LA SALLE COLLEGE ANTIPOLO

Prof Ed. 107: Assessment of Student Learning 1

COUSE S!LLA"US
First Semester AY 2014-2015
Instructor: Mrs. Dolores C. Mirabueno
I. COUSE #ESCIPTION:

Tis course !ocuses on te "e#elo$ment an" utili%ation o! assessment tools to
im$ro#e te teacin&-learnin& $rocess. It em$asi%es te use o! testin& !or measurin& 'no(le"&e)
com$reension an" oter tin'in& s'ills. It allo(s te stu"ents to &o trou& te stan"ar" ste$s in
test construction !or *ualit+ assessment.
II. COUSE CE#IT: , units- , ours $er (ee'
III. #ESIE# LEANING ESULTS
E$%e&ted Lasa''ian Graduate
Attri(utes )ELGAs*
ELGAs trans'ated into Content and Transfer Goa's
Learners are able to:
Criti&a' T+in,er - So( un"erstan"in& o! te basic conce$ts an" $rinci$les o!
i& *ualit+ assessment
- Matc te "i!!erent learnin& tar&ets an" teir a$$ro$riate
assessment tecni*ues
- I"enti!+ te role o! assessment in ma'in& instructional
"ecisions
Committed to E$&e''en&e - Construct classroom assessment tools in measurin&
'no(le"&e an" tin'in& s'ills
- Demonstrate s'ills in utili%in& an" re$ortin& test results
- A$$l+ statistical $roce"ures in stan"ar"i%in& test
C+rist-'i,e - ./$erience an" #alue te (itness o! sel! an" oters as &i#in&
teir best as cil"ren o! 0o".
- 1no( tat te s$iritualit+ o! e/cellence is a s$iritualit+ tat
&i#es o$$ortunit+ !or te sel! an" oters to &ro( in maturit+.
Life'ong Learner - Demonstrate a re!lecti#e li!est+le tat abituall+ "iscerns te
$lan o! 0o" in e#er+"a+ li!e.
I.. /INAL PO#UCT0 PE/O1ANCE TAS2
e-$ort!olio
.. ASSESS1ENT TAS2S
1idterm
Ma2or ./am---------------------------------------------------------------------------------------,03
Class $artici$ation 4!ace to !ace5 -Atten"ance-----------------------------------------------103
In"i#i"ual-&rou$ $resentation---------------------------------------------------------------- 103
6ui%%es ------------------------------------------------------------------------------------------153
e-$ort!olio -------------------------------------------------------------------------------------- 153
7ter 7ut$uts ----------------------------------------------------------------------------------203
Endterm
Ma2or ./am---------------------------------------------------------------------------------------,03
Class $artici$ation 4!ace to !ace5 -Atten"ance-----------------------------------------------103
In"i#i"ual-&rou$ $resentation---------------------------------------------------------------- 103
6ui%%es ------------------------------------------------------------------------------------------153
e-$ort!olio -------------------------------------------------------------------------------------- 153
7ter 7ut$uts ----------------------------------------------------------------------------------203
I.. LEANING PLAN
Time
/rame
Content 0 To%i&s0 In%uts Pedagogi&a' and Andragogi&a'
Too's
)A%%roa&+es3 1et+odo'ogies3
Strategies3 Te&+ni4ues*
8ee'
1
9resentation o! te course
1. "asi& Con&e%ts in Assessment
Measurement
Assessment
.#aluation
Test
:on-test
Testin&
5. o'es of Assessment in 1a,ing Instru&tiona'
#e&isions
2.1. 9lacement 9ur$oses
2.2. Formati#e 9ur$oses
2.,. Dia&nostic 9ur$oses
2.4. Summati#e 9ur$oses
;0ui"e" "iscussion
;0aterin& o! sam$le test items
base" on te roles o! assessment

8ee'
2-,
6. Prin&i%'es of 7ig+ 8ua'it9 Assessment
6.1. C'arit9 of 'earning targets
,.1.1. 1no(le"&e
,.1.2. <easonin&
,.1.,. S'ills
,.1.4. 9ro"ucts
,.1.5. A!!ects
6.5. A%%ro%riateness of assessment met+ods
,.2.1. 7b2ecti#e test
,.2.2. .ssa+s
,.2.,. 9er!ormance
,.2.4. 7ral *uestionin&
,.2.5. 7bser#ation
,.2.=. Sel!-re$orts
6.6. .a'idit9
,.,.1. Face
,.,.2. Content
,.,.,. Criterion-relate"
,.,.4. Construct
6.:. e'ia(i'it9
,.4.1. Test o! stabilit+
,.4.2. Test o! e*ui#alence
,.4.,. Test o! internal consistenc+
6.;. /airness
,.5.1. Stu"ent 1no(le"&e o! >earnin&
Tar&ets an" Assessment
,.5.2 7$$ortunit+ to >earn
,.5., 9rere*uisite 1no(le"&e an" S'ills
,.5.4 A#oi"in& Teacer Stereot+$es
,.5.5 A#oi"in& ?ias in Assessment Tas's
an" 9roce"ures
6.<. Positi=e Conse4uen&es
,.=.1. 9ositi#e Conse*uences on Stu"ents
,.=.2. 9ositi#e Conse*uences on Teacers
,.=.,. 9ositi#e Conse*uences on 9arents
,.=.4. 9ositi#e Conse*uences on 7ter
Sta'eol"ers
6.7. Pra&ti&a'it9 and Effi&ien&9
,.@.1. Teacer Familiarit+ (it te
Meto"
,.@.2. Time <e*uire"
,.@.,. Com$le/it+ o! A"ministration
,.@.4. .ase o! Scorin&
,.@.5. .ase o! Inter$retation
,.@.=. Cost
6.>. Et+i&s
,.A.1. 0aterin& Data
,.A.2. <ecor"in& Data
;0ui"e" "iscussion
;0aterin& o! sam$le test items
an" criti*uin& base" on
$rinci$les o! i& *ualit+
assessment
;Inter#ie( a teacer re&ar"in&
te actual $ractice o! te
$rinci$les o! i& *ualit+
assessment
,.A., <e$ortin& Data
8ee'
4-@
:. #e=e'o%ment of C'assroom Assessment Too's for
1easuring 2no?'edge and easoning
:.1. O(@e&ti=e Tests
4.1.1. 9lannin&
1. I"enti!+in& test ob2ecti#es
2. 9re$arin& table o! S$eci!ications
,. Selectin& te test !ormat
Selection t+$e
Su$$l+ t+$e
4.1.2. Construction an" Tr+outs
4.1.2.1. Item 8ritin&
4.1.2.2. Content Bali"ation
4.1.2.,. Item Tr+out
4.1.2.4. Item Anal+sis
4.1.2.5. Item <e#ision
:.5. Non-O(@e&ti=e Test
4.2.1. 9lannin&
4.2.2. Constructin&
4.2.2.1. <estricte" .ssa+
4.2.2.2. ./ten"e" .ssa+
4.2.,. De#elo$in& <ubrics !or .ssa+ Test
4.2.,.1. Settin& Criteria
4.2.,.2. Settin& 9er!ormance >e#els
4.2.4. Bali"ation
;0ui"e" "iscussion
;./amination o! ?asic
."ucation Curriculum
;Can"s-on &rou$ construction o!
classroom assessment tools
;Criti*uin& o! Test Items
;Actual tr+out o! items
;<e(ritin& o! test items
;8ritin& re$orts o! tr+outs
;0rou$ $resentation o!
"e#elo$e" assessment tools
ePortfo'io
; Te contents soul" be in
accor"ance (it te
re*uirements
; You can use an+ $ro&ram tat
+ou are most com$etent (it
o(e#er it soul" be u$loa"e"
online.
;9ort!olio "e#elo$ment
8ee'
@-11
;. Uti'iAation of Assessment #ata
;.1. Norm-eferen&ed Inter%retation
5.1.1. Tabular an" 0ra$ical 9resentation o!
Data
5.1.1.1. 9re$aration
5.1.1.2. Inter$retation
5.1.2. Descri$ti#e Statistics
5.1.2.1. Measures o! Central Ten"enc+
5.1.2.2. Measures o! Bariabilit+
5.1.2.,. Stan"ar" Scores
;.5. Criterion-eferen&ed Inter%retations
5.2.1. 9ercenta&e Scores
5.2.2. Settin& Master+ Criterion
;0ui"e" Discussion
;Dtili%in& assessment "ata !rom
test tr+out
ePortfo'io
; Te contents soul" be in
accor"ance (it te
re*uirements
; You can use an+ $ro&ram tat
+ou are most com$etent (it
o(e#er it soul" be u$loa"e"
online.
;9ort!olio "e#elo$ment
8ee'
12
1idterm E$amination 1idterm E$amination
8ee'
1,-14
<. Uti'iAation B e%orting of Test esu'ts
<.1. Grading S9stem
=.1.1. A#era&in&
=.1.2. Cumulati#e
<.5. Com%eten&9 Profi'ing
=.2.1. In"i#i"ual
=.2.2. Class
ePortfo'io
; Te contents soul" be in
accor"ance (it te
re*uirements
; You can use an+ $ro&ram tat
+ou are most com$etent (it
o(e#er it soul" be u$loa"e"
online.
;9ort!olio "e#elo$ment
8ee'
15-1@
7. Test StandardiAation
@.1. Tecni*ues in .stablisin& Bali"it+
@.2. Tecni*ues in .stablisin& <eliabilit+
ePortfo'io
; Te contents soul" be in
accor"ance (it te
re*uirements
; You can use an+ $ro&ram tat
+ou are most com$etent (it
o(e#er it soul" be u$loa"e"
online.
;9ort!olio "e#elo$ment
8ee'
1A
/ina' E$amination /ina' E$amination
.I. E/EENCES
De 0u%man-Santos) <. 4200@5. Assessment of Students Learning 1. >orimar 9ublisin&) Inc.
1ubis%+n) T. E ?oric) 0. 420005. Educational Testing and Measurement Classroom Application
and Practice. :e( Yor': Fon 8ile+ E Sons) Inc.
Fre+) ?ruce) ?. 420145. Modern Classroom Assessment, SA0. 9ublications) Inc.
?uen"ico) Flor"eli%a) C. 420105. Assessment of Student Learning 1. <e/ 9ublisin& Couse) Inc.
.
<D?<IC 7: C>ASS <.CITATI7:-9A<TICI9ATI7:
Score Criteria/Descriptors
9-10
Actively supports, engages, and listens to peers
Arrives fully prepared at every class discussion
Plays an active role in ongoing discussions
Comments advance level and depth of dialogue
Group dynamics and level of discussion are often better because of students presence
7-8
Makes a sincere effort to interact with peers
Arrives mostly, if not fully, prepared.
Participates constructively in ongoing discussions
elevant comments are based on assigned material
Group dynamics and level of discussion are occasionally better but not worse because of
students presence
5-6
!imited interaction with peers
Preparation is inconsistent
"hen prepared, participates constructively in discussions
"hen prepared, relevant comments are based on assignments
Group dynamics and level of discussion are sometimes disrupted by candidates presence
3-4
#irtually no interaction with peers
arely or never prepared
Comments vague if given, fre$uently demonstrates lack of interest
%emonstrates a noticeable lack of interest on occasion
Group dynamics and level of discussion are often disrupted by students presence