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Course Code: PROF ED 16

Description Title: ASSESSMENT OF LEARNING 2
Term: SECOND SEMESTER S.Y. 2020- 2021
Credit: 3 Units
Time Duration: 54 hours
Pre- requisite: ASSESSMENT OF LEARNING 1
Date Updated: JANUARY 27, 2021
Subject in-charge: LALIN ABBACAN-TUGUIC

KSU Vision
A Knowledge and Technology Hub in Asia- Pacific Region

KSU Mission

Kalinga State University shall primarily provide higher and advanced education, professional instruction and training in the arts, instruction and
training in the arts, agriculture forestry, social and natural sciences and technology, and other relevant fields of study. It shall also promote and undertake
research and extension services, and provide progressive leadership in its areas of specialization.

Quality Policy

Kalinga State University is committed to provide quality education and engage in relevant researches, effective extension services, and viable
income generating project that satisfy the need of its stakeholders and other interested parties towards sustainable development through good governance;

Steadfast to develop human resource of Kalinga, the Philippines and the Asia Pacific, and, United to comply with statutory and regulatory
requirements and to continuously implement a monitoring and evaluation system to improve the effectiveness of its Quality Management System.

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College Goal

Program Learning Objectives:

At the end of the course, the learners will be able to:
Course Learning Objectives (CLO)
At the end of this course, students should be able to:

At the end of the course, the students can:

Cognitive (Knowledge)1.Apply the principles of assessment in conceptualizing techniques for assessing authentic learning.2.Design performance – based
assessment tools3.Design assessment tools for affective learning and multiple talents4.Derive information from alternative forms of assessment in making
instructional decisions.

Affective (Attitude)1.Value the importance of managing data with accuracy2.Express appreciation of the process and product of learning3.State the
relevance of affective and multiple talent assessment4.Exhibit flexibility in the conduct of assessment

Psychomotor (Skills)1.Utilize statistical tools for interpreting authentic assessment2.Construct authentic assessment tools in measuring
performance3.Demonstrate skills in constructing assessment tools for affective domain and multiple talents.

Cognitive (Knowledge)
1. Apply the principles of assessment in conceptualizing techniques for assessing authentic learning.
2. Design performance – based assessment tools
3. Design assessment tools for affective learning
4. Develop portfolio to assess one’s learning
5. Derive information from alternative forms of assessment in making instructional decisions.

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Affective (Attitude)

1. Value the importance of striving for excellence related to the teaching profession.
2. .Express appreciation of the process and product of learning
3. State the relevance of affective and multiple talent assessment
4. Exhibit flexibility in the conduct of assessment

Psychomotor (Skills)

1. Show greater skill in performing the various tasks of a teacher

2. Utilize statistical tools for interpreting authentic assessment
3. Construct authentic assessment tools in measuring performance
4. Demonstrate skills in constructing assessment tools for affective domain and multiple talents
5. Exhibit skills in constructing assessment tools informal, special and institutional needs

Course Description:
This course focuses on the development and utilization of alternative forms of assessment in measuring authentic learning. Emphasis is given on how
to assess process and product-oriented learning. Students will experience how to develop rubrics for performance-based and portfolio assessment.

I. Course Requirements:
A. Readings

Reading assignments for a given day should be completed before virtual class meetings because the text will often be used to provide background
for lecture topics. Material from the text may not be discussed explicitly in class; therefore, I encourage you to mention in google class or in
messenger chat any issues or questions you may encounter in the readings. Access to supplemental readings will be provided by the instructor
throughout the semester. You are responsible for all readings, whether discussed in class or not

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B. Virtual Class Attendance

You are responsible for all material presented in virtual class, some of which will not be available through the online module alone. If you miss a
class for any reason, please make arrangements with a classmate for determining what you have missed. Consistent online/offline class attendance
is essential to your success in this course. Absences alone will not directly lower your grade (i.e., by subtracting points); however, absences will
limit your understanding of the material, and the natural consequence of frequent absences or negligence will be reflected in your performance as
well as to your output in the class.

C. Assignments

There will be several assignments throughout the semester. These will be of various formats (e.g., writing or computational exercises, class
activities). Point values for each of these assignments will vary between 10 and 20 points; however, the total will contribute up to 100 points
(20%) toward your final grade. Each assignment is due at the beginning of the class session on the due date listed on the attached schedule

D. Exams

The first exam will be worth 100 points (40%) of your final grade. The final exam will be cumulative and worth 100 points of your final grade.
Exams may include a combination of multiple choice, fill in the blank, short answer, computational, and essay items. Questions will be taken
from all aspects of the course, including readings, supplemental materials, lectures, discussions, and class activities.

II. Grading System:

1. Midterm Grade = Class standing (60%)+ Midterm examination (40%)
2. Tentative Final Grade = Class standing (40%)+ Final Examination (60%)
3. Final Grade = 1/3 Midterm Grade + 2/3 Tentative Final Grade

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Class Standing (60%)

a) Attendance 5%
b) Assignment / Quiz 20%
c) Recitation /Demonstration Lesson 15%
d) Problem Set/ Project 20%

III. Teaching Approaches/ Methods/ Strategies

1. Virtual Class Discussion
2. Virtual Presentation of Projects
3. Virtual Demonstration Lesson
4. Online Major Examination
5. Online quizzes/ Assignments
IV. Course Outline with Time Frame

WEEK Topic

WEEK 1-2 MODULE 1: Orientation On Kalinga State university Vision, Mission, and Objectives, and Class Policies
Orientation on DepEd's Guidelines For Classroom Assessment Under The New Normal- DepEd Order 31 S. 2020
WEEK 3-4 MODULE 2: Review on Basic Concepts and Classroom Assessment

WEEK 5-6 MODULE 3: Item Analysis

WEEK 7-11 MODULE 4: Application Of Statistics In Assessing Student Learning Outcomes

WEEK 12 MIDTERM EXAMINATION

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WEEK 13 MODULE 5 :Norm Referenced Assessment VS Criterion Referenced Assessment

WEEK 14-15 MODULE 6: Performance Based Assessment

WEEK 16-17 MODULE 7: DepEd's Guidelines For Grading System Under The New Normal- DepEd Order 31 S. 2020

WEEK 18 FINALIZATION OF REQUIREMENTS AND FINAL EXAMINATION

V. Course Content
MODULE 1: ORIENTATION ON DEPED'S GUIDELINES FOR CLASSROOM ASSESSMENT UNDER THE NEW NORMAL

Intended Learning Outcomes Topics Teaching Learning Assessment Tasks Resource Course Remarks
Activities Material

 Interpret and evaluate the new
guidelines for classroom
assessment under the new
Normal
 Review on Basic Concepts for
Classroom Assessment
 Orientation On Kalinga State university  Online/offline
Vision, Mission, and Objectives, and Synchronous
Class Policies Discussion
 Deped Order 31 S. 2020  Concept mapping
 Brainwriting
 Short video
presentation
MODULE 2: REVIEW ON BASIC CONCEPTS AND CLASSROOM ASSESSMENT
 Basic Concepts on Assessment  Online/offline
 Types of Classroom Assessment Synchronous
Discussion
Online Quiz Online learning module
Virtual Oral recitation Video Lessons
Written exercises PowerPoint Presentations
Think-pair-repair Hand-outs, readings from
The one-minute paper the textbook.
Online Quiz Online learning module
Virtual Oral recitation Video Lessons
Written exercises PowerPoint Presentations

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COLLEGE OF EDUCATION
COURSE SYLLABUS
 Recognize different classroom
assessment and its application
 Show evidence of progress on
assessment of learners
 Define and Describe steps in
item analysis
 Discuss index of difficulty and
discrimination
 Analyze items in a test
constructed
1. Interpret graphs
2. Determine the
homogeneity or
heterogeneity of a
given data
3. Discuss and Compute
Course Syllabus
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 Principles of Effective Classroom  Concept mapping Think-pair-repair Hand-outs, readings from
Assessment  Brainwriting The one-minute paper the textbook.
 Inclusive Assessment  Short video
 Measuring Learners Performance presentation
 Advantages of using Rubrics
 Types of Rubrics
 Rubrics Construction
MODULE 3: ITEM ANALYSIS
 Item Analysis  Online/offline Online Quiz Online learning module
Synchronous Virtual Oral recitation Video Lessons
 Index of Difficulty
Discussion Written exercises PowerPoint Presentations
 Index of Discrimination
 Concept mapping Think-pair-repair Hand-outs, readings from
 Brainwriting The one-minute paper the textbook.
 Short video Problem Set Solving
presentation
MODULE 4: APPLICATION OF STATISTICS IN ASSESSING STUDENT LEARNING OUTCOMES
Descriptive Statistics  Online/offline Online Quiz Online learning module
a) Frequency Distribution and their Graphic Synchronous Virtual Oral recitation Video Lessons
Presentation Discussion Written exercises PowerPoint Presentations
b) Measures of Central Tendency  Concept mapping Think-pair-repair Hand-outs, readings from
c) Measures of Dispersion  Brainwriting The one-minute paper the textbook.
d) Measures of Skewness and Kurtosis
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for the Center and e) The Z-Test  Short video

variability of the
distribution and
interpret
4. Discuss, Locate and
interpret the
symmetrical and
asymmetrical
distribution of data
MODULE 5 :NORM REFERENCED ASSESSMENT VS CRITERION REFERENCED ASSESSMENT
1. Discuss the characteristics,
similarities and differences
between Norm Referenced
Assessment Vs Criterion
Referenced Assessment
2. Design Norm Referenced
Assessment and Criterion
Referenced Assessment
 Discuss the nature, types,
strength, and limitations of
Performance Based Assessment
f) The T test presentation
g) Measures of correlation
a) Norm Referenced Assessment Vs  Online/offline
Criterion Referenced Assessment Synchronous
b) Types of test under Norm Discussion
Referenced Assessment and  Concept mapping
Criterion Referenced Assessment  Brainwriting
 Short video
presentation
MODULE 6: PERFORMANCE BASED ASSESSMENT
 The nature, types, strength, and  Online/offline
limitations of Performance Based Synchronous
Assessment Discussion
 Concept mapping
Online Quiz Online learning module
Virtual Oral recitation Video Lessons
Written exercises PowerPoint Presentations
Think-pair-repair Hand-outs, readings from
The one-minute paper the textbook.
Online Quiz Online learning module
Virtual Oral recitation Video Lessons
Written exercises PowerPoint Presentations
Think-pair-repair

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 Distinguish performance-based  Performance-based assessment VS  Brainwriting The one-minute paper Hand-outs, readings from
assessment with traditional traditional paper and pencil tests  Short video the textbook.
paper and pencil tests  rubric to assess a performance based tasks presentation
 Construct tasks that are
performance based
 Design a rubric to assess a
performance based tasks
MODULE 7: DEPED'S GUIDELINES FOR GRADING SYSTEM UNDER THE NEW NORMAL- DEPED ORDER 31 S. 2020
 Identify & describe various  Grading System using norm-referenced  Online/offline Online Quiz Online learning module
grading system grading Synchronous Virtual Oral recitation Video Lessons
 Use grading system in  criterion-referenced grading system Discussion Written exercises PowerPoint Presentations
converting raw score values  alternative grading system  Concept mapping Think-pair-repair Handouts, readings from
into standard grading formats  cumulative & averaging grading system  Brainwriting The one-minute paper the textbook.
 Short video Problem Set Solving
presentation

FINALIZATION OF REQUIREMENTS

VI. REFERENCES (APA FORMAT)

1) Gabuyo, Yonardo A. (2013), Assessment of Learning II. Rex Bookstore, Quezon City, Philippines.
2) Calmorin, Laurentina P. (2011), Assessment of Student Learning 2. Rex Bookstore, Quezon City, Philippines.
3) Raagas, E. (2006).Assessment & Evaluation of student Learning: Concepts & Applications. Iwag Printing and Publishing, Cagayan De
Oro City, .

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4) Dep Ed Order No.33, s.2004. Implementing Guidelines on the Performance-Based Grading System for SY 2004-2005
5) Dep Ed Order No. 73, s. 2012. Guidelines on the Assessment and Rating Learning Outcomes Under the K to 12 Basic Education
Curriculum
6) Parreno, E. and Jimenez R. (2014). Basic Statistics: A Worksheet. C & E Publishing, Quezon City, Philippines
B. Web Resources
1. Ref 7 – Moersch C. (2008).Informal Assessment Strategies: A-Z for the Math Classroom. PDF FILE,
www.loticonnection.cachefly.net/.../Informal_Assessment_Strategies.pdf. Date of Access: January 3, 2021.
2. Ref 8 – “Jennings Informal Reading Assesment.PDF files.
www.wps.ablongman.com/wps/media/objects/2688/2753469/Richek_AppD.pdf. Date of Access: January 3, 2021.
3. Ref 9 – Informal/Formal Assessment of Student Learning. PDF file.
www.uri.edu/.../documents/EDC485_Formal_Informal_Assessment.pdf Date of Access: January 3, 2021.
4. Ref 10- Navarette, C., et.al (1990). Informal Assessment in educational evaluation: implication for bilingual education programs. PDF
files. www.ncela.us/files/rcd/BE017505/PIG3.pdf. Date of Access: January 3, 2021.

VII. COURSE POLICIES:

Missed exam rule: A student is allowed to make up for only one missed exam, provided that the reason is valid. If another exam is missed,
the student will get a zero in that exam. The special exam is usually scheduled after the Finals and covers all topics of the entire course.

Aside from academic deficiency, other grounds for a failing grade are:
a) Cheating during an examination
b) Absence for more than 20% of the total number of meetings

VIII. ACCOMMODATION FOR SPECIAL STUDENTS

IX. CONSULTATION HOURS:

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Faculty-in-charge: Lalin Abbacan-Tuguic

Email: latuguic@ksu.edu.ph / lalintuguic@gmail.com
Contact Number: 09754630749
Consultation Hours: Friday 9:00-11:00

Prepared by: Checked by: Approved:

LALIN ABBACAN-TUGUIC MARYJOYCE D. WANGIWANG Ph.D. PAULINO P. REYES II, Ph.D

Subject Teacher Program Chair Dean

ANNEXES:
1. Rubrics
2. Acknowledgement of Syllabus
3. Teaching and Learning Activities

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Teaching and Learning Activities Definition

A. Think-pair-repair
In this twist on think-pair-share, pose an open-ended question to your class and ask students to come up with their best answer. Next, pair learners up and get them to
agree on a response. Get two pairs together, and the foursome needs to do the same thing. Continue until half the group goes head to head with the other half.

B. Brainwriting
You’ve probably tried brainstorming, but have you tried brainwriting? In this approach, students are given time to come up with their own ideas individually before
sharing them out loud or posting them to an online whiteboard or other shared platform. Building in space for individual reflection leads to better ideas and less
groupthink.

C. Jigsaw
Help students build accountability by teaching each other. Start by dividing them into “home groups” (4 or 5 people works well).. Assign each person in the group a
different topic to explore – they’ll regroup to work with all the students from the other groups who are exploring the same idea. Once they’ve mastered the concept,
students return to their home group and everyone shares newfound expertise.

D. Concept mapping
Collaborative concept mapping is a great way for students to step away from their individual perspectives. Groups can do this to review previous work, or it can help
them map ideas for projects and assignments. there are many online tools that make it simple to map out connections between ideas.

E. The one-minute paper

How much could you explain in one minute? At the end of class, set a timer and ask students to record their most eye-opening revelation or biggest question. This
activity lets students reflect on learning and build writing skills – plus you’ll get a window into their understandings and misunderstandings.

F. Peer review
The process of peer review is as old as academia, and it’s never too early to start. Have students swap drafts of their essays, proposals or lab reports, and then come up
with comments and questions for each other. Make sure to be clear about what the goals are (using rubrics helps). For example, students could identify compelling
arguments, unanswered questions and holes in logic.

© 2021 Lalin Abbacan-Tuguic. All rights reserved

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