Republic of the

Philippines
UNIVERSITY OF ANTIQUE- HAMTIC CAMPUS
Guintas, Hamtic, Antique

Vision

Leading University in Science and Technology by 2022.

Mission

The University shall provide quality, relevant, and responsive scientific technological and professional education and advanced training in different areas of specialization, and
shall undertake research and extension services in support to socio-economic development of Antique, the Filipino nation, and the global community.

Course Syllabus in Language and Literature Assessment

(Revised as of June, 2015)
I. Identifying Information:

Course No. : ENG 27 Credit Units : 3

Course Title : Language and Literature Assessment No. of Hours : 54
Semester Offered/AY : 1st Semester, 2015-2016

II. Course Description:

Develop the ability to construct both discrete and integrative listening, speaking, reading, writing, and literature test for language proficiency and achievement and literary
competence.

III. General Objectives:

At the end of the semester, the students are expected to:
Cognitive : Identify the different principles and procedures in language and literature testing;
Infer the underlying theoretical assumptions in language and literature assessment;
Affective : Value the importance of administering reliable, concise, and valid language tests;
Psychomotor : Prepare a valid, reliable, test questionnaire in English language testing.

IV. Topical Outline

 Course Content Specific Objectives Strategy/Learning NCBTS Values/Thrusts Evaluation/Assessment No. of
Activity Integrated Hours
Part I: Orientation
1. Vision The student should Self-introduction Domain 2: Learning Environment Understanding One Individual student’s
2. Mission be able to: activity 2.1.1 Maintains a learning self and others verbal description of self 1
3. School Rules “Adjectival Name” environment of courtesy and respect
and Policies 1. acquaint students for different learners(ability, culture, Goal setting Written examination
4. Classroom with each other for Lecture gender)
Policies the establishment of
5. Course good relationship and 2.3 Makes the physical environment
Requirements rapport; safe and conducive to learning.
and 2. recall the vision,
Expectations mission, school rules 2.4 Establishes and maintains
6. Grading and policies, course consistent standards of learner’s
System requirements, and behaviour.
grading system;
Part II: 1. discuss the Lecture-Discussion Domain 2: Learning Environment Importance of Written Test 3
I. Principles and different principles of 2.1.1 Maintains a learning Evaluation and
Purpose of language environment of courtesy and respect Assessment in
Language assessment; for different learners(ability, culture, Practical Situations
Assessment 2. understand the gender)
A. Key Concepts purpose of language 2.3 Makes the physical environment
B. Assessment assessment; safe and conducive to learning.
and Evaluation 3. define the different 2.4 Establishes and maintains
Principles concepts in consistent standards of learner’s
C. Purpose of assessment; behaviour.
Assessment 4. differentiate Domain 4: Curriculum
D. Functions of assessment from 4.1 Demonstrates mastery of the
Language Tests evaluation; subject.
5. discuss the 4.1.1 Delivers accurate and
functions of language updated content knowledge using
tests; appropriate methodologies,
6. participate actively approaches and strategies.
in classroom 4.1.5 Aligns with lesson objectives
discussion. the teaching method, learning
 activities and instructional materials
for resources appropriate to
learners.
4.1.6 Creates situations that
encourage learners to use high
order thinking skills.
4.1.7 Engages and sustains
learners’ interests in the subject by
making content meaningful and
relevant to them.

II. Types of 1. define the Domain 4: Curriculum

Language concepts of 4.1 Demonstrates mastery of the
Assessments assessment and subject
A. Kinds of evaluation; 4.1.3 Explains learning goals,
Assessment and 2. discuss the instructional procedures and content Developing Sense of Written Test 5
Evaluation different kinds of Library Research clearly and accurately to students. Responsibility among Reporting
B. Types of assessment and Lecture-Discussion 4.1.4 Links the current content with Students
Assessment Tools evaluation; past and future lessons.
C. Kinds of 3. explain the 4.1.5 Aligns with lesson objectives
Language Tests different types of the teaching method, learning
assessment tools; activities and instructional materials
4. comprehend the or resources appropriate to learners.
relationship between 4.1.6 Creates situations that
assessment and encourage learners to use high
evaluation; order thinking skills.
5. differentiate the 4.1.8 Integrates relevant scholarly
different types of works and ideas to enrich the lesson
assessment tools; as needed.
6. write different 4.1.8 Integrates relevant scholarly
kinds of language works and ideas to enrich the lesson
tests; as needed.
4.1.9 Integrates content of subject
area with other disciplines.
 Domain 4: Curriculum
4.1 Demonstrates mastery of the
lesson
4.1.5 Aligns with lesson objectives
the teaching method, learning
activities and instructional materials
or resources appropriate to learners.
4.4 Selects teaching methods,
learning activities and instructional
materials or resources appropriate
to learners and aligned to the
objectives of the lesson.
4.4.3 Provides activities and uses
materials which involve students in
meaningful learning.
4.4.4 Uses a variety of teaching
approaches and techniques
appropriate the subject matter and
the learners.

III. Approaches and 1. distinguish the Domain 2: Learning Environment Group Outputs
Techniques of different approaches Lecture-Discussion 2.3 Communicates higher learning Discipline Written Examination 4
Language Testing of language testing; Library Research expectations to each learner.
A. Approaches of 2. explain each Cooperative Learning 2.3.1 Uses individual and
Language Testing approach in cooperative learning activities to
B. Test Technique constructing improve capacities of learners for
language tests; higher learning.
3. discuss the 2.3.3 Provides learners with a
techniques in test variety of learning experiences.
construction;
4. apply each
technique in
constructing
language tests;
 5. write language test
items using the
technique
IV. Test Domain 4: Curriculum
Construction 1. identify the 4.1 Demonstrates mastery of the
A. Phases of different lesson
Evaluation steps/phases of Lecture-Discussion 4.1.5 Aligns with lesson objectives
B. Stages of Test evaluation; Cooperative Learing the teaching method, learning
Construction 2. discuss each step activities and instructional materials Valuing orderliness in Group Output
in constructing or resources appropriate to learners. performing tasks Written Test
language tests; 4.1.7 Engages and sustains 6
3. apply the learners’ interest in the subject by
techniques in making content meaningful and
constructing test relevant to them.
items ; Domain 2: Learning Environment
4. construct test 2.3 Communicates higher learning
items in language expectations to each learner.
and literature exams; 2.3.1 Uses individual and
5. discuss the steps cooperative learning activities to
in measuring the improve capacities of learners for
validity and reliability higher learning.
of tests; 2.3.3 Provides learners with a
6. determine the variety of learning experiences.
practical uses of tests
construction
Domain 4: Curriculum
V. Quantitative 1. define quantitative 4.1 Demonstrates mastery of the
Analysis analysis; lesson.
A. Criteria of a 2. identify the 4.1.6 Creates situations that
Good Test different criteria of a encourage learners to use high
B. Importance of good test; Cooperative Learning order thinking skills.
Quantitative Analysis 3. discuss the Lecture-Discussion 4.1.7 Engages and sustains
C. Common importance of Workshop learners’ interest in the subject by
Statistical Formulas quantitative analysis; making content meaningful and Making good choices in Written Test 5
relevant to them. life Workshop Output
 4. discuss the 4.1.8 Integrates relevant scholarly
importance of validity works and ideas to enrich the lesson
and reliability in as needed.
quantitative tests; 4.1.9 Integrates content of subject
5. determine the area with other disciplines.
essential features Domain 5: Planning, Assessing &
necessary in Reporting
quantitative tests; 5.2 Develops and uses a variety of
6. identify the appropriate assessment strategies
different types of to monitor and evaluate learning.
quantitative tests; 5.2.2 Employs non-traditional
7. apply the different assessment techniques.
common statistical
formulas used in
quantitative tests;
8. construct different
kinds of quantitative Domain 2: Learning Environment
VI. Qualitative tests. 2.3 Communicates higher learning
Analysis expectations to each learner.
A. Purpose 1. define qualitative 2.3.1 Uses individual and
B. Categories of analysis; cooperative learning activities to
Approaches 2. identify the improve capacities of learners for
C. Techniques for different categories of higher learning.
Monitoring Student qualitative 2.3.3 Provides learners with a
Progress approaches; Lecture-Discussion variety of learning experiences.
D. Types of 2. discuss the Cooperative Learning 2.3.5 Communicates and
Qualitative Analysis techniques in maintains high standards of learning
E. Feedback monitoring student performance.
Methods progress; Domain 4: Curriculum
F. Referencing 3. identify the 4.1 Demonstrates mastery of the Developing Honesty Written Examination
different types of lesson among Students Group Papers 8
qualitative analysis; 4.1.5 Aligns with lesson objectives
4. determine the the teaching method, learning
essential features activities and instructional materials
or resources appropriate to learners.
 necessary in 4.1.6 Creates situations that
qualitative analysis; encourage learners to use high
5. identify the order thinking skills.
different methods of 4.1.7 Engages and sustains
feedbacking; learners’ interest in the subject by
5. discuss the making content meaningful and
concept of relevant to them.
referencing in 4.4 Selects teaching methods,
qualitative analysis; learning activities and instructional
6. construct different materials or resources appropriate
kinds of qualitative to learners and aligned to the
tests. objectives of the lesson.

VII. Testing the Domain 2: Learning Environment

Receptive Skills 2.3 Communicates higher learning
A. Testing expectations to each learner.
Listening 1. discuss the roles 2.3.1 Uses individual and
B. Testing of testing in cooperative learning activities to
Reading developing the improve capacities of learners for
listening skills; Lecture-Discussion higher learning;
2. discuss the roles Writing Workshop 2.3.3 Provide learners with a
of testing in variety of learning experiences;
developing reading Work Ethics Written test
skills; Domain 4: Curriculum Service-oriented Workshop Output 6
3. explain the 4.1 Demonstrates mastery of the Checklists in Writing
process in testing lesson. Listening and Reading
listening; 4.1.5 Aligns with lesson objectives Tests
4. explain the the teaching method, learning
process in testing activities and instructional materials
reading; or resources appropriate to leaners;
5. apply the steps in 4.1.8 integrates relevant scholarly
constructing tests for works and ideas to enrich the lesson
listening skills; as needed;
 6. apply the steps in
constructing tests for
reading;
VIII. Testing the 7. write test items for Domain 2: Learning Environment
Productive Skills listening skill; 2.3 Communicates higher learning
A. Testing 8. write test items for expectations to each learner. Nationalism Workshop Output
Speaking reading skill. Lecture-Discussion 2.3.3 Provides learners with a Written Examination
B. Testing Writing Writing Workshop variety of learning experiences. Checklist in Writing 8
1. discuss the roles Speaking and Writing
of testing in Tests
developing the Domain 4: Curriculum
listening skills; 4.1 Demonstrates mastery of the
2. discuss the roles lesson.
of testing in 4.1.6 Creates situations that
developing reading encourage learners to use high
skills; order thinking skills.
3. explain the 4.1.7 Engages and sustains
process in testing learners’ interest in the subject by
listening; making content meaningful and
4. explain the relevant to them.
process in testing
reading;
5. apply the steps in
constructing tests for
listening skills;
6. apply the steps in
constructing tests for
reading;
IX. Testing 7. write test items for
Literature listening skill; Lecture-Discussion Domain 2: Learning Environment Written test
A. Rationale of 8. write test items for Cooperative Learning 2.3 Communicates higher learning Reflection Paper 8
Literature Testing reading skill. Writing Workshop expectations to each learner. Workshop Output
B. Types of 2.3.1 Uses individual and Commitment to serve Checklist in Constructing
Literature Tests cooperative learning activities to people Literature test
 C. Formats of 1. discuss the improve capacities of learners for
Literature Tests rationale of testing in higher learning.
literature teaching; 2.3.2 Encourages learners to ask
. Examples 2. discuss the roles questions.
of Literature Tests of testing in 2.3.3 Provides learners with a
developing skills in variety of learning experiences.
literature; 2.3.4 Communicates and
3. explain the maintains high standards of learning
process in literature performance.
testing;
4. identify the Domain 4: Curriculum
different types of 4.1 Demonstrates mastery of the
literature tests; subject
5. explain the 4.1.1 Delivers accurate and
process in testing updated content knowledge using
literature; appropriate methodologies,
5. apply the steps in approaches and strategies.
constructing tests for 4.1.4 Links the current content with
literature; past and future lessons.
6. apply the steps in 4.1.6 Creates situations that
constructing literature encourage learners to us high order
tests; thinking skills.
7. write test items for 4.1.7 Engages and sustains
literature. learners’ interest in the subject by
making content meaningful and
relevant to them.

IV. Course Requirements:

1. Attendance and participation in class discussion.
2. Exercises and class activities are scheduled on each topic in which students’ performance will be assessed.
3. Oral and written presentation of topics found in the course content.
4. Midterm and Final examination.
5. Compilation of Workshop Outputs.
6. Individual lesson plan using any of the methods.
V. Grading System
Academic excellence and integrity are time-valued ideals of the academe. Students’ performance in the second language proficiency will be assessed based from the academes’
approved system of grading.

Part I: Part II
Project - 15% Quizzes/Long Test - 30%
Recitation- 9% Periodical Examination- 40%
Attendance- 3%
Character- 3%

VI. References:
Acero, Victorina O, et al., (2000). Principles and strategies of teaching. Philippines: Rex Bookstore
Brown, J. D. (1994). Elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle.
Go, M and Posecion, O. (2010). Language and literature assessment : a comprehensive guide . Manila: Lorimar Publishing.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Richards, J. (2001). Curriculum development in language teaching (Cambridge language education). New York: Cambridge UP.
Ur, P. (1996). A course in language teaching: Practice and theory. New York: Cambridge University Press.

Prepared by: Approved by:

PROF. JOEFRY Q. BARCEBAL PROF. NOEL M. MONTAÑO

Course Facilitator Campus Director