INSTITUTE OF TEACHER EDUCATION

2nd Semester, Academic Year 2021-2022

SYLLABUS

Jose C. Feliciano College Foundation envisions itself to be the leading provider of holistic, responsive, relevant and globally recognized quality
I. VISION: education based on the arts, sciences and information technology.

II. MISSION Jose C. Feliciano College Foundation will provide: holistic, globally responsive, relevant and quality education in all disciplines. It aims to produce
: high-level professionals and leaders who are self-reliant, self-sufficient, socially responsible and God-loving individuals.
I. Guided by its vision and mission, the College aims to:
1. Provide quality education by promoting academic excellence at all levels primarily to meet the development needs of the Region
and to meet the challenge of a highly progressing and changing technological environment and eventually become a leading
higher education institution in the country.
2. Provide holistic, relevant, globally responsive education to the Filipino youth so he/she can become an efficient and integrated
personality who is fully cognizant of his/her potentials and who feels at home in an ever advancing society - an individual who is
willing to play a dynamic role in the cultural, political, economic, and technical growth of the country and the global society.
III. GOALS:
3. Provide quality education that will focus on the development of higher thinking skills: analytical, critical, and creative thinking
coupled with the integration of time tested social values through constant evaluation of the different curricula and the unwavering
dedication and commitment of the highly qualified faculty members.
4. Recognize the vital role of maintaining partnerships with other academic institutions and organizations thereby forming alliances
with the industry to promote entrepreneurship and global competitiveness.
5. Develop the research awareness and capability of the administrators, faculty members and students thereby contributing to the
improvement of practices in the College and to the increasing stock of knowledge in the outside world.
IV. PROGRAM 1. Articulate and discuss the latest developments in the specific fields of practice
SPECIALIZATION 2. Effectively communicate both in oral and written using Filipino and English
OUTCOMES 3. Work effectively and independently in multi-disciplinary and multi-cultural teams
4. Act in recognition of professional, social, and ethical responsibility
V. COURSE CODE:
VI. COURSE TITLE ASSESSMENT IN LEARNING 2
 This is a course that focuses on the principles, development, and utilization of alternative forms of assessment in measuring authentic learning. It
VII. COURSE
emphasizes how to assess process-and product-oriented learning targets as well a affective learning. Students will experience how to develop
DESCRIPTION
rubrics and other assessment tools for performance-based (.e.g. portfolio) and product-based assessment

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

1. Apply the principles of assessment in conceptualizing techniques for assessing authentic learning
2. Design performance - based assessment tools
VIII. COURSE 3. Design assessment tools for affective learning
OUTCOMES 4. Develop portfolio to assess one’s learning
5. Demonstrate skills in preparing and reporting grades
6. Derive information from alternative forms of assessment in making instructional decisions

1.

IX. COURSE CONTENT

DESIRED LEARNING
OUTCOMES (At the end of
the lesson, the students
should be able to:
✔ relate the general
objectives of the course
to the realization of the
vision, mission, goal, and
objectives of the program
✔ understand the learning
platforms to be used,
policies on attending
online classes, netiquette
guidelines, submission of
requirements and other
concerns
LO1 Define Student Learning
EVIDENCE OF
CONTENT Duration INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
PERFORMANCE
Preliminary Period
1. General objectives of 30 The instructor will brief the students on the course and the
the course vis-à-vis minutes learning platforms to be used for the course including policies
vision, mission, goal, on attending online classes and failure to attend (for whatever
and objectives of the reason there may be), how to conduct oneself during online
program (1.5 hours) classes (netiquette), submission of assignments,
communication with the teacher during the asynchronous
2. Class orientation/
sessions, and policies on assessment of learning.
briefing:
1. Introduction to Principles 1.5 hours The instructor will initiate an Sources and Quiz: Sources and
of Assessment and interactive discussion based on characteristics of good Characteristics of good
Outcomes
LO2 Identify the sources of
expected student learning
outcomes.
LO3 Explain the
characteristics of good
learning outcomes
LO1 Distinguish the different
types of learning
LO2 Give reason/s why the
three classification of
learning outcomes must be
given emphasis in learning
assessment course
LO3 Write three (3) samples
of student learning outcomes
in the cognitive, psychomotor,
and affective domains
LO1 Give the meaning and
discuss the characteristics of
authentic assessment.
LO2 Demonstrate
understanding of authentic
assessment by adapting
authentic assessment tools
Authentic Assessment notes on characteristics of good
1.1 Student Learning learning outcomes sent to the
Outcomes students via Google classroom
learning outcomes
identified and explained learning outcomes
The students will participate in the
interactive discussion accordingly
1.2 Three Types of 3 hours The instructor will facilitate an
Learning interactive discussion on the three
types of learning
Learning Outcomes in
The students will participate in the Written output: Learning
the cognitive,
interactive discussion. Outcomes in the cognitive,
psychomotor, and
psychomotor, and affective
affective domains written
They will afterwards share their domains
as per standards
output on the three samples of
learning outcomes in the three
domains, to be critiqued by the
teacher and the classmates.
1.3 Authentic Assessment 1.5 hours The instructor will facilitate an Written output: Authentic
interactive discussion on the assessment tools
characteristics of authentic demonstration
Characteristics of
assessment
authentic assessment
correctly described
The students will participate in the
interactive discussion.
1.4 Authentic Assessment 3 hours The instructor will facilitate an authentic assessment
Tools interactive discussion on the tools properly
authentic assessment tools using demonstrated
the activity sent in Google
classroom
The students will participate in the
interactive discussion by

LO1 Formulate a process-
oriented learning
competencies
LO1 Design a process
oriented learning activities.
LO1 Create a scoring rubric
to evaluate the process of the
activities to target the learning
competencies
LO1 give meaning of
product-oriented assessment
of student learning
LO2 Express the significance
of product-oriented
2. Process-Oriented
Performance – Based
Assessment
2.1 Process-oriented
Learning Competencies
2.2 Tasks Designing
2.3 Scoring Rubrics
3. Product-oriented
Performance – Based
Assessment
3.1 Product-oriented
learning competencies
presenting their output in the
activity
1.5 hours The instructor will facilitate an
interactive discussion on process-
oriented performance-based
assessment using the activity sent
process- oriented
in Google classroom Written output: process-
learning competencies
oriented learning
formulated as per
The students will participate in the competencies
standards
interactive discussion by
presenting their output in the
activity
3 hours The instructor will facilitate the
sharing and critiquing of the output
of the students as previously
process oriented Written output: Designing a
assigned in the Google Classroom
learning activities process oriented learning
correctly designed activities
The students will share their
output and/or participate in the
critiquing of the outputs.
3 hours The instructor will facilitate the
sharing and critiquing of the output
of the students as previously
Guidelines in creating a
assigned in the Google Classroom Written output: Creating a
scoring rubric strictly
scoring rubric
followed
The students will share their
output and/or participate in the
critiquing of the outputs.
Midterm Period
3 hours The instructor will facilitate the product-oriented Quiz: meaning and
sharing and critiquing of the output assessment of student significance of product-
of the students as previously learning clearly defined oriented assessment of
assigned in the Google Classroom student learning
performance-based
assessment
LO1 create a sample of task
design of product-oriented
assessment
LO1 produce a sample of
product assessment rubric
LO1 recognize the
affective taxonomy in
the educational
objectives; and
LO1 construct measurable
affective objectives.
LO1 identify the
different affective
traits and learning
targets;
. The students will share their
LO1 craft affective learning
The students will share their
output and/or participate in the
critiquing of the outputs.
3.2 Task designing 3 hours The instructor will facilitate the
sharing and critiquing of the output
of the students as previously
Product oriented Written output: Designing a
assigned in the Google Classroom
learning activities product oriented learning
correctly designed activities
The students will share their
output and/or participate in the
critiquing of the outputs.
3.3 Scoring Rubrics 3 hours The instructor will facilitate the
sharing and critiquing of the output
of the students as previously
Guidelines in creating a
assigned in the Google Classroom Written output: Creating a
scoring rubric strictly
scoring rubric
followed
The students will share their
output and/or participate in the
critiquing of the outputs.
4. Assessment in the 1.5 hours The instructor will facilitate the Written Output: developing
Affective Domain sharing and critiquing of the output affective learning outcomes
4.1 The Taxonomy in of the students as previously Taxonomy in the for the different levels of the
the Affective Domain assigned in the Google Classroom Affective Domain affective domain
clearly identified
The students will share their
output and/or participate in the
critiquing of the outputs.
4.2 Affective Learning 3 hours The instructor will facilitate the
Competencies sharing and critiquing of the output
of the students as previously
different affective traits
assigned in the Google Classroom
and learning targets
properly identified
output and/or participate in the
critiquing of the outputs.
4.3 Development of 3 hours The instructor will facilitate the affective learning
outcomes for the different
levels in the affective domain
LO1 Discuss the features,
principles and purposes of
portfolio assessment
Affective Domain Tools
5. Portfolio Assessment 6 hours
5.1 Features, Principles
and Purposes of Portfolio
Assessment
sharing and critiquing of the output
of the students as previously
outcomes for the
assigned in the Google Classroom
different levels in the
affective domain
The students will share their
correctly crafted
output and/or participate in the
critiquing of the outputs.
Final Period
The instructor will facilitate an
interactive discussion on portfolio
assessment using the activity sent
in Google classroom features, principles and
Quiz: features, principles
purposes of portfolio
and purposes of portfolio
The students will participate in the assessment correctly
assessment
interactive discussion by discussed
presenting their output in the
activity

LO1 Discuss the essential
elements and types of
portfolio assessment
5.2 Essential Elements and
Types of Portfolio
3 hours The instructor will facilitate an Quiz: essential elements
interactive discussion on essential and types of portfolio
elements and types of portfolio assessment and stages in
assessment using the activity sent implementing portfolio
essential elements and
in Google classroom assessment
types of portfolio
assessment correctly
The students will participate in the
discussed
interactive discussion by
presenting their output in the
activity

LO1 Discuss each of the
stages in implementing
portfolio assessment
5.3 Stages in Implementing
Portfolio Assessment
3 hours The instructor will facilitate an
interactive discussion on stages in
implementing portfolio
assessment using the activity sent
in Google classroom
stages in implementing
portfolio assessment
correctly discussed

The students will participate in the

 interactive discussion by
presenting their output in the
activity

LO1 identify clear criteria in
assessing and evaluating
portfolio
LO2 show creativity in
presenting a portfolio
LO1 determine the essential
features of student-teacher
conference
LO2 develop a program for
student-teacher conference
5.4 Assessing and
Evaluating the Portfolios
5.5 Student-Teacher
Conferences
3 hours The instructor will facilitate the
sharing and critiquing of the output
of the students as previously
Features of a portfolio
assigned in the Google Classroom Output: Portfolio of their
clearly demonstrated
own performance
The students will share their
output and/or participate in the
critiquing of the outputs.
3 hours The instructor will facilitate the
sharing and critiquing of the output
of the students as previously program for student-
assigned in the Google Classroom teacher conference Output: program for student-
developed as per the teacher conference
The students will share their essential features
output and/or participate in the
critiquing of the outputs.

Final Examinations
Deped. K to 12 English Curriculum

DepEd Order #8, s. 2015

https://www.ncme.org/resources/library-old2/professional-responsibilities
REFERENCES:
Getting started with assessment of learning, https://cambridge-community.org.uk/professional-development/gswafl/index.html

Understanding the role of assessment in learning. https://www.queensu.ca/teachingandlearning/modules/assessments/04_s1_01_intro_section.html

Principles of assessment for learning. https://assessment.tki.org.nz/Assessment-for-learning/Principles-of-assessment-for-learning

GRADING Periodic Grade: Class Standing: 60% + Periodic Examination (40%)

 Final Grade: Prelim Grade + Midterm Grade + Final Grade
SYSTEM: 3

Attendance, Recitation, Quizzes, Assignments, Major Examinations,

Portfolio of Testing Instruments
COURSE
Written Rubrics
REQUIREMENTS
Tasks Designing
Portfolio Assessment Tools
PREPARED BY: REVIEWED BY: APPROVED BY:

MYRNA D. MATIRA Ed.D JERIC DAVID PANGILINAN VILMA V. ESPARRAGO, Ph.D.

Faculty Departmental Coordinator VP for Academic Affairs