Course Syllabus for Assessment of Learning 1

A. COURSE INFORMATION

Course ED 127 – Assessment of Student Learning 1

Number

Course Credit 3 units

Course 3 hours/week
Component,
Hours/Week

Course This course focuses on the development and utilization of assessment tools to improve the
Description teaching-learning process. Emphasis is given on the use of Objective Testing for measuring
knowledge and thinking skills of students in the Basic Education

Course Goals (1) Show understanding of the basic concepts and principles of high quality assessment; (2)
Match the different learning targets & their appropriate assessment methods; (3) Identify the
role of assessment in making instructional decision; (4) Construct classroom assessment tools
in measuring knowledge and thinking skills; (5) Derive information from test results; (6) Apply
statistical procedures in standardizing test

Pre-requisite Math Co- FS 104

31 requisite

Reference/s (1)Del Socorro, FR., Omas-as, RL., & Galela, RS. (2011). Assessment of Student Learning 1 & 2.
Great Books Publishing. (2) Santos, R. d. (2007). Assessment of Learning 1. Quezon City:
Lorimar; (3) Kubiszyn, T., & Borich, G. (2000). Educational Testing and Measurement:
Classroom Application and Practice. New York: John Wiley & Sons; (4) Wegener, D. P. (2009).
Test Construction. Available online at:http://www.delweg.com/dpwessay/tests.htm

Other PELC/PSSLC
Supplemental
K-12 Curriculum Guide
Materials

Course individual task (15%); group task (15%); project (20%); quizzes (15%); term exam (25%);
Requirement attendance (10%)
s

Grading Class Participation (75%)

System
1.       Attendance

2.       Project

3.       Quizzes/Seatwork/Exercises

4.       Individual & Group Task (online/offline/oral recitation)

Term Exam (25%)

Teacher Name:

Room:
 Schedule:

 B. LEARNING PLAN

Teaching and Instructional Evidence

Desired Learning Assessment Time
Learning Content Learning Materials & of
Outcome Tasks & Tools Allotment
Activities References Outcomes

1.       Explain the VMGO 1.        VMGO of MSU-IIt &    Reflective -LCD    reflective All
of the Institute & of of the College of Thinking Projector journal students
the College Education achieve at
   Group -PPT    oral least
2.       Discuss course 2.        Course Coverage Discussion Presentation questioning _____% 3 hours
coverage, grading and Grading
system and their System
importance Student *rubric
Manual
3.        Describe 3.        Basic Concepts:    Class Discussion -LCD    K-W-L-H All
educational Educational projector & students
measurement, Measurement;    Buzz Group laptop    Oral achieve at
assessment, and Assessment; Discussion Questioning least
evaluation Evaluation of -PowerPoint _____%
   Situation presentation    Oral
Learning &
4.        Identify types of Analysis / flipchart Presentation
Programs
educational 3 hours
measurement, and 4.        Types of
roles of assessment Measurement *rubric
ASL1 pp. 7-
5.        Distinguish indicators, variables &  13
*MOLE quiz
indicators, variables, factors module
& factors
5.        Various roles of
assessment

6.        Compare 6.        Clarity of Learning    Visual List: In -LCD    Group    All 6 hours

behavioral  and non- Targets groups, students projector & presentationstudents
behavioral list down the laptop achieve at
objectives - cognitive targets    Performance
given objectives least
-PowerPoint test (writing
- skills, under proper _____%
7.        Explain clarity of presentation learning
competencies & column labelled
learning targets / flipchart targets)
abilities targets behavioural │
/objectives
non-behavioral -Hand-out on
7.
8.        Write a specific and         Learning Domains objectives learning
clear learning 8.        Bloom’s Taxonomy    Collaborative domains *rubric
targets / objectives of cognitive Learning-writing -Chart on *performance
9.        Discuss the learning objectives SMART learning Bloom’s checklist
domains objectives taxonomy of
*MOLE quiz
cognitive
10.     Classify cognitive module
objectives
targets / objectives
according to Bloom’s
 taxonomy

ASL1 pp.
20-23
11.     Discuss various 9.       Appropriateness of    Lecture- -LCD    Oral All
assessment Assessment Discussion: projector & Questioning students
methods Methods laptop achieve at
   Panel    Group least
12.     Determine - written response Discussion: -PowerPoint Presentation _____%
appropriate Student groups presentation
assessment    instruments    Prelim Exam
are assigned to
methods relative to -Hand-out on
- product rating write an
the learning targets assessment
scales objective,
methods
determine *rubric
- performance test appropriate -Video on
assessment importance *MOLE quiz 3 hours
- oral questioning module / on
method  and of
- observation and asked to make a observation site exam
self-reports short & self-
presentation reports

ASL1 pp.
24-26

Teaching and Instructional Assessment Evidence

Desired Learning Time
Learning Content Learning Materials & Tasks & Tools of
Outcome Allotment
Activities References Outcomes

13.     Describe what is 10.     Properties of    Group Research -LCD    Group All 7 hours

validity & reliability of Assessment on assigned projector & Presentation students
test Methods topics laptop achieve at
   Peer least
14.     Discuss the        validity of test    Asynchronous -PowerPoint Assessment _____%
following: Learning: Group presentation
       reliability of test    Performance
members
  content validity -Hand-out on Test
       fairness
of participate in
properties of
  criterion related  assessment online forum on
assessment
validity assigned topics
       practicality & -Flipchart *Rubric
  construct validity efficiency    Collaborative
Learning: Groups *performance
  test-retest reliability of assessment members checklist
participate in ASL1 pp.
  parallel forms        ethics
in validating a given 26-31 *MOLE forum
reliability assessment test activity
module
  internal consistency
reliability using split
half method
   fairness of
assessment

  practicality &
efficiency of
assessment

  ethics of assessment

15.     Establish validity &

reliability of a given
test

16.     Identify steps in 11.     Planning a Test    Lecture- -LCD    Oral All

planning for a test Discussion projector & Questioning students
       steps in planning
laptop achieve at
17.     Discuss on how to for a    Student-Teacher    Group least
construct a table of Interaction -PowerPoint Presentation _____%
specifications (TOS) test presentation
   Workshop:    Performance
18.     Construct Table of        table
of -Chart on
Group members Test 3 hours
Specifications specifications table of
participates in
planning and specification
constructing their
*rubric
respective TOS
ASL1 p. 37 *performance
checklist

19.     Identify and 12.     Types of Tests    Group Research -LCD    Group All

describe types of on assigned projector & Presentation students
       true-false type test
objective & free- topics laptop achieve at
response tests    Oral least
       matching type test -PowerPoint
   Class Discussion Questioning _____%
20.     Discuss guidelines presentation
       supply type test
in constructing    Workshop1:    Product
objective Group members -Hand-outs Outputs
       multiple choice test
participates in on types of
& free response        short answer test planning and test    MC test
tests constructing
       essay test
-    Midterm
objective and free
21.     Construct objective PELC/PSSL Exam
response tests
& free response type C or 9 hours
of tests    Workshop2: Curriculum
Group members Guide
22.     Discuss guidelines *rubric
in creating scoring actively -Chart on
participates in *product rating
guide for free rubrics
creating scoring scale
response test
guide for free-
*MOLE quiz
23.     Create scoring response test
module / on
guide for free following the ASL1 pp.
site exam
responses test guidelines 36, 39-49
 Teaching and Instructional Assessment Evidence
Desired Learning Time
Learning Content Learning Materials & Tasks & Tools of
Outcome Allotment
Activities References Outcomes

24.     Define what is item13.     Item Analysis    Lecture- -LCD    Oral All

analysis Discussion projector & Questioning students
       index of difficulty
laptop achieve at
25.     Describe steps in    Student-Teacher    Group least
item analysis        index of -PowerPoint
Interaction Outputs _____%
discrimination presentation
26.     Discuss index of    Collaborative
difficulty and Learning: Group -Hand-outs
5 hours
discrimination members on item *rubric
participates in analysis
27.     Analyse items in a *checklist
Item Analysis of
test constructed
the test
constructed ASL1 pp.
54-65

28.     Discuss the 14.     Measures of    Lecture- -LCD    Oral All

following measures Central Position Discussion projector & Questioning students
of central position laptop achieve at
       Mean    Student-Teacher    Numerical least
29.     Compute the Interaction -PowerPoint Exercises _____%
measures of central        Median presentation
position in a given   Think/Pair/Share 4.5 hours
       Mode -Calculator
data
*Quiz

*MOLE quiz
ASL1 pp. module
66-70
30.     Discuss the 15.     Measures of    Lecture- -LCD    Oral All
measures of Variability Discussion projector & Questioning students
variability laptop achieve at
       fractiles    Student-Teacher    Numerical least
31.     Determine the Interaction -PowerPoint Exercises _____%
homogeneity or        quartile deviation presentation
heterogeneity of a    Group Dynamics
       meanabsolute -Hand-outs 4.5 hours
given data
deviation *Quiz
-Calculator
       standard
deviation *MOLE quiz
& variance module
ASL1 pp.
66-75
32.     Identify & describe 16.     Grading System    Student-Teacher -LCD    Oral All 6 hours
various grading interaction projector & Questioning students
       norm-referenced
system laptop achieve at
grading    Collaborative    Group least
33.     Use grading system Learning - -PowerPoint Outputs _____%
in converting raw        criterion-referenced presentation
converting raw
score values into scores into
standard grading grading system standard grading -Class    Final Exam
formats formats record
       alternative grading
system
*rubric
       cumulative
& ASL1 pp.
averaging grading 77-88 *MOLE quiz
system module / on
site exam