Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat

First Semester
VISION GOALS

Trailblazer in arts, science and technology in the region. The SKSU desires to provide quality education that will
produce globally competitive, productive and value-laden human
MISSION resources for sustainable development.
The university shall primarily provide instruction and
professional training in science and technology, agriculture,
fisheries, education and other relevant field of study. It shall also
undertake research and extension services, and provide
progressive leadership in its areas of specialization.

University Objectives:

Enhance competency development, commitment, professionalism, unity and through spirit of service for public accountability, transparency and
delivery of quality services.
a. Enhance competency development, professionalism, unity and true spirit of service for public accountability, transparency and delivery
of quality services.
b. Provide relevant programs and professional trainings that will respond to the development needs of the region. Provide relevant
programs and professional trainings that will respond to the development needs of the region.
c. Strengthen local and international collaborations and partnerships for borderless programs.
d. Develop a research culture among faculty and students..
e. Develop and promote environmentally – sound and market driven knowledge and technologies at par with international standards.
f. Promote research – based information and technologies for sustainable development.
g. Enhance resource generation and mobilization to sustain financial viability of the university.

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Program Objectives and its relationship to University Goals:
Program Objectives GOALS
In harmony with the vision and mission of the university and guided by the goals of the College; a b c d E f G
1. Provide strong foundation of basic education across the different learning areas in grade school. ∕ ∕
2. Innovate teaching strategies responsive to the needs of diverse learners through experiential learning. ∕ ∕ ∕
3. Develop instructional materials suited to the learner’s capabilities. ∕ ∕
4. Create a child-friendly environment that would foster a sense of self – worth and security. ∕
5. Respond appropriately to the cultural diversity of the pupils for greater and effective learning development imbued with the university’s core values. ∕

1. Course Code : PROFED 606

2. Course Title : Assessment of Students’ Learning 1
3. Pre-requisite : none
4. Credit : 3
5. Course Description:
This course covers the development and utilization of alternative forms of assessment in measuring authentic learning.

6. Course Learning Outcomes and Relationships to Program Educational Objectives

Course Learning Outcomes Program Objectives

At the end of the semester, the students can: a b C D e
1) Explain the nature and roles of a good assessment and its relevance to learners, teachers, parents and ∕ ∕ ∕ ∕ ∕
stakeholders;
2) Critique teacher-made tests using principles of high quality assessment; ∕ ∕ ∕ ∕
3) Construct sample of valid classroom assessment tests for measuring target learning outcomes; ∕ ∕ ∕
4) Interpret a given set of assessment data for reporting purposes; ∕ ∕ ∕ ∕ ∕
5) Expound on the requirements of student assessment for its use to improve student performance. ∕ ∕ ∕

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7. Course Content

Course Objectives, Topics, Desired Student Outcome – Based Evidence of Course Progra Values
Time Allotment Learning Outcomes Assessment (OBA) Outcomes Objectiv m Integration
Activities es Outcom
es
Topic 1: SKSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 hours)
1. Discuss the VMGO of the Students can be Individual participation Rubric score
University, classroom aware of and in class discussion and cards of class 1, 2, 3 a, b, c d Value of
policies, scope of the course, appreciative of the group presentation participation appreciation
course requirements and University’s VMGO, using a rubric to accomplished
grading system. classroom policies, assess quality of by: Professor
course overview, participation. Peer
requirements and  Through Group
grading system. Chat/E-mail/FB
Topic 2. Concepts and relevance of assessment (7 hrs)
Students can explain the
2.0 Measurement, Testing, nature and roles of a good -interactive lecturing -Students 1, 2, 3, 4, b, c, d Value of
Assessment, and Evaluation assessment and its -assigned reading classify 5 cooperation
2.1 Measurement relevance to learners, -learning partner assessments & respect of
2.2 Testing teachers, parents and -concept clarification and differentiate one’s ideas
2.3 Types of Tests stakeholders . *Through Group categories.
- according to mode of response Chat/E-mail/FB - teacher gives
-according to ease of -Compare and contrast situations for
quantification of response measurement, students to
-according to mode of assessment, testing and identify types of
administration evaluation. test
-according to test constructor
-according to mode of
interpreting results
-according to nature of answer
2.4 Functions of Testing
-instructional
-administrative
-research and evaluation
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Date Revised : July 2020
Date implemented: 1st Semester 2020-2021
Revised by: CHARISSA JOY A. GUMBAN
-guidance functions
2.5 Assessment
-nature of assessment
-purposes of assessment
2.6 Evaluation
2.7 Relationship among
measurement, test and
evaluation
3. Relevance of assessment to:
-students
-teachers
-parents
-administrators and program
staff
-policymakers

Topic 3. Roles of Assessment (8 hrs)

3.1 Roles Students can explain the
- placement assessment various roles of -lecture -Oral 1, 3, 4 b, c, d Value of
- formative assessment assessment to learners, - assigned readingspresentation openness
- diagnostic assessment teachers, parents and - reporting output from and
- summative assessment other stakeholders. - assessment
selected truthfulness
scenarios students
3.2 Taxonomy of approaches to -concept mapping -from various
assessment * Through Group
presentations,
Chat/E-mail/FB they write down
commonalities
and differences
Topic 4. Appropriateness and Alignment of Assessment Methods to Learning Outcome (7 hrs)
4.1 Identifying learning Students can match
outcomes learning outcomes with -Work along activities - performance 1, 4, 5 a,b,c,d,e Value of
4.2 Taxonomy of learning appropriate assessment -assessment criteria for creativity
domains method. scenarios assessing
-cognitive - method selection student’s work.
-psychomotor * Through Group
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-affective Chat/E-mail/FB
4.3 Types of assessment
methods
- selected response
-constructed response
-teacher observation
-student self assessment
-matching learning targets with
assessment methods

Topic 5. Validity and Reliability (7 hrs)

1. Validity Students can cite -Graded
1.1 sources of information evidences of validity and -reflective lecturing recitation 1, 4, 5 a, b c, d Value of
-content-related evidence reliability in teacher-made -work along activities -scenario based honesty
-criterion-related evidence tests. -reporting problem solving
-construct-related evidence -critiquing activity learning
1.2 unified concept of validity * Through Group -students
1.3 validity of assessment Chat/E-mail/FB evaluate
methods learning plans
1.4 threats to validity and assessment
evidences.
2. Reliability
-stability
-equivalence
-internal consistency
-scorer or rater consistency
-decision consistency
2.2 measurement errors
2.3 reliability of assessment
methods
Topic 6. Practicality and Efficiency (7 hrs)
6.1 familiarity with the method Students can describe -reflective lecturing
6.2 time required hoe testing can be made -collaborative learning Scenario-based 1, 2, 4,5 b, c, d Value of
6.3 ease in administration more practical and -assessment scenarios problem solving hardwork
6.4 ease in scoring efficient. learning and patience
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6.5 ease of interpretation
6.6 cost

Topic 7. Ethics (7 hrs)

7.1. students knowledge of Students can recommend
learning targets and actions to observe ethical -Collaborative learning Oral graded 4,5 a, b, c, Value of
assessments standards in testing. -classroom recitation d, e teamwork
7.2. opportunity to learn assessment practices and
7.3. prerequisite knowledge and * Through Group creativity
skills Chat/E-mail/FB
7.4.avoiding stereotyping
7.5 avoiding bias in assessment
tasks and procedures
7.6 accommodating special
needs
7.7 relevance
7.8 ethical issues
Topic 8. Planning the Test (8 hrs)
8.1. overall test development Students can prepare a -graphical presentation
process table of specifications -reflective lecturing -performance –
8.2. identifying purpose of test aligned with the specified * Through Group based 1,2,4,5 a,b,c,d,e
8.3. specifying learning learning outcomes. Chat/E-mail/FB construction of Value of
outcomes table of teamwork
8.4. preparing a test blueprint specification and
creativity
Topic 9. Selecting and Constructing Test Items and Tasks
9.1 Categorizing test types Students can select and -Writing test items -performance 2, 3, 4 a, b, c, d
9.2 Relating test types to levels construct appropriate test - reviewing multiple- tasks to
of learning outcomes items and tasks for choice items construct
a. measuring knowledge and classroom assessment. -critiquing matching various item
simple understanding type items types
b. measuring deep * Through Group - rule application
understanding Chat/E-mail/FB to improve
9.3 constructing objective supply different item
of items types
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 a. completion - constructing a
b. short-answer items rubric
9.4 constructing non-objective
supply types
a. restricted-essay
b. extended-essay
9.5 constructing selected-
response types
a. binary-choice
b. multiple-choice
c. matching type

Topic 10. Improving Classroom Tests

10.1Judgemental item- Students can apply -Interactive lecturing -application of 1,2,3 A,b,c,d
improvement procedures for improving -group discussion procedures for
a. teacher’s own review a classroom-based * Through Group item
b. peer review assessment test. Chat/E-mail/FB improvement
c. student review -problem-
10.2Empirically-based solving
procedures
a. difficulty index
b. discrimination index
c .distracter analysis
d. sensitivity index
Topic 11.Utilization and Assessment of Data
11.1 Types of Test scores Students can provide -lecture -scenario-based 3,4 b,c,d
a. raw and percentage score meaning to test results -demonstration problem solving
b. percentage rank using norm-referenced -conversion and
c .standard scores and criterion-referenced interpretation of scores
-z-scores interpretation. -comparison and
-normal curve equivalent contrast
11.2 Types of test scores * Through Group
interpretations Chat/E-mail/FB
-norm-referenced
-criterion-referenced
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Topic 12. Grading and Reporting of Assessment Results
1. Grading Students can utilize -Grade calculations -matrix 1,2,3,4,5 a,b,c,d,e
1.1 analysis of assessment data assessment results to -debate completion
1.2 interpretation and monitor student’s learning -comparative analysis - essay
computation of grades progress and * Through Group
- types of comparisons achievements. Chat/E-mail/FB
- approaches to grading
-grading issues
2. Reporting
2.1 report card
2.2 parent-teacher conference
2.3 narrative report
2.4 portfolio
2.5 student conference
3. Principles of effective grading
and reporting

Grading System:

Reporting, participation/ Project 25%

Quizzes, assignment 20%
Midterm/Final Exams 50%
Attendance 5%

References:

Corpuz, B. & Salandanan, G. (2003). Principles and strategies of teaching. Quezon City. Lorimar Publishing, Inc.
Lucas, Ma.R. & Corpuz, B. (2013). Facilitating learning, 3rd edition. Quezon City. Lorimar Publishing, Inc.
Navarro, R. & De Guzman, R.. (2013). Authentic Assessment of student learning outcomes, 2 nd edition. Quezon City, Lorimar Publishing.
Santos, R. & De Guzman R. (2007). Advanced methods in educational assessment and evaluation. Quezon City. Lorimar Publishing Inc.
Santos, R. & De Guzman R. (2007). Assessment of learning. Quezon City, Lorimar Publsihing Inc.

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Prepared: ROSALINDA M. ONA Reviewed: CECILIA D. BESANA
Subject Teacher Faculty

Recommending Approval: Approved:

YOLANDA C. DAPITAN RANDE B. DECHAVEZ, Ph.D.

Program Chairman Campus Director

Revised: July, 2020

Revised by: Rosalinda M. Ona

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