Saint Louis College of Bulanao

Tabuk City, Kalinga

Academic Year 2021-2022

OUTCOMES-BASED SYLLABUS IN
TEACHING AND ASSESSMENT OF LITERATURE STUDIES 1

Prepared by: Checked by:

JENNIFER B. ABELLANIDA, LPT JOSILLE FAITH O. ISIC, LPT

Instructor Department Head

Noted By:

THERESE GRAIL C. LAWAGAN, Ph.D

Dean for Academic Affairs

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 I. STATEMENT OF THE VISION, MISSION, GOALS, AND OBJECTIVES

A. SLCB VISSION-MISSION
We envision Saint Louis COLLEGE OF BULANAO as a CHRIST-centered, academically-competent and culture-responsive community of educational leaders committed to
evangelizing and witnessing the Gospel towards an integral transformation.
Therefore, we commit ourselves to promote:
Peace and justice consciousness
Ecological and cultural awareness
Academic excellence and competence
Christian discipleship and community leadership
Employability

B. PROGRAM OBJECTIVES
The College of Education is envisioned as a Christ-centered, academically competent and culture responsive community of educational leaders committed to the
formation and training of teachers who are:

Peace makers and peacebuilders in the classroom, in the community and in the nation;
Ecological social and culture responsive locally, regionally, nationally and globally;
Academically excellent and competent in teaching and dedicated to the profession;
Christian leaders and disciples who are exemplars/ paragons of Christian values
Educationally and professionally responsible thus can be easily employed.

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II. BEED/ BSED PROGRAM OUTCOMES
After the completion of BEED/ BSED program the students are expected to:

PROGRAM OUTCOMES
KNOWLEDGE
1. Demonstrate basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning
2. Exhibit a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students
3. Show deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes
4. Display a meaningful and comprehensive knowledge of the subject matter they will teach
SKILLS
1. Apply a wide a range of teaching processes skills such as in curriculum development, lesson planning, materials development taking into consideration
of the use of indigenous/recycled materials, educational assessment and teaching approaches
2. Innovate alternative teaching approaches, take risks in trying out these innovative approaches and evaluate the effectiveness of such approaches in
improving student’s learning
3. Facilitate meaningful learning of diverse types of learners in diverse types of learning environments, using a wide range of teaching knowledge and
skills
ATTITUDE
1. Practice the professional, responsible, ethical, and inclusive requirements of the teaching profession
2. Reflect on the relationships among the teaching process skills, the learning processes of the students, the nature of the content/subject, matter and
the broader social forces hindering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices
3. Exhibit the willingness and the capability to continue learning by collaborating with colleagues and other experts in their own fields in order to better
fulfil their mission as teacher
VALUE
1. Create a peaceful classroom and inclusive learning friendly environment that provides opportunities and promotes potential of all kinds of learning
2. Model Christian leadership and discipleship to the school community

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 III. COURSE OUTCOMES
Course Intended Outcomes (CILOS)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
After the completion of this course the students are
expected to:
CO1 Discuss the latest theories, principles, and trends in
assessment methods
CO2 Distinguishing norm referenced from criterion
referenced test and discrete point test to integrative
test
CO3 Critique teacher made test in Language and in
Literature according to guidelines given for test types
CO4 Conduct a teaching demo either in Language or in
Literature and test student’s comprehension of the
lesson by testing
CO5 Write an essay stating own philosophy of language
and Literature testing using the theories, principles,
and strategies discussed in the course
CO6 Demonstrate an alternative way of assessing either
Language or Literature learning as opposed to the
traditional practice of paper and pen test
Legend:
L- Learned Outcomes (knowledge, skills, values) gain in the subject
P- Practiced and Learned Outcomes (knowledge, skills, values)
O- Opportunity to learn and practice knowledge, skills, and values but not taught formally

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IV. COURSE CODE: ELT 111
V. COURSE TITLE: TEACHING AND ASSESSMENT OF LITERATURE STUDIES 1
VI. COURSE DESCIPTION:
This Course exposes students to a variety of assessment methods appropriate for English Language and explores a range of assessment

Course Intended Learning Content Strategies Assessment Tools Time Frame

Outcomes

At the end of the semester, the Orientation: Introduction of the

learners should be able to: course outcomes, major
requirements and assessment
methods for the whole
semester.
▪ Differentiate the various I. Key Concepts ❖ Lecture Method Written Outputs 4 hours
terms used in the a) Assessment and ❖ Interactive Discussion
assessment Evaluation Principles
▪ Be familiar with the b) Purpose of Assessment
terms used in this course c) Functions of Language
▪ Deduce the importance Tests
of assessment
▪ Discuss the different II. Types of Language ❖ Interactive Discussion Quizzes 6 hours
kinds of assessment and Assessment Graded Recitation
Evaluation to be used a) Kinds of Assessment and
▪ Observe the different Evaluation
kinds of assessment tools b) Kinds of Assessment
Tools
c) Kinds of Language Tests

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▪ Demonstrate an
alternative way of
assessing either
Language or Literature
Learning as opposed to
the traditional practice of
paper and pen test
▪ Compare and Contrast
the Phases of Evaluation
and the stages of test
Construction
▪ Critique teacher made
tests in language and in
Literature according to
guidelines given for test
types
▪ Report observation of a
class that used authentic
III. Approaches and ❖ Interactive Discussion Written Quizzes 6 hours
Techniques of Language
Testing
a) Approaches of Language
Testing
b) Test techniques
PRELIM EXAMINATIONS
IV. TEST CONSTRUCTION ❖ Reporting Seatwork’s 4 hours
a) Phases of Evaluation
b) Stages of Test
Construction
V. QUANTITATIVE ANALYSIS ❖ Lecture Method 5 hours
a) Criteria of a Good Test ❖ Interactive Discussion
b) Importance of
Quantitative Analysis
c) Common Statistical
Formulas
VI. QUALITATIVE ANALYSIS ❖ Group Reporting Graded Recitation 7 hours
a) Purpose Written Outputs
b) Categories of Approaches
c) Techniques for
Monitoring Students
Progress
d) Types of Qualitative
Analysis
e) Feedback Method
f) Referencing
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 MIDTERM EXAMINATIONS
▪ Use appropriate VII. TESTING THE RECEPTIVE ❖ Lecture Method Written Quiz 4 hours
assessment method in SKILLS ❖ Interactive Discussion
assessing listening, a) Testing Listening
reading, speaking and b) Testing Reading
writing
▪ Use appropriate VIII. TESTING THE ❖ Individual Speech Writing Oral Recitation 4 hours
assessment method in PRODUCTIVE SKILLS
assessing knowledge on a) Testing Speaking
literature b) Testing Writing
▪ Construct the different IX. TESTING LITERATURE Group activity Graded Recitation 8 hours
types of Literature Test a) Rationale of Literature Research Group Activity
Testing
b) Types of Literature Test
c) Formats f Literature Test
d) Example of Literature
Tests
FINAL EXAMINATIONS

X. COURSE REQUIREMENTS:
For the computation of the student’s respective grade the following bases of evaluation shall be used:
1) Attendance and participation
2) Group activities
3) Individual outputs
4) Periodical examinations
5) Individual or group demonstration

XI. REFERENCES:
XII. GRADING SYSTEM:

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PG= CS+PT MG= CS+MT TFG= CS+FT FG= PG+MG+TFG
2 2 2 3

▪Legend:

CS- class standing

PT- prelim examination
MT- midterm examination
FT- final examination
PG- prelim grade
MG- midterm grade
TFG- tentative final grade
FG- final grade

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