose of assessment √
and associate it with the method used.
1.4 Reflect on the usefulness of assessment √
for improving the teaching-learning
process.
1.5 Share suggestions to make assessment √
more useful in learning.
2. Validity of Teacher-Made Tests
2.1 Note the features of sample teacher- √
made tests.
2.2 Match the actual tests with their table √
of specifications.
2.3 Give evidences of the content validity √
of the tests.
2.4 Improve the table of specifications to √
ensure content validity of tests.
3. Test Administration Practices
3.1 Observe a test administration episode. √
3.2 Record practices prior to giving the √
test, during and after.
3.3 Match teacher practices with good √
student behavior.
3.4 Infer the benefits in administering tests √
properly.
3.5 Formulate guidelines in administering √
tests.
4. Assessment for Teaching and Learning
4.1 Gather direct information from √
teachers.
4.2 Process information obtained from the √
teacher-interviewees.
4.3 Infer rationale for testing practices of √
teachers.
4.4 Identify the assessment principles √
behind the practices.
4.5 Commit to adopt testing practices to √
make assessment useful.
5. Performance-Based Assessment
5.1 Review the focus of learning of the √
intended learning outcomes in a given unit
of work.
5.2 Develop a task specification for a √
performance-based assessment.
5.3 Administer and score a performance- √
based test.
5.4 Summarize the purpose of each √
component of a task specification for a
performance test.
5.5 Write a persuasive paper on the use of √
non-traditional assessment.
6. Use of Portfolio Assessment
6.1 Collect all evidences and experiential √
artifacts during the FS 5 period.
6.2 Categorize entries for a portfolio. √
6.3 Reflect on the field experiences. √
6.4 Realize the benefits and limitations of √
portfolio assessment.
6.5 Display portfolio and move on. √

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6.0 TEACHING AND LEARNING STRATEGIES AND ASSESSMENT METHODS
Teaching Strategies/Methods Used:
√ Lecture-Discussion √ Group Dynamics
√ Brainstorming √ Observation/Immersion/Reporting
√ ICT-enriched Learning √ Reflective Journal
√ Cooperative Learning Approach √ Portfolio Assessment

Assessment Methods/Tools Used:

√ Attendance using Daily Time Record (DTR)
√ Evaluation of Written Output/Performances (using rubric presented)
√ Certificate of Completion

7.0 COURSE REQUIREMENTS

√ Daily Time Record (DTR) in the laboratory b. reports/output done through class
school (on-off campus) observations
√ Certificate of Completion signed by the FS c. home visit report/output
Professor/supervisor and the dean d. community visit report/output
√ e-Portfolio that includes: e. professional readings
√ Hard Copy Portfolio f. reflections for each episode

8.0 COURSE POLICIES

The following items are given as a guide in the conduct of the course:
 Grading System

Written Works/Final Demonstration (Prelims, Midterms, Semi-finals, Finals) 80%

Class Standing 20%

TOTAL 100%

Passing final grade is 75%.The numerical equivalent of the final grade will be determined from
the following rating scale:

Numerical Grade Equivalent Numerical Grade Equivalent

1.00 98-100 2.50 80-82

1.25 94-97 2.75 78-79
1.50 90-93 3.00 75-77
1.75 88-89 4.00 70-74
2.0 85-87 5.00 Below 70
2.25 83-84 Drp. Dropped

 Attendance

Attendance shall be checked regularly. A student with more than 6 absences will be
dropped from the subject. 3 occurrences of tardiness are equivalent to 1 absence. A student
arriving in class after the first 15 minutes shall be considered absent.

 Academic Integrity

Each student is expected to be honest to himself/herself and be fair to his/her fellow student.
Anyone caught cheating will automatically receive a grade of 5.00. (Refer to the Student Code of
Conduct.)

 Dropping

Dropping from the course is the responsibility of the student. If one decides to stop attending
the class, copy of duly signed dropping must be submitted to the registrar’s office. Failure to
comply with this requirement would mean a grade of 5.00 Please be guided accordingly.

 Regulations and Restrictions in the Classroom

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 Inside the classroom, the student should behave properly so that lectures/discussions will not
be interrupted. The following will be strictly observed during the conduct of the class.

1. All cellphones and other electronic gadgets must be turned off.

2. Eating, drinking and smoking are not allowed.
3. Chatting, talking with seatmates (except when in group/cell discussion is required by the
instructor) is prohibited.
4. Going in and out of the room without permission from the instructor is prohibited.
5. Being excused by friends or peers from outside just for any reason is not allowed except for
emergency cases concerning family problems or administrative reasons.

 STUDENTS WITH DISABILITIES/SPECIAL NEEDS

All students who have an illness or disability are encouraged to disclose to the instructor the
nature and extent of the illness or disability so that the instructor can make the necessary
adjustments.
All students are expected to promote and foster an environment that encourages positive,
informed and unprejudiced attitudes towards students with disability.

9.0 ACADEMIC STRUCTURE

Textbook:

De Guzman, Estefania D. (2015). Field Study I. QC:Adriana Publishing Co., Inc.

References:

Bilbao, P. & Corpuz, B. et al (2006). The Teaching Profession. Philippines: Lorimar

Publishing Company.

Fontenot, Andrew: Personal Characteristics That Will Make an Effective Teacher.Retrieved

from http://www.ehow.cominfo_8345920_personal Characteristics-make-
effective- teacher.html

Pawilen, Greg T. (2016) The Teaching Profession, Quezon City: Rex Bookstore

10.0 COURSE CALENDAR

The following is the tentative course calendar which includes the list of topics for the course. The
instructor has the right to alter the outline at any time due to time constraints, unexpected scheduling
conflicts, unexpected activities in the university, or overall benefit to class effectiveness.
Unit/Module Evaluation Tools/
Week References Teaching Strategies
Topic Title Assessment Methods
Presentation of the
Vision Mission and
Core Values of the  Lecture-Discussion
1st -3rd University  Brain storming
Week  Group Dynamics
Presentation and
Discussion of the
Course Syllabus

Orientation
 Observation Observation Checklist
 Make an acronym using
your full name. Each
letter of your first name
Usefulness of stands your personal
4th Assessment FS 5 pp. 1- characteristics and each Acronym sheet
Week 10 letter of your family
name stands your
professional
characteristics of being a

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 teacher. Reflection Sheet
 Reflection
 Observation
 Write observations on Philosophy of
data presented. Education Checklist
5th-6th Validity of Teacher- FS 5 pp. 11-  Write justifications in Interview Guide
Week Made Tests 21 graphics/schema. Reflection Guide
 Reflection
 Observation Philosophy of
 Interview three (3) Education Checklist
teachers Interview Guide
Test Administration  Reflection Reflection Guide
Practices  Classroom Visit Observation Checklist
 Family Visit Interview Guide
FS 5 pp. 22-  Community Visit Reflection Sheets
7th-8th 39 Conceptual
 World Visit
Week Assessment for Framework
 Identify and list down of
teaching and AnalysisMatrix
understanding of the
Learning Observation Guide
concept of ICT in
education and teaching.
Action Plan
 Interview
 Research
9th-10th
Performance-Based FS 5 pp. 40-  Observation Observation Sheet
Week Assessment 56  Jotting down of Venn Diagram
similarities and
Use of Portfolio differences of teaching
Assessment practices in the
Philippines and abroad. Reflection Sheet
 Reflection
11th- 16th Lesson Plan Scoring rubric
Week Preparation

Classroom
Demonstration
17th
-18th Making of Portfolio Scoring rubric
Week

Prepared by:

MICHAEL JOHN V. FRANCISCO

FS Instructor
Date: _______________________

Reviewed by:

Asst. Prof. MARILOU A. ROMARATE

Department Chairperson, College of Teacher Education
Date: ____________________________

Approved:

Dr. ANANIA B. AQUINO

Assoc. Dean, College of Teacher Education
Date: ____________________________

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