Assessment of Student Learning 2 FINAL

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SYLLABUS IN ELEMENTARY SET THEORY NWU - ACA - 010
COLLEGE OF TEACHER EDUCATION
SECOND SEMESTER 2018-2019
Course Code : EDU 128

Course Title : Assessment of Learning 2
Credit Units : 3 units
Time Allotment : 54 HOURS
Pre-requisite : Assessment of Learning 1
I. Vision:
NORTHWESTERN UNIVERSITY envisions itself to be a premier institution of learning in Asia committed to

Excellence and Ethical Formation for Global Relevance
II. Mission:
NORTHWESTERN UNIVERSITY is dedicated to develop individuals to become Highly Competent, Socially

Responsible and Ethically Upright leaders.
III. Institutional Objectives:
Concomitant to its role as a University in which higher learning, research and community extensions are developed
and nurtured, Northwestern University adopts the following objectives where excellence as a way of life is its rallying point.
1. To provide a strong educational foundation by offering and maintaining comprehensive basic/general education programs
and strengthening pillars of knowledge in the academe in order to produce functional graduates who will be able to meet
the needs of both local and global markets.
Issue Status: 4 Revision: 1 Date: 25 July 2018 Approved by: President Page 1 of 19
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2. To train and develop students and employees for responsible leadership, effective citizenship and social responsibility
through the inculcation of the ideals of democracy and positive values, manifested by a great concern for their fellow
men.
3. To provide a strong and comprehensive human resource development program for professional advancement and to
remain competitive in changing times.
4. To align and harmonize the research and extension programs with the local, regional, national and global thrust.
5. To explore and expand linkages with local and international agencies.
IV. Program Objectives
Specifically, the Teacher Education program will assist the student to:
1. To be conscious of their significant role in the early realization of the social, economic, and spiritual development goals of the
institutions;
2. To evaluate high moral integrity and abide by ethical principles in the pursuit of both professional and personal actuations;
3. To increase social awareness among CTE students by involving them in community outreach seminars;
4. To instill the real meaning of social concern by sharing our surpluses to less fortunate members of the society.
5. To help maintain cleanliness and orderliness of the institution at all times by following the SS principle;
6.To develop research skills of teachers of teachers and students and to ultimately develop a research culture;
7. To develop esprit’de corps among students;
8. Practice and believe in the principle of human rights as a foundation of sound citizenship participation.
V. Course Description:
This course is intended to enable students, demonstrate competencies in developing and utilizing alternative forms of
assessment and grading system for respective areas of specialization or major.
VI. Course Outcomes: At the end of the course, the students would be able to:
1. State and discuss the IPVMO, Core Values of the University and the University policies, the VMO of the CTE and its
Program Objectives and Outcomes;
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2. Analyze the fundamental concepts and characteristics of 21st century assessment;
3. Apply the principles in constructing and interpreting performance-based assessment;
4. Develop instruments for assessing effective learning;
5. Developed a portfolio as an assessment tool specifying the types of assessment, sample products;
6. Develop skills in interpreting test results and reporting grades.
VII. Course Outcomes and Relationship to Program Outcomes/ Student Outcomes:
After finishing the course, the student would be able to:

A B C D E
Course Outcome 1. . State and discuss the IPVMO, Core Values of the University and the
I P P D
University policies, the VMO of the CTE and its Program Objectives and Outcomes D
Course Outcome 2. Analyze the fundamental concepts and characteristics of 21st century
I P D D
assessment D
Course Outcome 3. Apply the principles in constructing and interpreting performance-based
I P P D
assessment; D
Course Outcome 4. . Develop instruments for assessing effective learning;
I P D D
D
Course Outcome 5. Developed a portfolio as an assessment tool specifying the types of
I D D D
assessment, sample products; and D
Course Outcome 6. Develop skills in interpreting test results and reporting grades.
I P D D
D
Legend: -Introduced Concepts P- Practiced with Supervision D- Demonstrated across different clinical setting with minimal
supervision
VIII. Program Outcomes:
The graduates of Bachelor of Secondary Education/BSEED shall be able to;
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1. Demonstrate learning and communication skills in their chosen field.

2. Apply their knowledge learned in the workplace.
3. Demonstrate competencies in the general field of education and specific area in professional education.
4. Demonstrate leadership as a model in the field of education and;
5. Apply their knowledge and skills in test construction and assess test results.
IX. COURSE PLAN
Intended Learning Topics

Teaching Activities Assessment Tools Time Frame
Outcomes (ILO)
At the end of the unit, the A. Orientation Power Point Presentation Week 1
students must have: 1. NWU IPVMO Discussion/Lecture Participation
1. memorized by heart 2. VJSSG VMO Group Work
the VMO of the 3. Core Values
University and of 4. CHAMPS
the graduate school 5. Policies and Regulations
2. heightened on Grading System,
awareness of the Retention, Graduation,
policies of the etc
university 6. Topics/coverage of the
3. put into practice the Course
core values and live
the CHAMPS
4. be acquainted with
the course
outline/coverage.
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Outcomes (ILO)
At the end of the unit, the Unit I. 21st Century Engage Assignment Week 2-3
students would be able to: Assessment  Class Discussion Recitation/Participation
1.Use appropriate 1. Characteristics of 21st  Lecture Demo
assessment tools and Century Assessment Explore
techniques as applied in 2. Instructional Decisions in  Peer Teaching
instructional decision; Assessment  Group Work
2.Relate learning a. Decision-making at
outcomes and different phases of
assessment. teaching-learning
phases
b. Assessment in
Classroom
c. Classroom Instruction
d. Types of Educational
Decision
3. Outcomes-based
Assessment
a. Student Learning
Outcome
b. Sources of student
Expected Learning
Outcomes
c. Characteristics of
Good Learning
Outcomes
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Outcomes (ILO)
At the end of the unit, the Unit II. Types of Assessment Engage:
students would be able to: 1. Traditional and  Information Inquiry  Students’ output Week 4-6
1. .Distinguish the Authentic Assessment  Class Discussion in a matrix form
different types of a. Traditional as direct  Collaborative sharing  Students to
assessment and And indirect measure  Assignment write a one
relate it to learning b. Authentic as direct Explore: page analysis of
outcomes. realistic  Situational Analysis a specific
performance-based  Concept mapping problem/issue
activity
2. Formative Evaluation
and Summative
Evaluation
a. Formative as
measure of teaching
learning
effectiveness
b. Summative as
measure of learning
at the end of
instruction
3. Norm and Criterion-
Referenced Assessment
a. Norm-Referenced as
a survey testing
b. Criterion-Referenced
as mastery testing
4. Contextualized and
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Outcomes (ILO)
Decontextualized
Assessment
a. Contextualized as
measure of
functioning
knowledge
b. Decontextualized as
assessment of
artificial situation
5. Analytic and Holistic
Assessment
a. Analytic as specific
approach
b. Holistic as global
approach
PRELIMINARYEXAMINATION
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Outcomes (ILO)
Unit III. Nature and Engage: Plus-Minus Interesting Week 7-9
At the end of the unit, the Performances –Based  Interactive learning Framework
students would be able to: Assessment (PBA)  Peer teaching
1. Analyze the nature 1.Meaning and  Brainstorming
and essential Characteristics
characteristics of a. PBA as defined by Explore:
performance-based authorities  Reflective learning
assessment. b. Features  Webbing
2. Types of Performance Tasks
a. Solving Problem Application:
b. Completing an Inquiry  Action learning
c. Determining Position
d. Demonstration
e. Developing Exhibits
f. Presentation Tasks
g. Capstone Performance
3. Strengths and Limitations
a. Advantages
b. Disadvantages
At the end of the unit, the Unit IV. Designing Engage: Week 10-12
students would be able to Meaningful Performance-  Class Discussion Oral Report
develop a portfolio of Based Assessment (PBA) Seatwork
 Lecture/Demonstration
performance-based 1. Designing the Purpose
assessment tools that of Assessment
Explore:
measures learner’s a. Learning targets used in
 Problem Solving
competencies of a given performance
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Outcomes (ILO)
subject. assessment  Workshop Oral report
b. Process and product- Seat work
oriented performance-
based assessment
c. Authentic as direct
realistic performance
based activity
2. Identifying Performance
Tasks
a. Suggestions for
constructing
performance task
3. Developing Scoring
Scheme
a. Rubrics as an
assessment tool
b. Types of Rubrics
c. Rubric development
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Outcomes (ILO)
At the end of the unit, a Unit V. Affective Learning Week 13-14
student is expected to Competencies Engage: Group output
craft affective learning 1. Importance of affective  Interactive learning Individual problem
outcome for the different targets  Assignment analysis
levels in the affective 2. Affective traits and Explore: Quiz
domain. learning targets  Group discussion
a. Attitude targets  Cooperative learning
b. Value targets  Recitation
c. Motivation targets
d. Academic self-
concept targets
e. Social relationship
targets
f. Classroom
environment targets
3. Affective domain of the
Taxonomy of
Educational objectives
a. Receiving
b. Responding
c. Valuing
d. Organization
e. Characterization
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Outcomes (ILO)
At the end of the unit, a Unit VI. Development of Engage: Presentation of Week 15
student is expected to Affective Assessment Tools  Lecture individual output
construct instruments for 1. Methods of assessing  Assigned reading Collection of assignment
measuring the different targets Explore:
levels in the affective a. Teacher observation  Small group discussion
domain. b. Self-report  Learning cells
2. Utilizing the different Application:
methods or combination  Problem solving
of methods in assessing  Interactive learning
affect
a. Type of affect
b. Grouped or individual
responses
c. Use of information
3. Affective assessment
a. Checklists
b. Rating scale
c. Likert scale
d. Semantic differential
scale
e. Sentence completion
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Outcomes (ILO)
At the end of the unit, a Unit VII. Nature of Portfolio Explore; Seatwork Week 16
student is expected to plan Assessment  Situational analysis Assignment
portfolio assessment tools 1. Purposes Application:
for a given subject course. a. Why use portfolio?  Concept mapping
b. Characteristics  Collaborative learning
2. Types
a. Showcase
b. Documentation
c. Process
d. Product
e. Standard-based
3. Elements
a. Parts and design
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Outcomes (ILO)
At the end of the unit, a Unit VIII. Designing and Engage: Collection of developed Week 17
student is expected to Evaluating Assessment in  Lecture-discussion portfolio for a particular
develop and evaluate the Classroom  Work along activities subject
portfolio assessment 1. Steps for developing Explore:
utilized in the classroom. portfolio assessment  Situational analysis
a. Identify overall Application:
purpose and focus  Matrix completion
b. Identify the physical
structure
c. Determine the
appropriate
organization and
sources of content
d. Determine the
student reflection
guidelines
e. Identify and evaluate
scoring criteria
2. Portfolio evaluation
a. Student evaluation
b. Teacher evaluation
c. Student-teacher
conference
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Outcomes (ILO)
At the end of the unit, a Unit IX. Grading and Engage: Assignment Week 18
student is expected to: Reporting system  Work alone activity Individual output
1. develop skills in 1. K to 12 grading of  Interactive learning
preparing and learning outcome Explore:
interpreting 2. The effects of grading  Group work
grades. student  Classroom chats
2. Assess the 3. Building a grading and Application:
effectiveness of reporting system  Small group work
parent-teacher a. Basis of good  Cooperative learning
conference as a reporting  Peer discussion
venue for b. Major purposes of
reporting learner’s grading and reporting
performance. c. Grading and
reporting methods
4. Developing effective
reporting system
5. Tools for comprehensive
reporting system
6. Guidelines for better
practice
7. Planning and
implementing parent-
teacher conference
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Outcomes (ILO)
At the end of the unit, the Unit X. Statistics and Engage: Presentation of output Week 18
student is expected to Computer: Tools for  Individual work  Group
utilize processed data and Analysing Assessment Data  Peer teaching  Individual
results in reporting and 1. Statistics Explore:
interpreting learner’s 2. Descriptive and  Problem solving group
performance. inferential statistics activity
3. Statistical tools for Application:
grouped and ungrouped  Computation of given
data data
a. Measures of central  Analysis of results
tendency
b. Measures variability
c. Indicators of
relationship
4. Computer: Aide in
statistical computing and
data presentation
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X. COURSE REQUIREMENTS
1. Attendance
2. Class Participation
3. Oral Report Written Report
4. Research Paper
5. Position Paper
6. Prelim/Mid-term/Final Examination
7. Portfolio
XI. GRADING SYSTEM
Two periodical examinations are given every trimester, Mid-term, and Final scheduled in the Academic Calendar.
The standard formula in computing grades are as follows:
MIDTERM GRADE:
(CS x .60) + (Midterm Exam Rating x .40)
END TERM:
(CS x .60) + (Final Exam Rating x .40)
FINAL GRADE: (Midterm Rating + End Term)

2
However, the percentage distribution may vary according to the nature of the course/subject.
The Class Standing is the sum of but not limited to recitation, class reports, class participation, term paper, and attendance.
1.00 98-100 Excellent

1.25 95-97 Superior
1.50 92-94 Very Good
1.75 89-91 Good
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2.00 85-88 Satisfactory
XII. CLASSROOM MANAGEMENT RULES
Classroom Management
4.2.1 At the beginning of the term, the faculty member should orient students in class about the school vision, mission and
objectives,
the CHAMPS culture, school policies on the grading and the rating system, use of the library and other
facilities, ISO Certification concepts and objectives, etc.
4.2.2. Faculty members are responsible for the monitoring and recording of student attendance so that data on enrolment,
tardiness, absences and withdrawal of enrolment from school can be easily and speedily checked. The policy on
student attendance should be strictly enforced to prevent giving credit to students who do not meet the minimum
attendance requirements.
In consonance with the provisions of the Manual of Regulations for Private Higher Education faculty members should
be guided by the policy on student attendance/monitoring of absences, to wit: a student who incurs absences of more
than twenty percent (20%) of the prescribed number of lecture/laboratory class hours before midterm examination,
shall be dropped and not be given credit for the course or subject.
4.2.3. The faculty member is expected to be always adequately prepared before entering his class. Teaching strategies and
techniques should be appropriate to the topic at hand and should promote mutual interaction between the teacher and
student/pupils. Judicious use of audio-visual equipment and other ICT infrastructures is encouraged.
The faculty member should utilize remedial/homework and other related tasks to assist students/pupils who are
unusually incapable to meet the regular requirements of the subject or for the particular year/grade level.
4.2.4. The faculty member should keep in mind that mastery of the subject matter is a pre-requisite for effective teaching. He
should update his knowledge and skills through continuing education, reading related materials, attending seminars
and the like.
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4.2.5. The faculty member should acquaint himself with the latest methods and techniques of instruction. Creativity is
encouraged to arouse the students’/pupils’ interest and to develop their potential to the fullest.
4.2.6. Requirements for the curriculum such as field trips, seminars, etc. should, as much as possible, be scheduled on
weekends or at the end of the semester or summer so that students/pupils shall not incur absences in their other
classes.
4.2.7 Smoking, eating, and selling inside the classroom are prohibited. The faculty member shall ensure that the
black/white board is cleaned and that all lights and fans are turned off before leaving the classroom.
Source: Faculty Manual, Article IV-The Faculty, Section 4. Classroom Management
XIII. BIBLIOGRAPHY
Student Handbook, 2010
CHAMPS Manual, 2015

www.aip.org/history
www.hssonline.org/teraching
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Prepared by:
LUCENA GAMBOA SALES

Faculty/ Professor
Reviewed by: Recommending approval by: Approved by:
ESMERALDA A. BALDONADO, Ed.D JURLITA U. BASUEL, Ph.D CHITA A. GONZALES , DBA

MAED Program Coordinator Dean, CTE VPAA
Date Submitted: ______________________

Assessment of Student Learning 2 FINAL

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Laoag City

Course Code : EDU 128

NORTHWESTERN UNIVERSITY envisions itself to be a premier institution of learning in Asia committed to

NORTHWESTERN UNIVERSITY is dedicated to develop individuals to become Highly Competent, Socially

III. Institutional Objectives:

IV. Program Objectives

VII. Course Outcomes and Relationship to Program Outcomes/ Student Outcomes:

After finishing the course, the student would be able to:

VIII. Program Outcomes:

The graduates of Bachelor of Secondary Education/BSEED shall be able to;

1. Demonstrate learning and communication skills in their chosen field.

IX. COURSE PLAN

Intended Learning Topics

XI. GRADING SYSTEM

The standard formula in computing grades are as follows:

FINAL GRADE: (Midterm Rating + End Term)

1.00 98-100 Excellent

XII. CLASSROOM MANAGEMENT RULES

Source: Faculty Manual, Article IV-The Faculty, Section 4. Classroom Management

Student Handbook, 2010

CHAMPS Manual, 2015

LUCENA GAMBOA SALES

Reviewed by: Recommending approval by: Approved by:

ESMERALDA A. BALDONADO, Ed.D JURLITA U. BASUEL, Ph.D CHITA A. GONZALES , DBA

Date Submitted: ______________________

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