Document ID.

: 2021-COEd-006
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Effectivity Date: August 3, 2021
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COURSE SYLLABUS

Course Code: ProfEd 313 Course Title: ASSESSMENT OF LEARNING 2 Semester: 1st Semester School Year: 2021 – 2022
Pre-Requisite/ C-requite: ProfEd 221 Number of Units: 3 units Total Number of Hours: 54
University Mission: University Core Values: Expected Graduate Outcomes:
University Vision:
The University shall primarily provide advanced P – problem solver
A synergistic multi – campus
education, higher professional and technological Excellence R – research
university producing competent, value laden
instruction and training in the fields of Agriculture, O – oriented
and globally competitive graduates who are
Arts and Sciences, Business and Industry, Computer Integrity A – academically proficient
pro – active in promoting the socio –
and Information Technology, Education, Engineering, C – communicates effectively
economic prosperity of the country.
Environmental Sciences, Forestry, Law and Criminal Accountability T – technically & theoretically
Justice, Medicine and Allied Sciences and other related competent
field of studies. It shall intensify its research, extension, I – has multiple intelligences
and production functions and provide progressive V – value laden
leadership in its areas of specialization. E – environment friendly

College Goals: Course Description:

The College of Education shall aim to achieve the following:
LEARN the content knowledge in varied disciplines and skills in teaching
pedagogies, professional and socio- cultural competencies and the
development of personal traits in promoting the teaching profession in the
secondary and elementary levels.
This course focuses on the principles, development and utilization of alternative forms of assessment in
measuring, monitoring and evaluating authentic learning and communicating its results. It emphasizes on how to
assess process- and product-oriented learning outcomes as well as affective learning. Students will experience
how to design, develop, select and use rubrics and other alternative assessment tools for performance-based and
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product-based assessment. The course further addresses how to provide accurate and constructive feedback to
improve instruction and learner performance.

TEACH the 21st century learners with critical, creative, collaborative,

transformative pedagogies.
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INNOVATIVE the teaching – learning process to enhance student

performance in the context of community development through research
and extension activities.

Program Learning Outcomes: Course Learning Outcomes:

To achieve its goals the graduate of the BSED and BEED Program
should:
1. Develop the traits and qualities of 21 st century learners; critical and
creative thinking, systems thinking, self-direction, teamwork,
communication, leadership and cultural competence.
2. Demonstrate mastery of subject matter;
3. Facilitate learning using a wide range of teaching methodologies
appropriate to specific learners and their environment;
4. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices;
5. Appreciate mathematics as an opportunity for creative work,
moments of enlightenment, discovery and gaining insights of the
world; and
6. Generate new knowledge and innovations in education through
scientific research, and demonstrate a service orientation through
active engagement in extension programs.
practices and programs.
After completing the subject, the student must be able to:
LO1. Internalize the significance of vision, mission, goals and objectives of the institution;
LO2. demonstrate understanding of the principles of high quality assessment in conceptualizing,
organizing and using authentic assessment techniques in various curriculum teaching areas;
LO3. demonstrate skills in designing, developing and using learner-appropriate performance-based,
product-based, and affective assessment tools in monitoring and evaluating learner progress and
achievement in various curriculum areas;
LO4. demonstrate knowledge and understanding of providing timely, accurate and constructive feedback
to improve learner performance;
LO5. demonstrate familiarity with various strategies for communicating authentic learning results; and
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LO6. demonstrate an understanding of the role of assessment data as feedback in teaching and learning

LO7. demonstrate an understanding of how professional reflection on assessment feedback can be used to
improve practice.
COURSE LEARNING PLAN
TIME
ALLO TEACHING & LEARNING OUTCOME – BASED REFERENCES/
TOPIC LO1 LO2 LO3 LO4 LO5 LO6 LO7
T STRATEGIES ASSESSMENT MATERIALS
MENT
ORIENTATION 1 Self- Introduction and Oral recitation with the use Student Handbook
A1. University Vision & hour Interactive Discussion of rubric
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Mission & Quality Policy

A2. Goals & Objectives of the
College
A3. Course & Classroom Policies
Unit 1 – 21st CENTURY ASSESSMENT
A. 21st Century Education
B. 21st Century Assessment
1. Characteristics of 21st
Century Assessment
C. Instructional Decisions in
Assessment
1. Decision-making at
different phases of teaching-learning
phases
2. Assessment
classroom instruction
3. Types of educational
decision
D. Outcome-Based Assessment
1. Student Learning
Outcome
2. Sources of Student
Expected Learning Outcome
3. Characteristics of
Good Learning Outcome
Unit 2 – PERFORMANCE
Insightful Prior Understanding.
At the outset, students name and/or
present some key words of
relevance to the topic. Students
will reflect on what they currently
think about a prior topic, how it
relates to a new topic, how they
feel about it, and why this might
be the case. Students will be asked
to predict what they will learn
about, how they feel about that,
in and how they expect to feel about
the experience of learning about it.
Case-based discussion.
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Students will be provided with a
hours real-world case to study (e.g. a
news article, account of a decision
or procedure, video, etc.).
Individually, or in small groups,
students have to analyze the case
using guidelines and a framework
provided by the professor.
Students may be asked to present
their analysis to the class.
Facilitate discussion such that
students connect the case with
course material.
Interactive instruction using
flowcharts or concept maps.
Interactive instruction and
Reflection on the VMGO
Course Syllabus
and policies as a COED
students
Summative quizzes
Unit learning log or
reflective journal
Small group presentation of
outputs. Groups choose an
appropriate graphic organizer
to capture the main idea of
what authentic assessment is,
as well as, differences
between authentic and
traditional assessment. Group 4 of 9
members take turns in
presenting components of
their outputs.
Process: discussion of
concepts and effective use of
charts, diagrams, audio,
video, animation, multi-
media technologies to
immerse audience
Output: appropriate graphic
organizer
Mini case study. Students
will have individual reading
on cases or stories portraying
outcome-based education.
Output: Reflection paper
with summary of the story.
Summative quizzes
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ASSESSMENT facilitated discussion using SOLO

hexagons or SOLO maps. This Unit learning log or
A. What and why of performance will introduce the students to the reflective journal
assessment SOLO model and provide them a Performance Task and
1. Meaning and nature framework on formulating and Rubric development.
- Purpose of performance developing constructively-aligned Students will develop a
assessment outcomes, tasks and indicators. performance task and scoring
- Types of performance tasks o rubric, containing appropriate
Process-based Modular and Online Instruction weighted criteria (indicators),
o Products-based on the development of descriptors for interpretation
performance tasks and appropriate and aligned standards.
2. Principles of performance rubrics. This will be done to ensure Process: aligned and
assessment also that queries and clarifications objective statement of criteria
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will be addressed appropriately. (indicators)
B. Types of Assessment hours Output: Developed
C. Developing Performance Tasks performance task using
1. Designing performance tasks GRASPS model and
2. Goal, Role, Audience, corresponding rubric
Situation, Products, Standards (GRASPS)
model: A guide to developing authentic
performance tasks
3. Differentiating performance
tasks for diverse learners
4. Scoring Rubrics - Types
- Components
- Development
-Interpretation and utilization
MIDTERM EXAMINATION (1 hour)
Unit 3 – AUTHENTIC ASSESSMENT 9 Literature review or research Summative quizzes
OF THE AFFECTIVE DOMAIN hours report.
Students will be asked to look for Unit learning log or
A. Affective Targets recent researches on the various reflective journal
1. Attitudes affective targets as well as
2. Interests researches on the selection, Poster Presentation.
3. Motivation development, utilization and Students in small groups will
4. Values interpretation of affective briefly and effectively
5. Self-concept assessment methods and tools in communicate their research
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6. Locus of control the context of teaching and/or output selection,

7. Self-efficacy learning. Research shall be development, utilization and
8. Anxiety summarized in terms of the interpretation of affective
9. Creativity Problem, Theories, Methodology, assessments using a
10. Epistemological beliefs Findings and Discussion of combination of text, graphs
B. Appropriate methods Results. and graphic elements.
1. Types Process: assessment of
2. Selection Modular and Online Instruction content and delivery using
3. Development will be followed to verify rubrics
4. Interpretation and utilization understanding of students and to Outputs: Poster, annotated
C. Other Affective Measures and answer queries and questions on bibliography and collection
Assessments what they are accomplishing. of samples of affective
1. Non-test Indicators assessment tools
2. Transversal Competencies
3. 21st Century Skills
Unit 4 – COMMUNICATING 12 Online Collaborative Fish-ball Summative quizzes
AUTHENTIC ASSESSMENT hours Activity
RESULTS Students are organized Unit learning log or
into small groups, and each group reflective journal.
A. Effective Communication is provided with one of the smaller
1. What to communicate parts of information. Students Analytic Memo:
2. Why communicate work together to understand the Students write a one or two
3. How to communicate information and problem provided page analysis of a specific
- Managing message quality to their group. They will also share problem or issue
- Managing interpersonal this knowledge with others who do
dynamics not have the information via Paper Prospective:
B. Portfolio as a Communication online/ or any platform of social Assess student’s skill in
Medium media. The information their going synthesizing what they have
1. Portfolios and Authentic to share or post should be unique learned about a topic or field
Assessment and not a replicate from the other as they work on their own
- Nature and characteristics work of groups. Afterwards, each substantive work.
- Analyzing the key student now will come up with a
components of portfolios summary and reflection paper of
2. Types and uses all the information provided by
3. ePortfolios each group.
C. Grading and Reporting
Modular and Online Instruction
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1. Nature, purpose and rationale will be followed to verify

for assigning grades understanding of students and to
2. Grading Systems answer queries and questions on
- Letter grades what they are accomplishing.
- Percentage grades
Colloquium with resource Summative quizzes
Unit 5 - ASSESSMENT OF ONE’S person from the field.
TEACHING PRACTICE A basic education master teacher, Unit learning log or
a school head or a colleague may reflective journal.
A. Reflective Practice Using be invited to give a first-hand
Learner Attainment Data account on the principles and Written narrative.
B. Reflective Practice Through 6 actual conduct of reflection about Students will be asked to
Performance Evaluation hours teaching practice and professional write a narrative on what
C. Equipping oneself with the development based on assessment transpired in the Webinar/
new trends of preparing feedback. Article capped with insights
assessment of students on the different purposes of
learning professional reflection.
Output: Brief written
narrative with insights.
Final Examination (1 hour)
Total Number of Hours 54 hours
REFERENCES:
1. University Student Handbook
2. Corpuz, Navarro & Santos (2019). Assessment of Learning. LORIMAR Publishing, Inc. Quezon City, Metro Manila.
3. Gabuyo, Yonardo A. & Dy, Gary C. (2015). Assessment of Learning 1. Rex Bookstore, Inc. Sampaloc, Manila. ISBN 978-971-23-6500-3
4. Gabuyo, Y.A. (2012) Assessment of Learning II. Rex Book Store, Inc., Manila, Philippines.
5. Gulikers, Judith T.M., Bastiaens, Theo J., & Kirschner, Paul A. (2004). A five-dimensional framework for authentic assessment. Educational technology research and development, 52(3), 67. Retrieved
from https://sci-hub.tw/10.1007/BF02504676
6. James, Popham W. (2011). Classroom Assessment: What Teachers Need to Know.
7. Longinos, Rouel A. (2009). Rubric for Performance-based Activities: A Manual for Developing Authentic Assessment Tools. Southwestern Univesity, Cebu City.
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8. Navarro, Rosita L. & De Guzman- Santos, Rosita (2013). Authentic Assessment of Student Learning Outcomes 2. LoriMar Publishing, Inc. Quezon City, Manila.
EXTENDED ONLINE READINGS:
McTighe & Associates Consulting website (2019). Resources available online: https://jaymctighe.com/resources/
Arter, J. (2000). Rubrics, Scoring Guides, and Performance Criteria: Classroom Tools for Assessing and Improving Student Learning. Available online: https://files.eric.ed.gov/fulltext/ED446100.pdf
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Hook, Pam (2015) First steps with SOLO taxonomy: Applying the model in your classroom. Essential Resources Educational Publishers Ltd. Available online:
Hook, Pam (2015) SOLO Hexagons. HookED Wiki [Website]. Available online: http://pamhook.com/wiki/SOLO_Hexagons
Hook, Pam (2015) SOLO Maps. HookED Wiki [Website]. Available online: http://pamhook.com/how-to-use-solo-maps/
Race, Phil (2019) Downloads – Phil Race: Assessment, learning and teaching in higher education. Available online: https://phil-race.co.uk/most-popular-downloads/
UCD (2018) A-Z Index of Teaching Resources. UCD Teaching & Learning. Available online: http://www.ucd.ie/teaching/resources/a-zindex/
Sridharan, Bhavani & Jamie, Mustard (2015) Authentic Assessment Methods: A Practical Handbook for Teaching Staff, Deakin University. Available online:
https://www.researchgate.net/publication/289996648_Authentic_Assessment_Methods_A_Practical_Handbook_for_Teaching_Staff_Part-I_Deakin_University
https://sph.uth.edu/content/uploads/2012/01/Competencies-and-Learning-Objectives.pdf
http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcome
http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
http://rel.sagepub.com/content/42/2/167
http://ets.tlt.psu.edu/learningdesign/assessment/affective
http://www.baker.edu/departments/etl/main.cfm
http://researchnetwork.pearson.com/wp-content/uploads/Assessing_21st_Century_Skills_NCME.pdf
CLASS POLICIES: COURSE REQUIREMENT:
1. Punctuality and attendance is of prime importance. To ensure successful completion of
this course, students are expected to arrive for class on time and to remain in class until 1. Major Exams
the end of the class session. The student will be considered dropped from the class after 2. Sets of Online Activities
missing 20% of the total number of hours required for the subject. (10.8 hours for 54 3. Graded Recitation / Quizzes
hrs. courses and 18 hours for 90 hours courses) 4. Individual Presentation of Assigned Topic
2. All students are expected to behave with academic honesty. It is not academically honest 5. Online Demonstration
to misrepresent another person’s work as your own, to take credit for someone’s else’s
words or ideas, to obtain advanced information on confidential test materials, or to act in
GRADING SYSTEM:
a way that might harm another student’s chances for academic success. These students
will automatically have a grade of 5.0 after three (3) offenses of academic dishonesty.
Evaluation of students performance will be based on the following criteria:
3. Assignments should be submitted on the set deadline. Late assignments will be deducted
accordingly.
4. Students who may volunteer to present/ report a topic shall be given extra credit.
 Major Exams : 40%
5. All students are expected to take Major Exams (Prelims, Midterm, Pre-finals and Finals)
on the specified day. In general, no make- up test will be given except when  Quizzes : 20%
circumstances warrant but with valid supporting documents shall be presented.  Requirement : 20%
6. Group activities will be part of the class participation. Students should participate  Class Participation : 20%
actively or get involved in group dynamics and other group assignments. 100%
7. All students are expected to attend classes in prescribed uniform.
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8. Other course policies will be based on the student handbook. Note:

9. The use of cell phones during class hours is strictly not allowed. *Class Participation includes all the activities submitted via softcopy or hardcopy.
*Requirement includes quizzes and online demonstration/ special project about the particular
assigned topic.
Class Schedule:
Monday & Wednesday
Date of Revision:
2:30 – 4:00 BSED Math, Science & English III Faculty Information and Consultation Hours:
Tuesday and Thursday
August 13, 2021
7:30 – 9:00 am BEED III – 1 Monday To Friday via Social Media
10:30 – 12:00 BEED III – 3
2:30 – 4:00 BEED III – 2
Prepared by: Checked:
Approved:

ILYICH NICOLAI LENIN L. ROVINSON D. GAGANAO, MAEd MARIA GRACE I. MIRADOR,

MAEM CHRISTOPHER A. DURAN, Ed. D.
FABILLAR,LPT
Head, BSED Program Head, BEED Program Dean, College of Education
Instructor I