COURSE GUIDE
Course: Educ 321 Assessment in Semester: 1st
Learning 2
Instructor: Shiela B. Pelicano, PhD
Course Description:
This is a course that focuses on the principles, development and utilization of
alternative forms of assessment in measuring authentic learning. It emphasizes on how to
assess process and product-oriented learning outcomes as affective learning. Students will
experience how to develop rubrics and other assessment tools for performance-based and
product-based assessment.
Course Outline
TOPIC
Unit I 21st Century Assessment
Lesson 1 Characteristics of 21st Century
Assessment
Lesson 2 Instructional Decisions in Assessment
Lesson 3 Outcome-based Assessment
Unit II Types of Assessment
Lesson 1 Traditional and Authentic Assessment
Lesson 2 Formative Evaluation and Summative
Evaluation
Lesson 3 Norm and Criterion-Referenced
Assessment
Lesson 4 Contextualized and Decontextualized
Assessment
Lesson 5 Analytic and Holistic Assessment
SUMMATIVE TEST
Unit III Nature of Performance-Based
Assessment
Lesson 1 Meaning and Characteristics
Lesson 2 Types of Performance Tasks
Lesson 3 Strengths and Limitations
Borongan City 6800
Eastern Samar, Philippines
info@essu.edu.ph
https://essu.edu.ph
School Year: 2021-2022
REFERENCES
Cajigal, R.M. & Mantuano, M.D. (2014)
Greenstein, L. (2012)
Kubiszyn, T. & Borich, G. (2000)
Nitko, A.J. (2001)
Asia-Pacific Journal of Teacher
Education
Report form the Department of
Research, Evaluation, and Assessment
https://sph.uth.edu/content/uploads/201
2/01/Competencies-and-Learning-
Objectives.pdf.
http://www.teaching.utoronto.ca/topic/c
oursedesign/learning-outcome
Cajigal, R.M. & Mantuano, M.D. (2014)
Biggs, J. and tang, C. (2011)
Mueller, J. (2010)
Popham, W. J. (2011)
McMillan, J.H. (2007)
Practical Assessment, Research and
Evaluation, A Peer Reviewed
Electronic Journal, Volume 17, No 2,
January 2012
http://jonathan.muelller.faculty.noctri.ed
u/toolbox/index.htm
www.eric.ed.gov
http://dx.doi.org/10.1787/5kghx3kbl734
-en
Cajigal, R.M. & Mantuano, M.D. (2014)
Popham, W. J. (2011)
Musial, D., et.al. (2009)
Asia-Pacific Journal of Teacher
Education
http://rel.sagepub.com/content/42/2/16
7
 Unit IV Designing Meaningful Performance-
Based Assessment
Lesson 1 Designing the purpose of Assessment
Lesson 2 Identifying Performance Tasks
Lesson 3 Developing Scoring Schemes
Unit V Affective Learning Competencies
Lesson 1 Importance of Affective Targets
Lesson 2 Affective Traits and Learning Targets
Lesson 3 Affective Domain of the taxonomy of
Educational Objectives
Unit VI Development of Affective
Assessment Tools
Lesson 1 Methods of Assessing Affective
Targets
Lesson 2 Utilizing the Different Methods or
Combination of Methods in Assessing Affect
Lesson 3 Affective Assessment Tools
SUMMATIVE ASSESSMENT
Unit VII Nature of Portfolio Assessment
Lesson 1 Purposes
Lesson 2 Types
Lesson 3 Elements
Unit VIII Designing and Evaluating Portfolio
Assessment in the Classroom
Lesson 1 Steps for Developing Portfolio
Assessment
Lesson 2 Portfolio Evaluation
SUMMATIVE ASSESSMENT
Borongan City 6800
Eastern Samar, Philippines
info@essu.edu.ph
https://essu.edu.ph
Cajigal, R.M. & Mantuano, M.D. (2014)
Popham, W. J. (2011)
Musial, D., et.al. (2009)
Asia-Pacific Journal of Teacher
Education
Report from the Department of
Research, Evaluation, and Assessment
http://rel.sagepub.com/content/42/2/16
7
Cajigal, R.M. & Mantuano, M.D. (2014)
Tanner, D.E. (2001)
Krathwohl, D. R., Bloom, B. S., &
Marsia. (1964)
http://ets.tlt.psu.edu/learningdesign/ass
essment/affective
Cajigal, R.M. & Mantuano, M.D. (2014)
Popham, W. J. (2011)
McMillan, J.H. (2007)
Burke, K. (2009)
http://www.teaching.utoronto.ca/topic/c
oursedesign/learning-outcome
http://www.baker.edu/departments/etl/
main.cfm
Cajigal, R.M. & Mantuano, M.D. (2014)
Kubiszyn, T. & Borich, G. (2000)
Airasian, P. W. (2000)
Musial, D., et.al. (2009)
Journal in Assessment & Evaluation in
Higher Education. Routledge and tailor
Group
International Journal of Academic
Research
www.sciencedirect.com
www.elsiever.com/locate/EDUREV
www.rubistar.4teachers.org
Cajigal, R.M. & Mantuano, M.D. (2014)
Kubiszyn, T. & Borich, G. (2000)
Nitko, A.J. (2001)
Journal in Assessment & Evaluation in
Higher Education. Routledge and tailor
Group
International Journal of Academic
Research
www.sciencedirect.com
www.elsiever.com/locate/EDUREV
www.rubistar.4teachers.org
 Unit IX Grading and Reporting System
Lesson 1 K to 12 Grading of Learning Outcome
Lesson 2 The effects of Grading
Lesson 3 Building a Grading and Reporting
System
Lesson 4 Developing Effective Reporting
System
Lesson 5 Tools for Comprehensive Reporting
System
Lesson 6 Guidelines for Better Practice
Lesson 7 Planning and Implementing Parent-
Teacher Conference
Unit X Statistics and Computer: Tools for
Analyzing of Assessment data
Lesson 1 statistics
Lesson 2 Descriptive and Inferential Statistics Popham, W. J. (2011)
Lesson 3 Statistical Tools for: Grouped and
Individual Data
Lesson 4 Computer: Aid in statistical computing
and data presentation
SUMMATIVE ASSESSMENT
Course Learning Outcomes Required Output
Cajigal, R.M. & Mantuano, M.D. (2014)
Linn, R. L. & Gronlund, N. E., (2000)
Parents understanding of their
children’s report card grades. Applied
Measurement in Education.
http://www.teaching.utoronto.ca/topic/c
oursedesign/learning-outcome
http://researchnetwork.pearson.com/wp
_content/uploads/Assessing_21st_Cen
tury_Skills_NCME.pdf
Cajigal, R.M. & Mantuano, M.D. (2014)
Brase, C.H. & Brase, C.P. (2012)
Guskey, T. R. & Bailey, J. M. (2001)
Linn, R. L. & Gronlund, N. E., (2000)

After completed the module, the Activities per lesson

students are expected to meet the Summative Assessment
following: Major Examinations (Midterm and Finals)
1. Use appropriate assessment
tools and techniques as
applied in instructional
decision;
2. Relate learning outcomes and
assessment;
3. Distinguish the different types
of assessment and relate it
learning outcomes;
4. Analyze the nature and
essential characteristics of
performance-based
assessment;
5. Develop a portfolio of
performance-based
assessment tools that
measures learners’
competencies of a given
subject.
6. Craft affective learning
outcome for the different
levels in the affective domain;

Borongan City 6800

Eastern Samar, Philippines
info@essu.edu.ph
https://essu.edu.ph
 7. Construct instruments for
measuring the different levels
in the affective domain.
8. Develop and evaluate portfolio
assessment utilized in the
classroom;
9. Develop skills in preparing and
interpreting grades; and
10. Utilize processed data and
results in reporting and
interpreting learners’
performance.

Course Policies Grading System

1. All students are required to 1. There will be two major examinations:
answer and submit all the Midterm and Finals which will comprise
activities and assessment in 40% of the grade.
every unit on or before the due 2. Activities, assessments, and requirements
date. However, late found in the module will comprise 60%.
submission will be accepted 3. The grade will be computed as follows:
but with demerit points. Activities and assessments - 60%
2. All the answers/output of the Major Examinations - 40%
activities and unit assessment 4. The general average will be computed
must be written or encoded from the midterm grade and final grade.
using MS Office or WPS and
submit in the Google
Classroom provided for this
class.
3. Students are encouraged to
contact their instructors.
Contact details can be found
in this course guide.
References:
Brase, C.H. & Brse, C. P. (2012) Basic Statistics.
Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University, 4th Edition.
Burke, K. (2009). How to assess authentic learning. 5 th edition.
Cajigal, R.M. & Mantuano, M.D. (2014). Assessment of Learning 2. Adriana Publishing
Company, Q.C.
Greenstein, L. (2012). Assessing 21st Century Skills. A guide to evaluating mastery and
authentic learning.
Guskey, T.R. & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning.
Kratwohl, D.R., Bloom, B.S., & Masia. (1964). Taxonomy of Educational Objectives,
Handbook II: Affective Domain.
Kubiszyn, T. & Borich G. (2003). Educational Testing and Measurement: Classroom
application and practice.
McMillan, J.H. (2007). Classroom Assessment: Principles and practice for effective
standards-based instruction. 4th edition.
Mueller, J. (2010). Authentic Assessment Toolbox.
Musial, D., et.al. (2009). Foundation of Meaningful Educational Assessment.
Borongan City 6800
Eastern Samar, Philippines
info@essu.edu.ph
https://essu.edu.ph
 Nitko, A.J. & Brookhart, S.M. (2011). Boston: Pearson.
Popham, W.J. (2000). Modern Educational Measurement: Practical Guidelines for
Educational Leaders, 2nd Edition.
Linn, R. L. & Gronlund, N. E., (2000). Measurement and Assessment in Teaching. 8 th
edition.
Tanner, D. E. (2001). Assessing Academic Achievement.

Online References:
http://www.teaching.utoronto.ca/topic/coursedesign/learning-outcome
http://researchnetwork.pearson.com/wp_content/uploads/Assessing_21st_Century_Skills_
NCME.pdf
www.sciencedirect.com
www.elsiever.com/locate/EDUREV
www.rubistar.4teachers.org
http://www.baker.edu/departments/etl/main.cfm
http://ets.tlt.psu.edu/learningdesign/assessment/affective
http://rel.sagepub.com/content/42/2/167
http://jonathan.muelller.faculty.noctri.edu/toolbox/index.htm
www.eric.ed.gov
http://dx.doi.org/10.1787/5kghx3kbl734-en
https://sph.uth.edu/content/uploads/2012/01/Competencies-and-Learning-Objectives.pdf.

Journal References:
Asia-Pacific Journal of Teacher Education
Report form the Department of Research, Evaluation, and Assessment
Practical Assessment, Research and Evaluation, A Peer Reviewed Electronic Journal,
Volume 17, No 2, January 2012
Consultation Schedule:
Monday and Wednesday 9:00-10:30 AM (BEED 3)
Tuesday and Thursday 9:00-10:30 AM (BSED 3)
Email address: teachsci776@gmail.com

Prepared by: Approved:

SHIELA B. PELICANO, PhD ROWENA A. CATUDAY, EdD

Instructor Head, BSED Program

Borongan City 6800

Eastern Samar, Philippines
info@essu.edu.ph
https://essu.edu.ph