Educ 5 Syllabus 1.25.21

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 Local 101
CBSUA-PIL-SYL-CDE-EDUC5
COLLEGE OF DEVELOPMENT EDUCATION
PHILOSOPHY UNIVERSITY GOALS
Education for Sustainable Human Development 1. Provide quality education experience to the students
2. Generate innovative technologies for commercialization
VISION 3. Empower communities and other stakeholders
4. Enhance university resources
A leading university of agriculture in the Philippines by 2018 and in
the ASEAN Region by 2024 CORE VALUES
MISSION 1. Quality and Excellence

2. Liberalism
We are committed to produce globally competitive graduates, to 3. Institutional Pride
develop viable agri-industrial technologies, and to help build resilient 4. Professionalism
and sustainable communities. 5. Teamwork and Unity
UNIVERSITY GOALS
COLLEGE GOALS
1 2 3 4 5 6
1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of / / / / / /
instruction, research and publication, and extension.
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2. Promote quality teacher education programs that prepare world-class teachers. / / / / / /

3. Develop relevant and responsive educational technologies through research. / / /
/
4. Catalyze development through community engagement. / /
5. Improve human and physical resources. /
PROGRAM OUTCOMES COLLEGE GOALS
After four years, the graduates of the BEED & BSE program shall: 1 2 3 4 5
1. Articulate the relationship of education to larger historical, social, cultural and political processes. / / / / /
2. Facilitate learning using a wide range of teaching methodologies in various types of environment. / / / / /
3. Develop alternative teaching approaches for diverse learners. / / / / /
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery / / / / /
and educational assessment.

Trunkline: (054) 871-5531-33 Local 101
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. / / / / /
6. Practice professional and ethical teaching standards to respond to the demands of the community. / / / / /
7. Pursue lifelong learning for personal and professional growth. / / / / /
STUDENTS OUTCOMES (BEED & BSE PROGRAM OUTCOMES) PROGRAM OUTCOMES
By the time of graduation, the students of the BEED & BSE program shall be able to: 1 2 3 4 5 6 7
a. Demonstrate in-depth understanding of the development of elementary and secondary learners.
√ √ √ √ √ √ √
b. Exhibit comprehensive knowledge of various learning areas in the elementary and secondary
curricula. √ √ √ √ √ √ √
c. Create and utilize materials appropriate to the elementary and secondary level to enhance
teaching and learning. √ √ √ √ √ √ √
d. Design and implement assessment tools and procedures to measure elementary and secondary
learning outcomes. √ √ √ √ √ √ √

Trunkline: (054) 871-5531-33 Local 101
COURSE SYLLABUS
1. Course Number EDUC 5

2. Course Name Assessment of Learning 1
3. Description This course is focused on the principles, development and utilization of conventional assessment tools to
improve the teaching-learning process. It emphasizes on the use of assessment of, as, and for, in
measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor or effective
domains. It allows students to go through the standard steps in test construction and development and the
application in grading system
4. Credit Units 3
5. Pre- requisite None
6. Semester Offered 2nd Semester
7. Values Integration Teamwork and Cooperation, Responsibility, Patience, Creativity, Courage, Self-confidence, Nationalism
and Patriotism and Perseverance
Time Intended Learning Outcomes (ILOs) Topic Teaching and Assessment Task
Allotment Learning Activities
Week 1 a. SIRANG Webinar Series v.2
sponsored by OSAS
b. Enrollment of students in the
VLP

Trunkline: (054) 871-5531-33 Local 101
Week 2
In this learning experience, the students ORIENTATION Power point Synchronous virtual
are expected to: 1.Philosophy, Vision, Mission and presentations with orientation
Goals (PVMGO) of the University video/audio narrations Online recitation
1.Imbibe the CBSUA PVMGO 2. Course Outline Learning contract
2.Appreciate the contents and 3.Grading System Powerpoint on
requirements of the course 4.Classroom Policies netiquette for virtual
learning
In this learning experience, the students

Week 3 are expected to: Chapter 1. Basic Concepts in - Interactive For knowledge:
Assessments. Lecture/discussion Formative test
a. To provide students with the basic a. Assessment: Definitions, - Cooperative Summative test
information in assessing learning functions and importance Learning. Oral test
outcomes b. Roles of Assessment
b. Compare and contrast the different c. The Outcomes of Student For process:
terminologies. learning Graded recitation
c. To encourage deep appreciation of d. The outcomes of student using rubric
assessment in teaching and Learning
For understanding:
learning e. Formulating Educational Problem analysis and
d. Explain the meaning of assessment Objectives and Learning
reflections
FOR, OF, and AS. Outcomes
For product: Portfolio
e. Discuss the functions and purposes f. Assessment Strategies in the preparation
of assessment Outcome-based Education
g. Show the similarities and
differences of traditional
method and the outcome-

Trunkline: (054) 871-5531-33 Local 101
f. To provide instruction that will based education method of

enable the students to understand assessment.
outcome based education h. Construct appropriate
learning objectives using
behavioral terms for specific
domain and its level.
i. Match test items with learning
outcomes.
Week 4 Chapter 2. Determining Progress - Lecture and
In this learning experience, the students Towards the Attainment of discussion For knowledge:
are expected to: Learning Outcomes - Cooperative learning Formative test
- Reporting Summative test
- Concept formation Oral questioning
a. 1. Provide expected learning
outcomes with clarity of information.
For process:
b. Determine appropriate assessment Graded recitation using
methods or procedure for assessing rubric
various level of educational For understanding:
objectives. Problem analysis and
c. Discuss the properties of good reflections
measuring instruments For product: Portfolio
d. Explain how to effectively prepare preparation using
a teacher made test and a rubric with peer and
standardized test teacher assessment
e. Follow an effective steps in
conducting a test

Trunkline: (054) 871-5531-33 Local 101
f. Write down a test map or a table of

Specifications.
g. Construct the different objective
type and essay type of tests.
h. Demonstrate the other evaluative
instrument.
Week 5 Chapter 3. Analyzing, and - Interactive lecture For knowledge:
In this learning experience, the students Improving Test. - Problem based Quiz
are expected to: a. Item Analysis learning Consolidation and
b. Validation - Cooperative learning practice test
a. Analyze the characteristics of each Graded Board work
Summative test
item in a test by difficulty and
Oral test
discrimination index.
b. Analyze the nature of the whole test. For process:
c. Determine the validity of the Graded recitation using
instrument as to appropriateness, rubric
correctness, meaningfulness, and
usefulness. For understanding:
Problem analysis and
reflections
For product: Portfolio
preparation
Week 6 Assessment 1 Submission of
matrices of the levels
of
● Cognitive domain

Trunkline: (054) 871-5531-33 Local 101
● Psychomotor
domain
● Affective domain
Week 7 In this learning experience, the students Chapter 4.
are expected to: Utilization of Assessment Data Interactive lecture For knowledge:
a. Grouping of scores Problem based learning Quiz
a. Group data through step and/or Cooperative learning Consolidation and
b. Measures of central
frequency distributions practice test
tendency Graded Board work
b. Compute clustering, variability c. Measures of Variability Summative test
and position of scores or values d. Standard Scores Oral test
of performances. e. Skewness
c. Compare performances by f. Kurtoses For process:
standard scores. Graded recitation using
g. Mark and Marking
rubric
d. Determine the value of skewness system.
and kurtoses.
e. Transmute raw scores by
criterion-referenced grading.
f. Transmute raw scores by norm-
referenced grading.
Week 8-9 In this learning experience, the students Chapter 5. Distinguishing and Interactive discussion Online Quiz
are expected to: Constructing Various Paper-and of the different types of Critique of the
Paper Test test examples of test
1.Construct a Table of Specifications Writing of examples of types
the different types of Group presentation
of table of

Trunkline: (054) 871-5531-33 Local 101
2. Construct paper-and-pencil tests in test in the different specifications by field

accordance with the guidelines in test fields of specialization’ of specialization
construction Constructing a Table of Crafting of scoring
Specifications for the rubrics for essay
different types of test. examination
Week 10- In this learning experience, the students Chapter 6. Item Analysis and Exercises on the Synchronous
11 are expected to: Validation interpretation of: teaching
● Item analysis Online quiz
1.Explain the meaning of: ● Item validity
● Item analysis ● Reliability
● Validity ● Difficulty Index
● Reliability ● Discrimination
● Difficulty index Index
● Discrimination index
2.Determine the validity and reliability of
given teat items
3. Determine the quality of a test item
by its difficulty index, discrimination
index and plausibility of options (for a
selected-response test)
Week 12 Assessment 2 Synchronous

teaching
Problem Solving on
● Item validity
● Reliability

Trunkline: (054) 871-5531-33 Local 101
● Difficulty index
● Discrimination
index
Week 13-14 In this learning experience, the students Chapter 7: Measures of Central Interactive lecture Problem-Solving on
are expected to: Tendency and Problem Solving and measure of Central
Dispersion/Variability Interpreting Tendency and
1.Explain the meaning and function of Measure of variability
the measures of dispersion/variability Interpreting given
A. Measure of Dispersion or Variability data.
● Range
● Variance
● Standard Deviation
2.Distinguish among the measures of
central tendency and measures of
variability/dispersion
Explain the meaning of normal and
skewed score distributions
Week 15- In this learning experience, the students Chapter 8: Grading Systems and Exercises on norm- Synchronous
16 are expected to: the Grading System of the referenced and teaching
Department of Education criterion-referenced Online Quiz
1.Distinguish between norm-referenced grading Problem-Solving on
and criterion-referenced grading; Exercises on ● Norm-referenced
cumulative and averaging grading averaging and grading
system cumulative grading ● Criterion
2. Compute grades of grade levels systems. referenced
observing DepEd guidelines grading

Trunkline: (054) 871-5531-33 Local 101
Interactive discussion ● Averaging

of DepEd Order No. 8, System
s. 2015) ● Cumulative
System
Essay Test on “What
does a student’s
grade mean?
Week 17 In this learning experience, the students Demo-teaching 1. Develop lesson plan Synchronous
are expected to: with appropriate teaching
objectives, activities, Crafting of scoring
Apply assessment of learning concepts assessment tool and rubrics for lesson
in teaching evaluation. planning and demo
teaching
2. Process and
interpret the evaluation
result.
Week 18 Assessment 3 Perform an individual
virtual demo teaching
11. Course Evaluation

Assessment 1 - 30%
Assessment 2 - 30%
Assessment 3 - 40%
TOTAL 100%

Trunkline: (054) 871-5531-33 Local 101
12. Teaching and Learning Facilities/Equipment

Lecture guides, VLP modules, audiovisual presentations, video clips, laptop
13. References
A. Books
Assessment in the Learning Process 1: Outcomes-Based Assessment Fourth Edition, Rosita L. Navarro, Ph.D. , Rosita G.
Santos, Ph.D., Brenda B. Corpuz, Ph.D.
Audet R and Jordan L. (2005) Integrating Inquiries Across the Curriculum. California: Sage Pub. Co.
Baker, E.L. (1992) The Role of Domain Specifications in Improving the Technical Quality of Assessment. Los Angeles: University of
California Centre for Research and Evaluation.
Brookhart, Susan (2013) Learning Outcomes assessment: A Practitioner’shandbook: Higher Education Quality Council of Ontario
Identifying Learning Outcomes and Selecting Assessment in higher education: West-port: Libraries, Unlimited
Identifying Learning Outcomes and Selecting Assessment Tasks: Teaching Common: New York University
Types of Rubrics (2015). Chicago, III: De Paul University
Kaplan, Robert M. and Dennis P. Saccuzo. (2001) Psychological testing:principles, applications and issues. Singapore: Thomson
Learning Asia
Course Title: Prepared by: Recommending Approval: Approved by:

Assessment of
Learning 1
Date Effective: MELINDA P. PAN, PhD CHRISTOPHER B. DACER, PhD MYRA LUZ M. HOMILLANO, PhD RAQUEL M. REAPOR, PhD
nd
2 semester SY Associate Professor IV Chairperson, Chairperson, Dean
2020-2021 Elementary Education Program Secondary Education Program
Date Signed:

Trunkline: (054) 871-5531-33 Local 101

Educ 5 Syllabus 1.25.21

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

COLLEGE OF DEVELOPMENT EDUCATION

PHILOSOPHY UNIVERSITY GOALS

MISSION 1. Quality and Excellence

Effectivity Date: April 2, 2018 Rev: 0 Page 1 of 13

2. Promote quality teacher education programs that prepare world-class teachers. / / / / / /

PROGRAM OUTCOMES COLLEGE GOALS

Effectivity Date: April 2, 2018 Rev: 0 Page 2 of 13

STUDENTS OUTCOMES (BEED & BSE PROGRAM OUTCOMES) PROGRAM OUTCOMES

Effectivity Date: April 2, 2018 Rev: 0 Page 3 of 13

1. Course Number EDUC 5

Effectivity Date: April 2, 2018 Rev: 0 Page 4 of 13

In this learning experience, the students

Effectivity Date: April 2, 2018 Rev: 0 Page 5 of 13

f. To provide instruction that will based education method of

Effectivity Date: April 2, 2018 Rev: 0 Page 6 of 13

f. Write down a test map or a table of

Effectivity Date: April 2, 2018 Rev: 0 Page 7 of 13

Effectivity Date: April 2, 2018 Rev: 0 Page 8 of 13

2. Construct paper-and-pencil tests in test in the different specifications by field

Week 12 Assessment 2 Synchronous

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Effectivity Date: April 2, 2018 Rev: 0 Page 10 of 13

Interactive discussion ● Averaging

11. Course Evaluation

Effectivity Date: April 2, 2018 Rev: 0 Page 11 of 13

12. Teaching and Learning Facilities/Equipment

Course Title: Prepared by: Recommending Approval: Approved by:

Effectivity Date: April 2, 2018 Rev: 0 Page 12 of 13

Effectivity Date: April 2, 2018 Rev: 0 Page 13 of 13

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