Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

KAPALONG COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY

Maniki, Kapalong, Davao del Norte

VISION
The KAPALONG COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY envisions itself as a leading higher educational institution in Region XI, imparting knowledge, skills and
attitude through quality education and training, thereby molding globally competitive workforce responsive to local and global industry demands in support to the developmental efforts and
endeavors of the Local Government Unit.

MISSION

The KAPALONG COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY aims to:

ROVIDE relevant and quality academic programs in an
P
NVIRONMENT of excellence and
E
PPORTUNITIES for holistic development of
O
ROFESSIONAL competence and moral values
P
EADING towards global competitiveness and
L
MPLOYMENT of its graduates.
E
GOALS
The KAPALONG COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY commits to a five-point goal:
1. Provide quality industry-needed educational programs administered and delivered by highly qualified, well-trained and self-renewing Faculty and Staff.
2. Establish an institutional culture, adequate human and financial resources, and CHED compliant facilities.
3. Establish a vibrant institutional research culture across all disciplines.
4. Lead in the development and implementation of collaborative community extension programs to improve the local communities.
5. Foster an institutional culture where all stakeholders and members of the KCAST community are respected, valued, nurtured, and challenged.

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

(Approved per KCAST BOT Resolution No. 20 dated October 10, 2013)

Kapalong College of Agriculture, Sciences and Technology

THE TEACHER EDUCATION PROGAM
VISION
The program envisions to produce innovative, effective and globally competitive teachers imbued with ethical values who will uphold the teaching profession with
dignity and pride by rendering quality service to the school and community.

MISSION
The program aims to prepare the future teachers into the world of academe by providing standard and value-laden education through research and extension
services.

PROGRAM OUTCOMES:
The program commits to: (per CMO NO. 30, S. 2004)
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.
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.

(Approved by the Administrative Council per Resolution No. 02 dated June 24, 2014)

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

KAPALONG COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY

Maniki, Kapalong, Davao del Norte

COURSE SYLLABUS
Course Name Language and Literature Assessment
Course Credits 3 units
Course Description The course develops the student’s ability to construct to both discrete and integrative listening, speaking, reading and
writing imaginative piece demonstrating the accurate use of language to create deliberate effects including literature
tests to assess language proficiency and achievement, and literacy competence.
Contact Hours 17 hours
Prerequisite Field Study 1 (Learner’s Development and Environment)
Course Objectives At the end of the semester, the students should be able to:
1. Known and understand the features of English language.
2. Write literature clearly, accurately and effectively for a particular purpose or audience.
3. Respond to text in Prose, Poetry and Drama of different types and from different cultures.
4. Understand the ways in which writer’s choices of form, structure and language shape meaning s.
5. Know and identify the specific techniques in teaching each of the major components of language and
literature.
6. Construct and explain test items showing all the major components of language and literature.
7. Interpret test results using some of the basic test statistics.

COURSE OUTLINE AND TIME FRAME

Course Content/Subject Matter
Week 1-18 • Review on Nature, Importance and Structure of the Subject Area.
1. Language
2. Literature
3. Assessment
4. Evaluation
• Differentiate teacher made test from standardized test.
• The Role of Language Testing in the Classroom
• The Four Basic Types of Language Testing Areas
• Preparing Appropriate Assessment Tools
• Subjective and Objective Testing.

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Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

• Identifying Language Tests

• Test Item Writing 2nd Preparation
• Preparing Test Rubrics
• Assessing Passages and Composition
• Assessing Poetry , Prose and Drama
• Applying Procedures on Constructing Educational Tests
• Ways on Planning and Preparing the test
• Interpreting Test Results
- Raw Scores
- Percentile Ranks
- Measures of central tendency
- Standard Deviation
• Factors Affecting Scores as Evidence of Skills Improvement
• Applying Item Analysis for objective tests and rubrics for performance based assessment
• Explain the importance of computing basic statistics
• Workshop
 Construction and finalization on the different types of components of testing language and literature assessment
 Actual pre-testing and post-testing of constructed-test items.
 Analyzing test thru item analysis.
 Preparation of a frequency distribution table, objectives and Table of Specifications
 Calculate for mean, median, mode, standard deviation, percentile ranks, coefficient of correlation and reliability.
 Submission of Sample Test Results and Findings

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

LEARNING PLAN
Desired Learning Course Content/Subject Matter Textbooks/Refer Teaching and Assessment Resource Time
Outcomes (DLO) ences Learning Activities Task Materials Table
(TLAs)
At the end of the lesson, I. Orientation of the KCAST’s KCAST Class Orientation Group Handbook 1st
the students must have: A. Vision, Mission and Goals Handbook (pp. 2- Presentation week
1. Get acquainted with B. Classroom Policies 10) Lecture LCD Projector
the KCAST VMG, C. Grading System.
classroom policies Facilitation of Laptop
and grading Assigned topics
system.
At the end of the lesson, • Review on Nature, Importance Language • Discussion • Graded LCD Projector 2nd –
the students must have: and Structure of the Subject Area. Disorders: • Identifying Recitation 3rd
1. Defined and 1. Language A functional Examples through • Quiz Laptop week
explained the 2. Literature Approach to Brainstorming • Assignment
nature and 3. Assessment Assessment and • Diversity (fostering Slides
Structure of the 4. Evaluation Intervention respect and
subject area. • Differentiate teacher made test By: Owens, tolerance) Manila Paper
2. Identified common from Standardized test. Robert E. • Group Discussion
problems related to • Recitation Marker
structure of subject Evaluating • Concept Mapping
area. Educational • Enjoy
3. Identified the Outcomes • Diversity
differences By: Leonors •Student Centered
between language / Loyola Orlando Learning
literature tests,
measurement,
assessment, and
evaluation.
4. Known the types of
Language /
Literature

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

Assessment Tools;
types of
Evaluation /
Evaluative Tools.
At the end of the lesson, • The Role of Language Testing in Testing English • Group • Recitation LCD Projector 4th – 6th
the students must have: The Classroom as a Second Reporting/Discussion • Quiz week
1. Discussed the • The Four Basic Types of Language • Lecture (Power • Group Laptop
modern approach Language Testing Areas By: Harris Point Presentation) Assignment
to language testing • Preparing Appropriate • Group Tasks/ • Graded Slides
and its role in the Assessment Tools Activities Presentation of
classroom (types of • Subjective and Objective Testing. • Envoy Output Manila Paper
teacher-made test, Educational • Inspecting and
types of test items Testing and Criticizing Sample Marker
and item format, Measurement: Test Materials
general testing Classroom Hand-outs
terminologies) Application and • Student Centered
2. Applied Testing Practice Learning
Grammatical • HOTS •
Structure (nature of Active Learning
the ESL structure Master the
test, determination TOEFL – CBT
of test content, item ( 2004)
types, advice on the By: Sullivan
item writing) Brenner Zhong
3. Applied Testing
Auditory
Discrimination and
Comprehension
(test of sound
discrimination
- item types
• Test auditory
comprehension
- item types
- suggestion for
writing items

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

•  Testing
Vocabulary
- selection of test
words
- testing of idioms
- item types
- advice on item
writing
At the end of the lesson, • Identifying Language Tests Classroom • Group Dynamics • Quiz LCD Projector 7th – 9th
the students must have: • Test Item Writing 2nd Preparation Assessment week
1. Identified and • Preparing Test Rubrics Principles and Laptop
applied the Practice for • Panel Discussion • Recitation
following: Effective Slides
* Testing Reading Instruction
Comprehension By: Dalilyn Bacon • Assigning Group • Individual Manila Paper
- meaning of Task/ Activities Assignment
reading Marker
comprehension
- general forms of Evaluating • Workshop • Group Hand-outs
reading test Educational Output/Presentat
- Selection of test Outcomes by: ions
passages Oriendo Dallo- • Envoy
- Sample Reading Antonio
Passage and Items • Consultations
- Advice on Item
Writing Assessment and • Active Learning
* Testing Writing Evaluation of
- meaning of Student Learning • HOTS
writing Concepts and
- comparison of Applications by:
• Problem Solving
compositions and Raagas
objective test of
writing
- Elements/ criteria
in writing
- improving the

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

effectiveness of
composition tests
* Testing Oral
Production
- what is meant by
speaking a second
language
- major problem in
measuring
speaking ability
- Types of oral
production tests
- Improving the
scored interview
suggestions for
conducting the
interview
At the end of the lesson, • Assessing Passages and College Reading • Buzz Session • Quiz LCD Projector 10th –
the students must have: Composition and Writing 12th
1. Identified the • Assessing Poetry , Prose and ( Textbook with • Panel Discussion Laptop week
distinguishing Drama Work Book) • Assignment
features of By: Vinuya, et. Al • Group Dynamics Slides
passages/compositi
on • Workshop • Group and Manila Paper
- relating function Classroom Individual
and context of Assessment Recitation Marker
writing Principles and • Film Viewing
- organizing Practice for Hand-outs
information Effective • Group and
2. Analyzed Instruction • Literary Criticism Individual
commenting By: Mc-Millan Outputs
aspects on
vocabulary World Literature • Group Written
figurative language By: Bascara Reports
word ordering and
sentence-structure A survey of •Active Learning

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

formality/informality English Literature

of tone, By: Fernando • HOTS
communication of
attitudes, bias or • Problem Solving
prejudice.
- writing for a
specific purpose
and/or audience
- Rubric
construction
3. Understood and
identified the
elements and
structure of poetry
prose and drama.
- forms and style
- interpreting
writer’s message,
mood and views
- reacting and
constructing
arguments,
presenting views
clearly
- Rubric
Construction
At the end of the lesson, • Applying Procedures on Research • Group and • Quiz LCD Projector 13th –
the students must have: Constructing Educational Tests Methods by: individual Sharing / 16th
1. Constructed and • Ways on Planning and Preparing Sevilla , et.al. Activities • Recitation Laptop week
finalized test items the test
on the different • Interpreting Test Results • Panel Discussion • Submission of Slides
types /components. - Raw Scores Statistics in the partial results of
2. Planned and - Percentile Ranks Education and • Workshop group and Manila Paper
prepard pre-test / - Measures of central tendency Sciences by: individual tasks /
post-test , analyze - Standard Deviation Calmorin , et.al • Group / Individual reports. Marker
and interpret test • Factors Affecting Scores as Consultations

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

results observing Evidence of Skills Improvement • Assignment Hand-outs

appropriate steps • Applying Item Analysis for Psychological • Test construction
and statistical tools Objective tests and rubrics for Testing by: Preparation • Graded
in test construction. performance based assessment Gregory • Active Learning inspection of
·        Computing for • Explain the importance of pre-test / post-
the appropriate computing basic statistics Evaluating • Varying test materials
statistical tools. Educational Assessment
·        Administering Outcomes by: Practices
the test Oriendo , et.al.
· Preparing the
test
· Conducting
testing preliminaries
· Test Scores as
evidence of skills
improvement
· Preparation and
Use of Expectancy
Tables
At the end of the lesson, • Workshop Understanding • Informal Debate • Oral defense LCD Projector 17th –
the students must have:  Construction and finalization on and Doing 18th
1. Prepared table of the different types of Research by: • Board Work • Quiz Laptop week
frequency components of testing language David
2. Measured central and literature assessment • Group Dynamics • Assignment Slides
tendency  Actual pre-testing and post-
- Standard testing of Constructed-test items. Introduction to • Workshop • Graded Manila Paper
Deviation  Analyzing test thru item analysis. Statistics by: inspection of
- Reliability  Preparation of a frequency Mann • Interview results of tests Marker
- Passing Score distribution table, objectives and materials and
- Standard Error Table of Specifications • HOTS statistical Hand-outs
of Measurement  Calculate for mean, median, computations
3. Adjusted passing mode, standard deviation, • Active Learning
score percentile ranks, coefficient of
- Percentile ranks correlation and reliability. • Assessment
 Submission of Sample Test Practices
Results and Findings

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

Suggested Readings and References

 Owens, Robert E. (1991). Language Disorders: A Functional Approach to Assessment and Intervention. Boston
: Allyn and Bacon, 1991.
 Oriondo, Leonora, et.al. Evaluating Educational Outcomes. Manila: Rex Bookstore.
 Harris David (1986 ). Testing English as a Second Language , USA
 Kubiszyn , Tom , et.al. (2000). Educational Testing and Measurement: Classroom Application and Practice. New York:
John Wiley and
 Sullivan, Patricia N. (2004). Master the TOEFL-CBT. Singapore : Thomson Learning Asia
 McMillan, James H. (1997). Classroom Assessment : Principles and Practice for Effective Instruction. USA : Dallyn and
Bacon.
 Raagas, Ester L. (2007). Assessment and Evaluation of Student Learning Concepts and Applications (2nd edition).
 Vinuya , Remedios V. , et.al. (1997). College Reading and Writing (Textbook with Workbook). Manila, Phils:
Grandwater Publications
 Bascara , L. (2001). World Literature . Rex Bookstore , inc.
 Fernando , J. et.al. (revised edition). A Survey of English Literature. Manila: National Bookstore, Inc.
 Sevilla , Consuelo G. et.al. (1992). Research Methods. Quezon City : Rex Printing Co. Inc.
 Paler-Calmorin , Laurentia, et.al. (1997). Statistics in the Education and Sciences. Quezon City, Phils: Rex Printing
Company, Inc.
 Anastasi, Anne , et.al. (1997). Psychological Testing. Upper Saddle River: Printing Hall
 David, Fely P. (2002). Understanding and Doing Research: A Practical Application. Quezon City: Belview Co. Inc.
 Mann, Prem S. (2004). Introduction to Statistics. Singapore : Joh Wiley and Sons.
Course Requirements 1. Projects
2. Participation during class activities and discussion
3. Quizzes, Assignments
4. Oral Reports
5. Periodical Examination
Grading System
 Examination 40%
 Attendance, Quizzes & Assignments 20%
 Class Performance
(reports, oral recitation & board work) 20%
 Requirements/Projects 20%
TOTAL 100%
Classroom Policies A. Plan to arrive to class on time and to stay for the entire class period (or until dismissed) because
random arrivals and exits are disrespectful and distracting.

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 Kapalong College of Agriculture, Sciences and Technology (KCAST) Outcomes-Based Teaching and Learning Plan

B. All cell phones, smartphones, and other electronic devices must be turned off (or on vibrate) and
hidden from view during class time. 
C. Students are responsible for what transpired if they miss a class. It is the student’s responsibility to
contact a classmate to determine what was missed. 
D. Talking and other disruptive behaviours are not permitted while classes are in session.
E. Be polite and respectful towards others, instructor and other students. 

Course Title AY/Term of Effectivity Prepared by Reviewed/Approved by

Language and Literature 2nd semester , AY 2015-2016 JAMES C. ROYO MA. MILENA G. PALMES, Ed. D.
Assessment Instructor VP-Academic Affairs/Program Head-Teacher Education

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