PWU-CDCEC CALAMBA

ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0922-821-6938/0939-904-3185/0917-527-5465 Tel. No: (049) 508-1963/ (02)420-8209

ASSESSMENT IN LEARNING 1

Course Title: Assessment in Learning 1

No. of Units: 3 Units
No. of Hours: 3 Hours every week for 18 weeks or 54 Hours for a semester.

Course Description: Assessment of Student Learning 1

This course focuses on the principles, development and utilization of conventional assessment tools to improve teaching-learning process. It
emphasizes on the use of assessment of, as, and for.

Learning Outcomes:

At the end of the course, the students should be able to:

Knowledge
1. Identify important purposes of both classroom and large scale assessments.
2. State the benefits of specifying clear and appropriate learning targets

Skills
1. Discuss the characteristics of the different concepts in assessment of learning
2. Construct self-made test items based on the Table of Specifications and guidelines in writing test items. The students must be able to
compute and use the different measures of variability.

Values
1. Recall the Taxonomy of educational objectives
2. Appreciate the important roles of Assessment of Learning in Instructional Decisions
 Course Outline and Timeframe:

Period
Week Topics
Covered
1-2  Basic Concepts in Assessing Student Learning
Prelim
3-4  Roles of Assessment in Instructional Decisions
5 Prelim Examination (July 16, 17, 18)
Midterm 6-9  Principles of High Quality Assessment
10 Midterm Examination (August 16, 17, 18)
Pre-Fi 11-14  Development of Classroom Assessment Tools
15 Pre-Final Examination (September 17,18,19)
Final 16-17  Utilization of Test
18 Final Examination (October 18, 19, 20)

Learning Plan:

PERIOD
LEARNING OUTCOMES TOPIC METHODOLOGY RESOURCES ASSESSMENT
COVERED
L,O (K)  Basic Concepts 1. What is Ascher, C. (1900). Can How would you distinguish
 Differentiate in Assessing Measurement? performance-based each of the following
measurement, Student 2. What are the assessments improve assessments:
assessment, and Learning Methods in urban schooling/ ERIC
evaluation Collecting Data? Digest. http:// a. Administrative
O,P (S)  Measurement 3. How to make an www.eric.ed.gov/content b. Instructional
 Discuss the  Evaluation Evaluation? delivery/servlet/ERICSer c. Research
characteristics of the  Assessment 4. What are the vlet?.accno=ED327612
different concepts in Functions of Individual Work.
assessment of Assessment? Chase, C. I.. 1999.
learning Contempoary A. Prepare a chart
Assessment. New york: showing the basic
Longman concepts of
O,P (S) assessment. Show the
 Gredler, M.E. features of each.
 Distinguish 1997.Classroom B. Prepare a learning
measurement, Assessment and portfolio. Take note of
evaluation, and Learning. New York: the elements.
assessment in varied Longman
PRELIM classroom activities.
Principles of
assessment.
http://www.fairtest.org/pri
nciples-and-indicators-
students-assessment-
system

O,P (S)  Roles of 1. What are the ways Airasian, PW 1997. Answer the following questions:
Assessment in How Assessment Classroom assessment.
 Name types of Instructional Enhance NY: McGraw Hill. 1. How can a teacher come up
measurement and Decisions Instruction? with an effective instructional
assessment Characteristics of 2. Give the seven http://www.ed.gov/pubs/f decisions?
procedures that are Authentic Criteria for ormative/OR/ConsumerG
helpful in instructional Assessment Assessment. uidesperfasse.htl 2. What must a teacher do to
decisions. 3. During Instruction, determine the students skills
 Ways How How to make a and abilities that are needed to
L (K) Assessment formative begin instruction?
 Identify important Enhance Assessment?
purposes of both Instruction 4. How to make a 3.What is a diagnostic
classroom and large  Instructional Summative assessment? When is this
scale assessments. Decisions Assessment? assessment given?
 Assessment in
O,P (S) the
Instructional 1.
 Cite differences Process H
between
standardized testing
and classroom
assessment.
L (K)
  Characterize
assessment that will
influence instructional
decisions.

 Prelim Examination (July 16, 17, 18)

L (K) 1. Anastasi, a. 1998 1. Summative Test
 Recall the Taxonomy  Principles of High 1. Design a Teacher- Psychological Testing.
of educational Quality made test New York, New York: 2. Group Work
MIDTERM objectives Assessment MacMillan Publishing
2. What are the Clarity of Company.
 State the benefits of  Teacher-Made Learning Test?
specifying clear and Test
appropriate learning  Learning Targets 3. Give the set of Guiding
targets  Stating General Principles for High Quality
P (S) Learning Assessment.
 Discuss the kinds of Outcomes
achievement targets  How to select 4. Discuss the Bloom’s
as indices of learning Assessment Taxonomy.
Targets
 Write illustrative  What is a Test 5. Ethics in Assessment.
learning targets from  Qualities of Good
a lesson in Test Instruments
elementary or high  Practicality and
school subject Efficiency of
O, P (K) Assessment of
 Distinguish desirable Student Learning
qualities of good test  Ethics in
instruments as bases Assessment
for judging the quality  What are Non-
of classroom tests
assessment.  Test
Standardization
 P, O(V)
 Characterize types of
non-test instruments
 Explain test
standardization
 Classify types of
validity and reliability
 Techniques in
establishing validity
and reliability
Midterm Examination (August 16, 17, 18)
O, P (S) Chase, C.I 1999, 1. Essay
 Development of 1. Ethics in Assessment. Contemporary
 Point out the parts of a Classroom Assesment of Educators. 2.Group Work
Table of specifications 2. Discuss the Table of New York: Longman 1.
 Explain how a Table of  Planning the test Specifications
Specifications is  Table of
prepared Specifications 3. How Can the Use of
 Construct a Table of  Test designing TOS Benefit the Students?
Specifications and Construction 1.
 Match learning  Matching Test
objectives with test Items to Specific
formats Learning
 Clarify the different Outcomes
PRE-FI  Suggestions for
types of teacher-made
test according to their Using and Writing
nature and use Test Items
 State the rules in  Determining the
constructing tests Number of Test
 Construct self-made test Items.
items based on the
Table of Specifications
and guidelines in writing
test items.
  Pre-Final Examination (September 17,18,19)
L, P (K)  Utilization of Test 1. Know how to use http://www.eric.ed.gov/co Look for an example of a
the test results on ntentdelivery/servlet/ERI holistic and analytic rubrics. Be
 State how useful test  Uses of Test its best to the CServlet? sure to present it on a metric
score Scores parents. form for oral reporting.
 Explain standardized  Standardized 2. Discuss and Hart, Dian. 1994.
tests Tests Explain the Authentic Assessment.
 Describe the  Department of Standardized CA: Addison-Wesley
differences between Education Grading Tests Publishing Co.
norm-referenced and System 3. Discuss and
criterion-referenced  DepEd Guidelines Explain the
interpretation of on Card DepEd’s Grading
assessment  Table of System
performance in terms Equivalence
of how scores are  Authentic
reported Assessment
 Identify grade
FINAL
descriptors used in
public and private
schools.
 Go through official
DepEd policies to
private schools’
grading policies
currently utilized in
public schools
 Compare DepEd
policies to private
schools’ grading
policies
 Present a clear
picture ofDepEd
guidelines on card.
 Final Examination (October 18, 19, 20)
 Course Map:

General Education (G.E.) Outcomes Assessment in Learning 1

KNOWLEDGE
1. Identify important purposes of both classroom and large scale assessments. L, P
2. State the benefits of specifying clear and appropriate learning targets L

SKILLS
1. Discuss the characteristics of the different concepts in assessment of learning P,O
2. Construct self-made test items based on the Table of Specifications and guidelines in writing test items. The students must
L, P, O
be able to compute and use the different measures of variability.

VALUES
1. Recall the Taxonomy of educational objectives O
2. Appreciate the important roles of Assessment of Learning in Instructional Decisions L, P, O

Legend:

L ……….Learned
P ……….Practiced
O ……….Opportunity to learn

Assessment in Learning 1 Required Readings and Other Materials:

Ascher, C. (1900). Can performance-based assessments improve urban schooling/ ERIC Digest. http:// www.eric.ed.gov/content
delivery/servlet/ERICServlet?.accno=ED327612
Chase, C. I.. 1999. Contempoary Assessment. New york: Longman

Gredler, M.E. 1997.Classroom Assessment and Learning. New York: Longman

Principles of assessment. http://www.fairtest.org/principles-and-indicators-students-assessment-system

Anastasi, a. 1998 Psychological Testing. New York, New York: MacMillan Publishing Company.

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?

Hart, Dian. 1994.Authentic Assessment. CA: Addison-Wesley Publishing Co.

https://www.classroomassessments.com/blog/assessment-for-learning-vs.-assessment-of-learning