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Republic of the Philippines

PANGASINAN STATE UNIVERSITY


Asingan, Pangasinan

COURSE SYLLABUS
Course Code:
Course Title:

Prof Ed 110
Assessment of Students Learning

No. of lecture hours/week:


No. of units:

54 hours
3 units

VISION, MISSION, GOALS, AND OBJECTIVES


PSU Vision
The Pangasinan State University envisions to become the apex of
academic excellence that produces globally competitive and morally
upright professionals in Pangasinan and the Ilocos Region.
PSU Mission
The Pangasinan State University will promote better service in the
professional and technical training in the arts, sciences, humanities, and
technology and in the conduct of scientific research and technological
studies and community services (P.D.1497).
Campus Goals
1. To produce globally competitive teachers, technicians, entrepreneurs
and information technology professionals;
2. To provide opportunities and democratize access for the poor but
deserving students to acquire quality education and make them
productive citizens through institutionally-funded and privately
sponsored scholarship programs;
3. To continuously upgrade the competencies of the faculty and personnel
by providing professional advancement through scholarships, study
grants, seminars and trainings;
4. To conduct periodic review of existing curricula and design and develop
relevant and responsive programs that will meet the needs of local
and global community;
5. Conduct researches to improve instructional effectiveness and to
generate new technologies and perspectives;
6. Strengthen the extension services to enable the out-of-school youths,
unemployed adults, potential entrepreneurs, and the women sector to
acquire the necessary skills and attitudes for greater productivity;
7. To establish and strengthen linkages with the public and private
agencies/ institutions for the realization of the campus programs; and
8. To conduct periodic evaluation and review of the management systems
and processes for more efficient and effective campus operation
a. Program Objectives

Bachelor in Elementary Education (BEEd) Objectives


The Bachelor of Elementary Education (BEEd) program aims to develop
elementary school teachers who are physically, mentally, and morally
prepared to enable them to teach as a) generalist in the different learning
areas in the grade school; b) specialists in early childhood education; and c)

facilitators in the special education program for local and global education.
Provisions should be made to equip them with accurate knowledge, proper
values and attitudes and competent skills as agents of change for the learner.
Specifically, it aims to develop teachers who
1. have a thorough and comprehensive knowledge of their subject matter
in a higher level of literacy, communications and critical thinking suited
to the level of the learners;
2. have a deep understanding of the learning process and relate these to
the historical, social, cultural, and political processes ;
3. can apply a wide range of teaching skills (curriculum development,
lesson planning, material development, educational assessment and
teaching strategies) and enhance these through classroom
observations, teaching assistance and practice teaching;
4. can cope and facilitate learning of various types of learners through
creative, innovative alternative approaches ;
5. are willing to undergo continuous education and professional growth to
constantly improve teaching, knowledge, skills, and practices; and
6. can demonstrate and practice in words and in deeds the Code of Ethics
for Teachers to uphold teaching as a profession.
II

COURSE DESCRIPTION
This course deals on the basic understanding of concepts and
principles of classroom assessment to improve teaching-learning process.
Emphasis is given on the establishment of high quality classroomassessment method.

III COURSE OBJECTIVES


a. General Objectives
At the end of the semester the students should be able to
acquire basic knowledge and concepts assessing the students learning
achievements using the different kinds of tests.
b. Specific Objectives
1. Show understanding of the basic concepts and principles of high
quality assessment;
2. Identify the role of assessment in making instructional decisions;
3. Match the learning targets and their appropriate assessment
techniques;
4. Construct classroom assessment tools in measuring knowledge and
thinking skills;
5. Interpret test results;
6. Demonstrate skills in reporting students' learning progress; and
7. Apply statistical procedures in standardizing teacher-made test.
IV COURSE REQUIREMENTS
a. Regular Attendance
b. Passing the Quizzes, Midterm and Final Examinations
c. Active Participation in Class Discussion
d. Others
Topics
of Hours
A. Orientation

No.

1. University, College and Institutional Vision, Mission,


Goals and Objectives
1 hr.
2. Bases for Evaluation
3. Course Requirements and Grading System
4. Course Overview
B. Basic Concepts of Educational and Classroom Assessment
4 hrs.
1. Definitions: Measurement, Evaluation, Assessment
Educational Assessment
2. Historical Development of Educational Testting
3. Importance of Educational Assessment
4. Roles of Assessment in Making Instructional Decisions
a. Placement Purposes
b. Formative Purposes
c. Diagnostic Purposes
d. Summative Purposes
5. Scope of Educational Assessment
6. Organization and Administration of Educational Assessment Program
C. Establishing High Quality Classroom Assessment
1. Meaning of High Quality Classroom Assessment
1 hr.
2. Principles of High Quality Assessment
1 hr.
3. Clear and Appropriate Learning Targets
3 hrs.
a. Types of Learning Targets
1. Knowledge Learning Targets
2. Reasoning Learning Targets
3. Skill Learning Targets
4. Product Learning Targets
5. Affective Learning Targets
b. Sources of Learning Targets
5 hrs.
1. Blooms Taxonomy of Objectives
2. Textbooks
3. Existing List of Objectives
4. National Standards
c. Criteria for Selecting Learning Targets
2 hrs.
4. Appropriateness of Assessment Methods
5 hrs.
a. Objective Test
b. Essay Test
c. Performance Test
d. Oral Questioning
e. Observation
5. Validity
3 hrs.
a. What is Valid Instrument?
b. How is Validity Determined?
1. Content-Related Evidence
2. Criterion-Related Evidence
3. Construct-Related Evidence
6. Reliability

2 hrs.

a. Test of Stability
b. Test of Equivalence
c. Test of Internal Consistency
7. Fairnesss
2 hrs.
a. Student Knowledge of Learning Targets and Assessment
b. Opportunity to Learn
c. Prerequisite Knowledge and Skills
d. Avoiding Teacher Stereotypes
e. Avoiding Bias in Assessment Tasks and Procedures
8. Positive Consequences
3 hrs.
a. Positive consequences of:
1. students
2. teachers
3. parents
4. other stakeholders
9. Practicality and Efficiency
5 hrs.
a. Teacher Familiarity with the Method
b. Time Required
c. Complexity of Administration
d. Ease of Scoring
e. Ease of Interpretation
f. Cost
10. Assessment Standards and Concerns
3 hrs.
a. Ethics in:
1. gathering data
2. recording data
3. reporting data
b. Legally Mandated Standards
2 hrs.
1. Code of Fair Testing Practices in Education
2
Standards for Teacher Competence in Educational
Assessment of
Students
3.
Code of Professional Responsibilities in Educational
Measurement
D. Development of Classroom Assessment Tools for Measuring
5 hrs.
Knowledge and Reasoning
1. Planning
a. Identifying test objectives
b. Preparing table of specifications
c. Selecting the test format
1. Objective Type of Test
a. Selection type
b. Supply type
2. Non- Objective Type of Test
a. Constructing Restricted & Extended Essay Test
b. Developing Rubrics for Essay Test
1. Setting Criteria
2. Setting Performance Levels
2. Construction and Tryouts
a. Item Writing
b. Content Validation
c. Item Tryout
d. Item Analysis

D. Utilization of Assessment Data


1. Norm-Referenced Interpretation
7 hrs.
a. Tabular and Graphical Presentation of Data
b. Descriptive Statistics
1. Measures of Central Tendency
2. Measures of Variability
3. Standard Scores
2. Criterion-Referenced Interpretations
1. Percentage Scores
2. Setting Mastery Criterion
3. Preparing TransmutationTable
TOTAL
54 hrs.

VI TEACHING-LEARNING STRATEGIES
Teaching Techniques:
1. Peer teaching, cooperative learning
2. Computer-assisted instruction (CAI)
3. computer-assisted learning (CAL)
Teaching Techniques:
1. Dimensional question approach
2. Brainstorming
3. Buzz sessions
4. Informal creative groups
5. Interactive learning
6. Team teaching
7. Micro teaching
8. Peer teaching
9. Others
VII BASES FOR EVALUATION
a. Midterm and Final Examination
b. Quizzes
c. Participation (others)
TOTAL

40%
30%
30%
100%

VIII INSTRUCTIONAL MATERIALS


IX

REFERENCES

Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co.,


1994.
Gronlund, Norman E. Assessment of Student Achievement. 7 ed.
Boston, New York: Pearson Education, Inc., 2003.
Kobiszyn, Tom et. al. Educational Testing and Measurement
Classroom Application and Practices. 6th edition. Jemma Inc., 2000.
Oosterhop, Albert. Developing and Using Classroom Assessments. 3rd
edition. Columbos, Ohio: Upper Saddle River, New Jersey: 2003.

Payne, David Allen. Applied Educational Assessment. 2nd edition.


Wadsworth Group, Thomson Learning Canada: 2003.
Puckett, Margaret B. et. al. Authentic Assessment of the Young ChildCelebrating Development and Learning. Merrill, 2000.
The University Committee
Chair:
Members:
Binmaley

Dr. Fe P. Fernandez
Dr. Rosie Abalos

PSU Bayambang
PSU

Dr. Fe Soriano
Dr. Edna Rosario
Carlos
Dr. Cecilia Junio
Dr. Ofelia Fernandez
Dr. Elizabeth Episcope
Dr. Armando Junio
Bayambang
Dr. Rosario B. Miguel
Mrs. Rochelle Palaming
Bayambang
Dr. Amado Ramos
Bayambang
Dr. Luzviminda Ramos
Bayambang
Prof. Perla delos Santos
Bayambang
Prof. Belinda Velasquez

PSU Lingayen
PSU San
PSU Bayambang
PSU Bayambang
PSU Asingan
PSU
PSU Sta. Maria
PSU

(Sgd)Dr. Merlita Q. Santos


Director, Curriculum, Instruction, and Accreditation
(Sgd)Dr. Manolito C. Manuel
Vice President, Academic Affairs
Enhanced by:
ELIZABETH F. EPISCOPE
Assistant Professor II
Second Semester SY 2013-2014

Contents Noted:
NEMIA C. GALANG
Chairman, Teacher Education Department
Recommending Approval:
ELIZABETH F. EPISCOPE
Associate Dean
Approved:
PRISCILLA L. AGSALUD, Ed.D.
Campus Executive Director

PSU
PSU
PSU

Republic of the Philippines

PANGASINAN STATE UNIVERSITY


Asingan, Pangasinan

COURSE SYLLABUS
Course Code:
Course Title:

Prof Ed 110
Assessment of Students Learning

No. of lecture hours/week:


No. of units:

54 hours
3 units

VISION, MISSION, GOALS, AND OBJECTIVES


PSU Vision
The Pangasinan State University envisions to become the apex of
academic excellence that produces globally competitive and morally
upright professionals in Pangasinan and the Ilocos Region.
PSU Mission
The Pangasinan State University will promote better service in the
professional and technical training in the arts, sciences, humanities, and
technology and in the conduct of scientific research and technological
studies and community services (P.D.1497).
Campus Goals
1. To
produce
globally
competitive
teachers,
technicians,
entrepreneurs and information technology professionals;
2. To provide opportunities and democratize access for the poor but
deserving students to acquire quality education and make them
productive citizens through institutionally-funded and privately
sponsored scholarship programs;

3. To continuously upgrade the competencies of the faculty and


personnel by providing professional advancement through
scholarships, study grants, seminars and trainings;
4. To conduct periodic review of existing curricula and design and
develop relevant and responsive programs that will meet the needs
of local and global community;
5. Conduct researches to improve instructional effectiveness and to
generate new technologies and perspectives;
6. Strengthen the extension services to enable the out-of-school
youths, unemployed adults, potential entrepreneurs, and the
women sector to acquire the necessary skills and attitudes for
greater productivity;
7. To establish and strengthen linkages with the public and private
agencies/ institutions for the realization of the campus programs;
and
8. To conduct periodic evaluation and review of the management
systems and processes for more efficient and effective campus
operation
b. Program Objectives
Bachelor in Secondary Education (BSEd) Objectives
The Bachelor of Secondary Education (BSEd) program aims to inculcate
physical, mental and moral development of teachers who are capable to
meet the needs of the secondary school students. They should be equipped
with the necessary knowledge, attitudes and skills in Communications Arts,
Mathematics, Sciences, Information Technology, and Technology and
Livelihood Education to be globally competitive as teachers in the current age
of information and communication technology.
Specifically, it aims to develop teachers who
1. posses mastery of the subject matter in specific fields/ learning areas
like Communications Arts (English and Filipino), Mathematics, Physical
Science, Information Technology, and Technology and Livelihood
Education;
2. have a deep understanding of the educational processes applied to
secondary students relative to historical, social, cultural, and political,
and other present day issues ;
3. have a mastery of the subject matter, the appropriate teaching
strategies and educational materials needed;
4. understand individual differences as applied to learners and can be
creative and innovative in meeting their needs ;
5. undergo professional growth and continuous education to be aware of
the latest trends in education; and
6. give prestige and integrity to the teaching profession through
adherence to the Code of Ethics for Teachers.
II

COURSE DESCRIPTION
This course deals on the basic understanding of concepts and
principles of classroom assessment to improve teaching-learning process.
Emphasis is given on the establishment of high quality classroomassessment method.

III COURSE OBJECTIVES


c. General Objectives

At the end of the semester the students should be able to acquire


basic knowledge and concepts assessing the students learning
achievements using the different kinds of tests.
d. Specific Objectives
8. Show understanding of the basic concepts and principles of high
quality assessment;
9. Identify the role of assessment in making instructional decisions;
10.Match the learning targets and their appropriate assessment
techniques;
11.Construct classroom assessment tools in measuring knowledge and
thinking skills;
12.Interpret test results;
13.Demonstrate skills in reporting students' learning progress; and
14.Apply statistical procedures in standardizing teacher-made test.
IV COURSE REQUIREMENTS
e. Regular Attendance
f. Passing the Quizzes, Midterm and Final Examinations
g. Active Participation in Class Discussion
h. Others
Topics

No.

of Hours
E. Orientation
1. University, College and Institutional Vision, Mission,
Goals and Objectives
1 hr.
2. Bases for Evaluation
3. Course Requirements and Grading System
4. Course Overview
F. Basic Concepts of Educational and Classroom Assessment
4 hrs.
1. Definitions: Measurement, Evaluation, Assessment
Educational Assessment
2. Historical Development of Educational Testting
3. Importance of Educational Assessment
4. Roles of Assessment in Making Instructional Decisions
e. Placement Purposes
f. Formative Purposes
g. Diagnostic Purposes
h. Summative Purposes
5. Scope of Educational Assessment
6. Organization and Administration of Educational Assessment Program
G. Establishing High Quality Classroom Assessment
1. Meaning of High Quality Classroom Assessment
1 hr.
2. Principles of High Quality Assessment
1 hr.
3. Clear and Appropriate Learning Targets
3 hrs.
a. Types of Learning Targets

1. Knowledge Learning Targets


2. Reasoning Learning Targets
3. Skill Learning Targets
4. Product Learning Targets
5. Affective Learning Targets
b. Sources of Learning Targets
5 hrs.
1. Blooms Taxonomy of Objectives
2. Textbooks
3. Existing List of Objectives
4. National Standards
c. Criteria for Selecting Learning Targets
2 hrs.
4. Appropriateness of Assessment Methods
5 hrs.
a. Objective Test
b. Essay Test
c. Performance Test
d. Oral Questioning
e. Observation
5. Validity
3 hrs.
a. What is Valid Instrument?
b. How is Validity Determined?
1. Content-Related Evidence
2. Criterion-Related Evidence
3. Construct-Related Evidence
6. Reliability
a. Test of Stability
b. Test of Equivalence
c. Test of Internal Consistency
7. Fairnesss
a. Student Knowledge of Learning Targets and Assessment
b. Opportunity to Learn
c. Prerequisite Knowledge and Skills
d. Avoiding Teacher Stereotypes
e. Avoiding Bias in Assessment Tasks and Procedures
8. Positive Consequences
3 hrs.
a. Positive consequences of:
1. students
2. teachers
3. parents
4. other stakeholders
9. Practicality and Efficiency
5 hrs.
a. Teacher Familiarity with the Method
b. Time Required
c. Complexity of Administration
d. Ease of Scoring
e. Ease of Interpretation
f. Cost
10. Assessment Standards and Concerns
3 hrs.
a. Ethics in:
1. gathering data
2. recording data
3. reporting data
b. Legally Mandated Standards
2 hrs.
1. Code of Fair Testing Practices in Education

2 hrs.

2 hrs.

2
Assessment of
3.
Measurement

Standards
Students
Code of

for

Teacher

Professional

Competence

in

Educational

Responsibilities

in

Educational

D. Development of Classroom Assessment Tools for Measuring


5 hrs.
Knowledge and Reasoning
2. Planning
d. Identifying test objectives
e. Preparing table of specifications
f. Selecting the test format
3. Objective Type of Test
c. Selection type
d. Supply type
4. Non- Objective Type of Test
c. Constructing Restricted & Extended Essay Test
d. Developing Rubrics for Essay Test
3. Setting Criteria
4. Setting Performance Levels
2. Construction and Tryouts
e. Item Writing
f. Content Validation
g. Item Tryout
h. Item Analysis
H. Utilization of Assessment Data
1. Norm-Referenced Interpretation
7 hrs.
a. Tabular and Graphical Presentation of Data
b. Descriptive Statistics
1. Measures of Central Tendency
2. Measures of Variability
3. Standard Scores
2. Criterion-Referenced Interpretations
1. Percentage Scores
2. Setting Mastery Criterion
3. Preparing TransmutationTable
TOTAL
54 hrs.

VI TEACHING-LEARNING STRATEGIES
Teaching Techniques:
4. Peer teaching, cooperative learning
5. Computer-assisted instruction (CAI)
6. computer-assisted learning (CAL)
Teaching Techniques:
10.
11.
12.
13.

Dimensional question approach


Brainstorming
Buzz sessions
Informal creative groups

14.
15.
16.
17.
18.

Interactive learning
Team teaching
Micro teaching
Peer teaching
Others

VII BASES FOR EVALUATION


d. Midterm and Final Examination
e. Quizzes
f. Participation (others)
TOTAL

40%
30%
30%
100%

VIII INSTRUCTIONAL MATERIALS


IX

REFERENCES

Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co.,


1994.
Gronlund, Norman E. Assessment of Student Achievement. 7 ed.
Boston, New York: Pearson Education, Inc., 2003.
Kobiszyn, Tom et. al. Educational Testing and Measurement
Classroom Application and Practices. 6th edition. Jemma Inc., 2000.
Oosterhop, Albert. Developing and Using Classroom Assessments. 3rd
edition. Columbos, Ohio: Upper Saddle River, New Jersey: 2003.
Payne, David Allen. Applied Educational Assessment. 2nd edition.
Wadsworth Group, Thomson Learning Canada: 2003.
Puckett, Margaret B. et. al. Authentic Assessment of the Young ChildCelebrating Development and Learning. Merrill, 2000.
The University Committee
Chair:
Members:
Binmaley

Dr. Fe P. Fernandez
Dr. Rosie Abalos

PSU Bayambang
PSU

Dr. Fe Soriano
Dr. Edna Rosario
Carlos
Dr. Cecilia Junio
Dr. Ofelia Fernandez
Dr. Elizabeth Episcope
Dr. Armando Junio
Bayambang
Dr. Rosario B. Miguel
Mrs. Rochelle Palaming
Bayambang
Dr. Amado Ramos
Bayambang
Dr. Luzviminda Ramos
Bayambang
Prof. Perla delos Santos
Bayambang
Prof. Belinda Velasquez

PSU Lingayen
PSU San
PSU Bayambang
PSU Bayambang
PSU Asingan
PSU
PSU Sta. Maria
PSU

(Sgd) Dr. Merlita Q. Santos


Director, Curriculum, Instruction, and Accreditation
(Sgd) Dr. Manolito C. Manuel
Vice President, Academic Affairs

PSU
PSU
PSU

Enhanced by:
ELIZABETH F. EPISCOPE
Assistant Professor II
Second Semester SY 2013-2014

Contents Noted:
NEMIA C. GALANG
Chairman, Teacher Education Department
Associate Dean
Recommending Approval:
ELIZABETH F. EPISCOPE
Associate Dean
Approved:
PRISCILLA L. AGSALUD, Ed.D.
Campus Executive Director