L.

D WOOSLEY BETHANY COLLEGES

Tertiary Education Ministry of Bethany Baptist Church
“ Equipping the Christian Youth for Leadership”

COURSE LEARNING PLAN

COURSE SUBJECT TITLE Assessment in Learning 2

COURSE CODE EDU 112

Course Credits 3 units

This course focuses on the principles, development and utilization of alternative forms of assessment in measuring, monitoring and evaluating authentic
learning and communicating its results. It gives pre-service teachers the opportunity to develop their own scoring rubrics that is relevant to the proper and fair
evaluation of the proficiency level of the student’s performance. It emphasizes on how to assess process- and product-oriented learning outcomes as well as
Course Description affective learning.It also highlights the utilization of performance-based assessment and portfolio assessment in effectively assessing the performance of the
learners which is geared towards an outcome-based education. The grading and reporting systems and the assessment of students with disabilities will also be
discussed in this course.

Contact Hours/Week 3 hours

2nd Year, 2nd Semester
Placement

Prerequisite Assessment in Learning 2

At the end of the course, pre-service teachers should be able to:
1. Demonstrate the necessary skills in assessing process, product, and performance;
2. Develop scoring rubrics to assess process, product, and performance;
3. Formulate objectives in the affective domains;
Course Objectives 4. Craft different assessment tools in assessing affective learning outcomes;
5. Differentiate norm-referenced grading and criterion-referenced grading;
6. Identify the different guidelines in grading elementary and secondary students;
7. Be familiar with the legal bases of assessment for individuals with special needs; and
8. Recognize the function of the multidisciplinary team for assessment of children with special needs.
WEEK Desired Learning Course Teaching and Learning Assessment Tasks FLEXIBLE LEARNING Resource Materials Time Table
Outcomes (DLO) Content/Subject Activities (TLAs) (ATs) MODALITIES
Matter
1-2 1. Compute the Utilization of the Computational Exercises Quiz Google Meet Gabuyo, Y. A. and Dy, G. C. (2013). 6 hours
mean, median, and Assessment Data: A both manual and using - terms Assessment of Learning 2. REX
mode, quartile and Review computer applications - properties Google Sheet/Desmos Publishing Company
percentile of a score Graphing Calculator
distribution; - Measures of Sketching of the Problem Set Navarro, R. L., Santos, R. G., and
2. Compute the value Central Tendency Distribution curve both - computations Google Forms Corpuz, B. B. (2019). Assessment of
and make analysis of manual and using - placement of Learning 1: Outcome-Based
range, quartile - Measures of computer applications values Jamboard Assessment. 4th Edition. LORIMAR
deviation, variance Dispersion - sketches Publishing, INC.
and standard Data & Graph - interpretation
deviation of a given - Measures of Interpretation of
score distribution; Position Distribution curve based Cajigal, Ronan M. & Mantuano, Maria
3. Apply the concept on students’ Leflor D. (2014) Assessment of Learning
of skewness in - Measures of performance 2. Adriana Publishing Co. Inc. Quezon
identifying the overall Skewness City, Philippines.
performance of the
students; and - Measures of
4. Determine the Correlation
degree of relationship
of two group of
scores.
3-5 1. Describe the nature Performance-Based Insightful Prior Small group Google Meet Gabuyo, Y. A. and Dy, G. C. (2013). 9 hours
of performance-based Assessment/Authen Understanding of pre- presentation of Assessment of Learning 2. REX
assessment; tic Assessment service teachers by outputs. Groups PowerPoint/Slide Publishing Company
2. Identify the - Traditional presenting some key choose an Presentation
necessary skills in assessment vis-a-vis words of relevance to appropriate Navarro, R. L., Santos, R. G., and
assessing process, authentic the topic. graphic organizer Corpuz, B. B. (2019). Assessment of
product, and assessment Pre-service teachers to capture the Learning 1: Outcome-Based
performance; - Types of will reflect on what main idea of what Assessment. 4th Edition. LORIMAR
3. Design and performance-based they currently think authentic Publishing, INC.
develop about a prior topic, assessment is, as
assessment
performance tasks how it relates to a well as,
- Focus of
using the Goal, new topic, how they differences
performance-based
 Role, Audience, assessment feel about it, and why between Cajigal, Ronan M. & Mantuano, Maria
Situation, Products, - Steps in developing this might be the case. authentic and Leflor D. (2014) Assessment of Learning
Standards (GRASPS) performance-based traditional 2. Adriana Publishing Co. Inc. Quezon
model; and assessment Explicit instruction on assessment. City, Philippines.
4. Develop scoring - Constructing the development of Group members
rubrics to assess performance task performance tasks take turns in
process, product, and -Types of rubrics and appropriate presenting
performance. - Developing a rubrics. components of
scoring rubric their outputs.

Performance Task
and Rubric
development.

6 PRELIMINARY EXAMINATION
7-8 1. Define the different Assessing Affective Literature Quiz Google Meet Gabuyo, Y. A. and Dy, G. C. (2013). 6 hours
concepts related to Learning Outcomes reviewor Assessment of Learning 2. REX
researchreport.
assessing affective Pre-service teachers will be
Presentation of Slide Presentation Publishing Company
learning outcomes; - Affective traits and asked to look for recent Literature
2. Determine the learning outcomes researches on the various Review/Research Google Forms Navarro, R. L., Santos, R. G., and
affective targets as well as
different levels of the researches on the selection,
Report Corpuz, B. B. (2019). Assessment of
affective domain; - Levels of affective development, utilization and Learning 1: Outcome-Based
3. Differentiate the domain interpretation of affective Assessment. 4th Edition. LORIMAR
assessment methods and tools
three methods of in the context of teaching Publishing, INC.
assessing affective - Methods of and/or learning. Research shall
learning outcomes; assessing affective be summarized in terms of the Cajigal, Ronan M. & Mantuano, Maria
Problem, Theories,
4. Formulate learning outcomes Methodology, Findings and Leflor D. (2014) Assessment of Learning
objectives in the A. Teacher Discussion of Results. 2. Adriana Publishing Co. Inc. Quezon
affective domain; and observation City, Philippines
5. Develop different B. Student self-
assessment tools in report The Affective Domain in the Classroom
assessing affective C. Peer rating (2020)
learning outcomes. https://serc.carleton.edu/NAGTWorksh
ops/affective/index.html
9 - 11 1. Identify the Portfolio Interactive instruction Quiz Google Meet Gabuyo, Y. A. and Dy, G. C. (2013). 9 hours
different kinds of Assessment and distribution of Assessment of Learning 2. REX
portfolio; reporting assignments Submission of Google Forms Publishing Company
2. Give the types - Portfolio and ePortfolios
and uses of authentic Sampling of ePortfolios Navarro, R. L., Santos, R. G., and
portfolio assessment Corpuz, B. B. (2019). Assessment of
assessment; - Types and uses of Learning 1: Outcome-Based
3. Design and portfolios Assessment. 4th Edition. LORIMAR
develop portfolios - ePortfolios Publishing, INC.
for authentic
assessment of Cajigal, Ronan M. & Mantuano, Maria
learning outcomes; Leflor D. (2014) Assessment of Learning
2. Adriana Publishing Co. Inc. Quezon
City, Philippines

12 MIDTERM EXAMINATION
13 - 15 1. Identify the Grading and Interactive Quiz (per Google Meet Student Output/Report 9 hours
different components Reporting System reporter)
of grading in instruction by student PPT
elementary and - Purposes of reporters PowerPoint
secondary levels in grading and Presentation
the k-12 curriculum; reporting systems Research report
2. Identify the - Types of grading
Individual/Group
different guidelines in and reporting
Reporting
grading elementary systems
and secondary - Methods of
students; and computing grades
3. Compute the - Promotion and
grades of students Retention under the
correctly and fairly. K-12 curriculum
16 - 17 1. Be familiar with Assessment of Interactive Quiz (per Google Meet Student Output/Report 6 hours
the legal bases of Children with reporter)
assessment for Special Needs instruction by student PPT
individuals with reporters PowerPoint
disability/special - Legal bases Presentation
needs; - Role and function Research report
2. Recognize the of the
Individual/Group
function of the Multidisciplinary
 multidisciplinary Team Reporting
team; and - Common areas to
3. Realize the assess
common areas to
assess for individuals
with special needs.

18 FINAL EXAMINATION

Prepared by: Mrs. Joanna Wong-Lingcoran

REFERENCES
1. Navarro, R. L., Santos, R. G., and Corpuz, B. B. (2019). Assessment of Learning 1: Outcome-Based Assessment. 4th Edition. LORIMAR Publishing, INC.
2. Gabuyo, Y. A. and Dy, G. C. (2013). Assessment of Learning 2. REX Publishing Company
3. Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City, Philippines

Each component/ requirement for the course has an equivalent weight contribution to the final grade. (Subject to Change)

Major Exams 40%

Quizzes / Reports 25%
Homework / Journals 25%
Attendance / Recitation 10%

100%