UNIVERSITI TEKNOLOGI MARA

COURSE INFORMATION

Confidential

Course Code : EDU485

Course Name : Assessment Literacy and Performance Competencies

Level : Bachelor Degree

Total SLT : Equivalent to 3 credit

Face-to-Face (F2F): 42
Non Face-to-Face: 76

Part : 4

Course Status : Core

(Core/Non Core)

Prerequisite : -
Course Learning Outcomes

At the end of the course, students should be able to:

1. Evaluate the principles, concepts, methods and quality of educational assessments in

gathering valid measure of learning and competency.
2. Develop a set of authentic task for performance-based assessment in the discipline relevant
to future educators.
3. Construct a set of test for a subject offered at secondary school level in the discipline relevant
to future educators.
4. Demonstrate the application of ethical and professional standards of assessments in
reporting student learning outcome to targeted stakeholder(s).

Course Description

The course aims to produce future educational practitioners who are well equipped in carrying
out valid and reliable assessment tasks within many areas of learning. In addition to the
acquisition of relevant skills in developing and implementing varied classroom assessment tasks;
the focus on authentic assessments is framed with an emphasis on competency measurement
drawing on current development within local and international settings such as technical and
vocational education and training (TVET), Fourth Industrial Revolution (IR4.0) and 21st century
education and workforce. The learning in this course aids the acquisition of knowledge and skills
in accommodating for evidence-based practice, 21st century assessment and competency-based
assessment.

Syllabus Content

Principles of Assessments
Theories and Approaches in Assessments
Learning Domains and Taxonomy of Educational Objectives (Cognitive, Affective and
Psychomotor)
Characteristics of Effective Assessments

Formal Assessments: Test and Final Examination

▪ Planning (Table of Specifications)
▪ Item Construction and Stimulus Selection
▪ Test Assembly
▪ Test Administration
▪ Scoring and Grading
▪ Identification of Learning Readiness
▪ Linking Assessment Data to Instruction: Scaffolding and Intervention Strategies
▪ Reporting Learning Outcomes
▪ Test Score Interpretations

Formal Assessments: Authentic Assessment

▪ Planning
▪ Task Development
▪ Rubric Development
▪ Scoring and Recognition of Competence
▪ Provision of Feedback
▪ Reporting
Informal Assessments
▪ Approaches and Strategies
▪ Tools
▪ Linking Assessment Data to Instruction: Scaffolding and Intervention Strategies

Ethics and Professional Standards of Assessment

Issues and Development of Assessments

Teaching Methodology

Lecture, tutorial, workshop, independent learning, discussions, group-based activities, individual-

based activities

Assessment Structure

Online Test 20%

Assignment I 10%
Article Review (Pair)
Assignment II 40%
Task & Rubric Development (Individual)
Assignment III 30%
Test Construction (Group)

Total 100%

References

Brookhart, S.M. (2010). How to assess higher-order thinking skills in your classroom. Virginia:
Association for Supervision and Curriculum Development.
Brookhart, S.M. (2014). How to design questions and tasks to assess student thinking. Virginia:
Association for Supervision and Curriculum Development.
Darling-Hammond, L. (1997)
Greenstein, L. (2010). What teachers really need to know about formative assessment. Virginia:
Association for Supervision and Curriculum Development.
Nilsin, L.B. (2014). Specifications Grading. Virginia: Stylus.
Stiggins, R.J., Arter, J.A., Chappuis, J. & Chappuis, S. (2007). Classroom assessment for
student learning. Doing it right – using it well. New Jersey: Pearson Education.
 FACULTY OF EDUCATION
WEEKLY SCHEME OF WORK EDU485
OCTOBER 2021 – FEBRUARY 2022

Week Date Topic Activities / Modes / Platforms

*Entrance Survey begins

1 11/10 – 15/10 Introduction to Assessment and
*Academic Integrity Form
Evaluation
Synchronous
Terminologies: ▪ Google Meet
Assessment
Evaluation

Types of Educational Assessments

▪ Traditional and Authentic Assessments
▪
▪
2 18/10 – 22/10 i. General Principles of Educational
*Entrance Survey ends 24/10
Assessments
ii. Synchronous
▪ Formative and Summative Assessments ▪ Google Meet
▪ Formal and Informal Assessments
▪ Norm-referenced and Criterion-
referenced Assessments
iii.
iv. Evidence
▪ Purpose and Uses
▪

3 25/10 – 29/10 Characteristics of Effective Synchronous

Assessments ▪ Google Meet
Validity and Types of Validity

4 1/11 – 5/11 (cont.) Characteristics of Effective Online Test (20%)

Assessments
Reliability and Types of Reliability

5 8/11– 12/11 Issues and Trends in Educational Discussion of Assignment I:

Assessments – Assessments during Article Review (10%)
Pandemic
Synchronous
i. High Stake Assessments ▪ Google Meet
ii. Feedback Focus vs. Grade Focus
iii. Two-tier Grading System

6 15/11 – 19/11 Learning Domains and Taxonomy of Asynchronous

Educational Objectives ▪ YouTube and Google Quiz
i. (non-graded)
Taxonomy of Educational Objectives:
Affective Domain
Taxonomy of Educational Objectives:
Psychomotor Domain
 22/11– 28/11 MID-SEMESTER BREAK

7 29/11 –3/12 Authentic Assessments Submission of Assignment I:

Article Review (10%)
Measure of Knowledge (Breadth vs
Depth) Asynchronous
▪ YouTube and Google Quiz
Development of Authentic
(non-graded)
Assessment Tasks
i. Planning and Task Development
ii. Rubric Development
iii. Recognition of Competence
iv. Provision of Feedback
v. Reporting

8 6/12 – 10/12 Scoring of Authentic Assessment Discussion of Assignment II:

Rubric Development Task Development (40%)
Synchronous
▪ Google Meet

*Exit Survey begins – 17 Jan

9 13/12 – 17/12 Traditional Assessments: Tests and
Examinations Consultation: Assignment II
Test Construction (Task Development)
i. Planning Synchronous
▪ Google Meet

10 20/12 – 24/12 ii. Item Construction and Stimuli Selection *SuFO begins – 20 Dec

(cont.) Learning Domains and Synchronous

Taxonomy of Educational Objectives ▪ Google Meet
Taxonomy of Educational Objectives:
Cognitive Domain

25/12 – 2/1 SPECIAL BREAK

11 3/1 – 7/1 Learning Domains and Taxonomy of Synchronous

Educational Objectives ▪ Google Meet
(cont.) Taxonomy of Educational
Objectives: Cognitive Domain

12 10/1 – 14/1 ii. Test Assembly Consultation: Assignment III

iii. Test Administration (Test Construction)
iv. Scoring and Grading
Asynchronous
▪ YouTube and Google Quiz
(non-graded)

13 17/1 – 21/1 iv. Item Analysis and Test Score Test Administration
Interpretations (Assignment III’s activity)

Synchronous
▪ Google Meet

14 24/1 – 28/1 Ethics and Professional
Standards of Assessment
Drive-through Assignment
Consultation
*Exit Survey ends- 30 Jan2022
*SuFO ends – 6 Feb 2022
Synchronous
▪ Google Meet

15 31/1 – 6/2 REVISION WEEK

16 7/2- 23/2 FINAL EXAM Submission of Assignment

II: Task Development
Submission of Assignment
III: Test Administration

17 24/2-27/3 SEMESTER BREAK

PLATFORM INFO

WHAT WHERE LINK

Notes, Materials and MOOC https://www.openlearning.com/courses/a

Assessment Information ssessments-and-
evaluations/homepage/?cl=1
Synchronous Lessons Google Meet https://meet.google.com/ysb-qsdk-rju

Asynchronous Lessons YouTube https://www.youtube.com/channel/UCirRUb

I9irmmTraXZhfzWAQ/featured

Workbench Respective
WhatsApp Group

Assessment Submission and Google Classroom APB THU 8.30AM

Consultation https://classroom.google.com/c/NDE1MTAyN
jY1OTc5?cjc=z3w3dps

ED248A & MUSIC FRI 9.30AM

https://classroom.google.com/c/NDE1MTAyN
jY2MDMx?cjc=jebhjss