KOLEHIYO NG LUNGSOD NG LIPA
Marawoy, Lipa City
VISION
A center of human development committed to
the pursuit of wisdom, truth, justice, pride,
dignity, and local/global competitiveness via a
quality but free education for all qualified
clients.
MISSION
Establish and maintain an academic environment
promoting the pursuit of excellence and the total
development of its students as human beings, with
fear of God and love of country and fellowmen.
GOALS
Kolehiyo ng Lungsod ng Lipa aims to;
1. foster the spiritual,
intellectual, social, moral and creative life of its
clients via a free but quality tertiary education
2. provide the clients with
rich and substantial, relevant and wide
range of academic disciplines,
expose them to varied curricular and co
experiences which nurture and enhance their
personal dedications and commitments
to social, moral, cultural, and economic
transformations;
3. work with the government and the
community in the pursuit of achieving national
developmental goals;
4. develop deserving and qualified clients into
the different skills of life existence and prepare
them for local and global competitiveness.
College of Teacher Education
1st Semester, AY 2021-2022
I. Course Code/Title : PEC 106 / ASSESSMENT OF STUDENT LEARNING 1
II. Course Pre-requisite: None
III. Course Description:
The course focuses on the development and utilization of assessment tools to improve the
teaching-learning process. It emphasizes the use of testing for measuring knowledge, comprehension, and
other thinking skills. It allows students to go through the standard steps in test construction for quality
assessment.
IV-A. Institutional Program Outcomes:
1. Articulate and discuss the latest development in the specific field of practice.
2. Effectively communicate orally in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage (based on R.A. 7722)
IV-B. CTE Program Outcomes:
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for divers’ learners.
4. Apply skills in curriculum development, lesson planning, material development, instructional delivery
and educational assessment.
5. Demonstrate basic and higher levels of thinking skills, planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.
IV-C. Program Outcomes for BSED
1. Demonstrate in depth-understanding of the development of the adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.
V. Course Learning Outcomes:
At the end of the course, students with 85% proficiency are expected to:
1. Show understanding of the basic concepts and principles of high quality assessment.
2. Match the different learning targets and their appropriate assessment techniques.
3. Identify the role of assessment in making instructional decisions.
4. Construct classroom assessment tools in measuring knowledge and thinking skills.
5. Demonstrate skills in utilizing and reporting test results.

VI. Course Credit: 3 units

VII. Course Content:
Teaching
Student Outcomes
No. of Strategies Evidences of
Specific Objectives Topic At the end of unit, the student/learner
Hours Assessment Outcomes
can
Activities
1. Discuss and Recite the - Value the vision, mission, goals, rules, - Orientation - Written
Vision, Mission, and 1. Vision, Mission, Goals of KLL policies and obligation of the school Activity
and overview of the syllabus - Giving copies of
Goals of Kolehiyo ng - Familiarize the course requirements and - Oral Recitation
1.5 outlines of the
Lungsod ng Lipa; and topics or lessons to be discussed
course
discuss the course
- Discussion
syllabus of PEC 106.
2. BASIC CONCEPTS IN - Define and differentiate measurement, - Discussion - Grade in
ASSESSMENT: assessment, and evaluation. - Class Journal
a. Measurement - Analyze and discuss the scopes, Participation - Grade in
b. Assessment purposes, and types of assessment and - Graded Recitation
c. Evaluation evaluation. Recitation - Score in
2. Identify and distinguish
d. Scopes and Functions of - Explain how the process of assessment - Group Quiz
the different concepts
Assessment 6 takes place in the educational process. Presentation
related to educational
e. Types of Classroom Assessment - Discuss the four purposes/roles of - Journal Writing
assessment.
f. Types of Evaluation assessment in terms of diagnostic,
g. Approaches to Evaluation formative, summative, and placement
h. Roles of Assessment in Making purposes.
Instructional Decision - Discuss and differentiate the concepts of
i. Assessment OF, FOR, AS Assessment FOR, OF, and AS Learning.
3. Enumerate and explain 3.1 GUIDING PRINCIPLES IN 4.5 - Enumerate the guiding principles in the - Discussion - Score in
 ASSESSMENT OF LEARNING assessment of learning. - Class Quiz
3.2 PRINCIPLES OF HIGH - Explain what assessment methods are Participation - Grade in
QUALITY ASSESSMENT appropriate to different teaching- - Graded Recitation
a. Validity learning process. Recitation - Grade in
b. Reliability - Relate reliability from validity - Group Presentation
the different criteria for c. Fairness - Give the factors that contribute to the Presentation
high quality assessment. d. Practicality and Efficiency reliability of assessment methods. - Debate
e. Ethics - Relate the concept of ethics/morality in - Board
f. Clarity of Learning Targets the assessment of learning Recitation
g. Appropriateness of Assessment - Quiz
Methods
h. Positive Consequences
- Define test and testing. - Discussion - Grade in
4. TESTS AND THEIR USES IN - Classify different types of test as to - Class Debate
EDUCATIONAL ASSESSMENT objectivity and subjectivity. Participation - Grade in
4. Define test and testing; a. Tests - Enumerate and explain types of tests as - Graded Recitation
and enumerate the b. Testing 4.5
to mode of response, quantification of Recitation - Score in
different types of tests. c. Types and Uses of Tests response, administration, test - Group Quiz
constructor, mode of interpreting results, Presentation
and other kinds. - Debate
- Classify instructional objectives in terms - Discussion - Grade in
5. INSTRUCTIONAL of cognitive, psychomotor, or affective - Class Group
OBJECTIVES AS BASES FOR domain. Participation Presentation
5. Develop instructional CONSTRUCTING TEACHER- - Explain the levels of learning outcomes - Recitation Log - Grade in
objectives and classify MADE TESTS for each domain. - Group Reciation
a. Cognitive 6
their levels of learning in - Compare Bloom’s and Anderson’s Presentation - Score in
each domain. b. Psychomotor taxonomy of learning in the cognitive - Constructing Quiz
c. Affective domain. Objectives
- Construct instructional objectives per
domain as bases for test construction.
- Understand the general principles of - Discussion - Grade/Score
testing and the steps in making tests. - Recitation in TOS
6. Give the components of 6. CONSTRUCTING TABLE OF - Explain what table of specification is - Construction of - Score in
table of specification and SPECIFICATIONS (TOS) 3 and give its components. TOS Quiz
follow the steps in
- Construct One-Way and Two-Way - Quiz
developing one.
Table of Specification in a particular
subject matter.
 MIDTERM EXAMINATION 1.5
- Explain the advantages and - Test Bank - Grade in
disadvantages of objective tests. Making - 30- Test Bank
7. CONSTRUCTING - Define and give examples of each of the item test (compilation
OBJECTIVE PAPER AND different kinds of tests. making about a of tests)
7. Construct and score PENCIL TESTS - Describe and differentiate selection type given subject - Score in
different objective paper a. Selection Type from supply type and constructed type. matter, on all Long Test
b. Supply Type 12
and pencil tests using the - Enumerate the different guidelines in types.
different guidelines. c. Constructed Type constructing objective tests. - Long Tests
- Construct test items connected to a
particular subject matter.
- Construct good directions for the test
items.
- Define essay and differentiate its kinds. - Graded - Grade in
8. ESSAY TESTS - Create essay tests considering Bloom’s Recitation Test Bank
a. Constructing Essay Test Taxonomy. - Test Bank - Score in
8. Construct and score
b. Guidelines in Using Essay Test - Discuss the guidelines in constructing, Making Quiz
essay tests using the 4
c. Scoring Essay Test evaluating, and using essay tests. - Quiz - Grade in
different guidelines.
- Score essay tests analytically or Recitation
holistically.

- Enumerate and discuss the guidelines in - Discussion - Grade in

9. ADMINISTERING AND arranging and administering test items. - Class Recitation
9. Discuss the steps in
SCORING PAPER AND PENCIL - Explain the different strategies before, Participation - Grade in
arranging test items, and
TESTS 3 and during testing. - Graded Group
in administering tests to
- Score objective tests by following the Recitation Activity
students.
guidelines. - Group Activity

- Enumerate the elements in an item - Item Analysis - Score in

analysis. - Activity Sheet Quiz and
- Explain the purposes of item analysis. - Quiz Activity
10. Discuss steps in 10. ANALYZING AND USING - Explain and discuss the steps in - Graded - Grade in
preparing data for item TEST ITEM DATA 3.5 preparing data for item analysis. Recitation Recitation
analysis. - Interpret the effectiveness of test items
and its distractors using the indices of
difficulty and discrimination.

11. Discuss grades and its 3 - Define marks/grades.

 - Enumerate the purposes of grades. - Discussion and - Grade in
- Discuss the different philosophical Participation Group
11. GRADING STUDENT’S views on marking/grading. - Group Presentation
essence in the assessment TEST SCORES - Differentiate criterion-referenced Synthesis - Grade in
process. grading from norm-referenced grading. Recitation
- Compute for the percentage grade of test
scores using different formula.
- Explain difficulties met in grading.
FINAL EXAMINATION 1.5

VIII. Total Number of Hours: 54

IX. Course Methodologies:

 Quizzes, Long Tests, Major Examinations

 Graded Recitation/Participation
 Performances
 Notebook, Summary of Exercises, Activities and Seat Works
 Compilation of Written Tests and Answer Keys (Test Notebook)
 Attendance/Behavior
 Participation to Invitational Seminars/Workshops (Optional)
 Reinforcements (Optional)

X. Summative Evaluation:
Major Exam - 30%
Class Standing (Presentation, Recitation, etc.) - 40%
Written Outputs (Projects, etc.) - 30%
100%

XI. References:
Garcia, Carlito D. Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 and 2. Books Atbp. Publishing Corp.
Arellano, Aquilino D. and Ordoña, Myla D. Assessment of Student Learning 1. St. Andrew Publishing House.
Gabuyo, Yonardo A. 2017. Assessment of Learning I: Textbook and Reviewer. Rex Bookstore.
Macarandang, Mercedes A. and Vega, Violeta A. Assessment of Student Learning 1. Books Atbp. Publishing Corp.
Atty. Duka, Cecilio D. EdD., 2017. Reviewer for the Licensure Examination for Teachers (LET). Manila Review Institute, Inc.
Navarro, Rosita L., Santos, Rosita G., and Corpuz, Brenda B., Assessment of Learning 1 Fourth Edition. Lorimar Publishing.
Former lectures and notes