DVE08 - Assessment and Evaluation in Values Education

Reference No.
PNU-MN-2016-UCM-FM-002
Issue No. 01
Rev. No. 05
Taft Ave. Cor. Ayala Blvd., Ermita, Manila 1000 Philippines Date: 01/05/2021
Trunkline: +63-2-317-1768 ▲ www.pnu.edu.ph Page 1 / 19
UCM OBE COURSE SYLLABUS DC No. CC01052021-1226
OBE Course Syllabus
PNU Philosophy Education for personal renewal and social transformation.
PNU Vision A leading future –ready teacher Education University responsive to national and global
development goals and directions.
PNU Mission Philippine Normal University is committed to lead innovative, responsive and sustainable
teacher education programs that set the standards of future- ready teachers and education
leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide inclusive, innovative,
impactful, and sustainable teacher education programs that produce future- ready teachers and education leaders imbued
with the values of truth, excellence, and service. Furthermore, PNU shall ensure the continual improvement of its Quality
Management System through compliance with International Quality Standards and statutory and regulatory requirements.
PNU shall achieve these commitments through its core functions of instruction, research, extension and production.
Goals The College of Teacher Development (CTD) is committed to the development of innovative teachers and educational leaders through the
pursuit of its Goals which are aligned with the Philippine Normal University Vision, Mission, Goals, Strategic Development Plan (SDP) and
Quality Objectives.
1. Provide the best teacher preparation and development training through quality, innovative and relevant curricular and cocurricular
1
(All documents without the PNU QM Stamp or Control Identifier are uncontrolled)
Reference No. PNU-MN-2016-UCM-FM-002
Issue No. 01
Rev. No. 05
teacher education programs which will nurture teachers and professionals who are: excellent in their discipline, globally competitive, deeply
rooted in one's heritage, empowered and committed to social transformation. (SDP1: Shared Vision of Excellence and SDP 2: Quality
Assurance)
2. Advance knowledge generation through quality research in education that are relevant and responsive to the needs of teacher education
and promotive of sustainable strategic actions for Nation building and Sustainable Development (SDP1: Shared Vision of Excellence and
SDP 2: Quality Assurance)
3. Ensure that the Teacher Education programs are quality assured and its management system is compliant with the highest quality
standards both national and global. (SDP 2: Quality Assurance: SDP 9: Sustainability)
4. Promote a culture of sharing through extension collaboration activities, partnership with communities and organizations, sharing of
scholarship and expertise to educational institutions, stakeholders and relevant agencies for resource generation, advocacy, sustainable
actions and continual improvement. (SDP 8: Responsiveness to Stakeholders; SDP 6: Collaboration and Partnership)
5. Expand strategic network of collaboration and partnership that strategically positions the College of Teacher Development as
a leader in relevant scholarly and advocacy initiatives (SDP 6: Collaboration and Partnership)
6. Develop products and programs, both conventional and digital that are relevant to the needs of instruction, supportive of
students’ optimal learning, contributory to the needs of the profession and helpful in addressing issues and problems of
education. (SDP 7: Product and Service development)
7. Design programs, products and services that promote the PNU brand and CTD as a respected community of scholars providing
insights on education and societal issues and concerns. (SDP 4: Branding)
8. Expand international presence in the field of teacher education and relevant fields through effective networking, collaboration,
and partnership at the international level. (SDP 5: Internationalization)
9. Support professional development and career advancement of the faculty and staff and the College of Teacher Development
through promotion of continual work environment improvement, organizational effectiveness, relevant professional
development programs and enhanced faculty-employee-management engagement. (SDP 10: Human Capital Management)
10. Establish well defined systems-based solutions and sustainability practices to ensure efficiency and effectiveness of
implementation of CTD programs and procedures. (SDP 3: Systems Based Solutions, SDP Sustainability 9)
These goals are envisioned to be achieved through the promotion of CTDs Core function of a) quality instruction, b) relevant research in
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Rev. No. 05
education and scholarship of teaching, c) culture of sharing through relevant extension and community partnership programs and d)
production and publication of relevant instructional materials and other resources.
Course Number D-VE 08
Course Title Assessment and Evaluation in Values Education
Course Pre-requisite None
Course Description Provides students with knowledge of the principles of assessment in Values Education. The course is intended to give students opportunity
to construct and use alternative or non-traditional strategies for assessing affective learning outcomes.
Program Outcomes 1. Grounded in the theories of the discipline

2. Reflective specialist
3. Humane and ethical person
4. Transformative educator
5. Critical, creative and responsible educational technology expert
6. Professional accountability and responsibility
GAD Themes 1. Gender-fair language in communication and the arts

2. Gender identity
3. Gender roles
4. Gender representation in media, art, and literature
5. (En)gender(ed) (in)equality across disciplines
6. Diversity of learners
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Instructional Delivery Design
Content Flexible Learning Activities

Session
Course Learning (preferably with Face-to-Face Independent Study/
No. / Assessment
Outcomes focusing / essential Activities
Duration Flexible Learning
questions) Synchronous Asynchronous
Activities
1 Orientation about Orientation about the Read materials for

the Course; Course discussion in the
course Policies, Grading Week 2 online
System synchronous session:
Levelling off
/Expectations Setting *Assessing Values
Education - is it
possible?
http://www.curriculum
.edu.au/verve/_resour
ces/Lovell_Independe
nt_Education.pdf
Guide questions for
the
Week 2 Online
Synchronous session
Guide Questions
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1: How can we
assess values
education?
2: What are the
important elements in
assessing Values
Education?
3. How classroom
assessment and
evaluation can be
affected by the new
normal?
Prepare 1-Minute
podcast synthesizing
your insights based
on your answers in
the guide question.
2 Critically examine 1. Assessment and 1. The relationship 1. Prepare the K-W-L K-W-L (Know, Want
the current Values Evaluation in Values between instruction for submission within to Know, Learned)
Education Education and standards, week 2 (see column on the relationship
assessment competencies and on Assessment) of Assessment and
practices and 2. Relationship learning objectives 2. Prepare the Instruction; and why
grading system between instruction 2. Discussion on following for it is important in
and assessment; DepEd Order on VE submission on Week values education
standards, Assessment for the 3. with use of K-W-L
competencies and Creator K-W-L
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learning objectives a. 1 page Creator | Read

Infographic for Write Think
(ToS) (Taxonomy) The Factors
Influencing
Assessment in
℅ Prof. Bayten Values Education
b. Critique on
assessment and
grading system
Critically examine Analysis of current Discussion on 1. Identification of a. 1 page

the current Values assessment practices 1. Current appropriate and Infographic for
Education in Values Education assessment inappropriate Classification of
assessment (Methods & practices in assessment Assessment
practices and Strategies) Values Education methods and (Content-based;
grading system 2. EsP Grading strategies in Performancebased;
3 System Values Education NonCognitive
Prof. Bayten based)
b. Make a 1-page
proposal on
how to grade
Values
Education
4 Determine the Classification of Kristine 1. Power-point 1. Podcast on Rubric for the

various content Assessment Methods Taming - done presentation on Introductory case assigned output
based, and strategies Formative for formative and
performance Assessment; summative
based, & 1. Content- Summative
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noncognitive based Assessment; assessment.

methods Standards-based
and strategies in 2. PB and standardized
assessing Values assessment 2. Submit
3. NCB collaborative
Education
answer for the
case using Tuzz
Selected-based It app.
Constructed-based
Determine the Constructing content Maria Cathlyn 1. Presentation and 1. Podcast on 1. Rubric for the
various content based assessment Santos analysis of Introductory case assigned
based, 1. Formative and content-based for use of podcast
performance summative done assessment; response 2. Listing strategy:
based, & assessment formative and assessment and Identify learning
noncognitive 2. Selected Response summative; constructed targets for
methods assessment Selected response content-based
5 and strategies in 3. Constructed response assessment. assessment
assessing Values response assessment April Ross assessment; 2. Watch video
Education Masayon Constructed presentation:
response Performance
done assessment assessment
Submit your
collaborative answer
for the case using
Sketchlot app
Determine the 1. Analysis of Maria Eloisa 1. Presentation and 2. Case analysis on 1. Listing strategy:
6 various content Performance based Famorcan - analysis digital non-cognitive Identify learning
based, Assessment portfolio targets for
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performance based from the done assessment assessment performancebased

based, & video assessments
noncognitive
methods 2. e-Portfolio 2. Identify and
and strategies in assessment curate sample
assessing Values Rissa P. online apps to
be used for
Education Cultivo - done
assessment.
Ex.
classtools.net;
quiz revolution,
yacapaca,
kahoot
(Clustered with
S-VE 07, week
5)
Determine the 1. Constructing Non- Nerissa De 1. Presentation and 1. Select methods 1. Listing strategy:
various content cognitive skills Guzman analysis on and strategies for Identify learning
based, assessment Noncognitive skills constructing targets for
performance done assessment; Content-based, noncognitive skills
7 based, & Assessment for Performance based assessment
noncognitive learners with and NonCognitive
methods exceptional needs skills
and strategies in Assessment
assessing Values
Education
8 Create items for 1. Matching Diana D. Norio 1. Discussion on 1. Development of Rubric for the
content and assessment done matching Assessment Items assigned output
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performance methods with assessment 2. Creation of

based learning methods with digital portfolio
assessment and competencies learning 3. Presentation of
evaluation tools (EsP Curriculum competencies legal mandates
for context Guide 2016) 2. Grouping Activity concerning
appropriate needs Note: Clustered with Presentation via learners' with
2S-VE07 Padlet: Assessment exceptional needs;
for cultural and Identify students
2. Assessment for linguistic diversity who are CLD.
culturally and
linguistically 4. Submit individual
diverse students reflection using
3. Assessment for Virginia O. Piktochart app.
students with Trangia II -
exceptional done
needs
Maria Teresa
O. Perez
9 Develop a digital Constructing items for Online presentation 1. Refinement of

portfolio of various Content-based and critiquing of constructed items
methods for assessment in Values constructed items and development
assessment Education of Assessment
according to its tool
classification for Arlene P. 2. Uploading of
9
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Rev. No. 05
Values Education Gajardo developed tool to

the digital
portfolio
Develop a digital Constructing items for Susan M. Online presentation 1. Refinement of

portfolio of various Performance-based Hitosis and critiquing of constructed items
methods for assessment in Values constructed items and development
10 assessment Education of Assessment
according to its tool
classification for 2. Uploading of
Values Education developed tool to
the digital
portfolio
Develop a digital Constructing items for Ruby Ann D. Online presentation 1. Refinement of
portfolio of various Non-Cognitive Skills Tiro and critiquing of constructed items and
11 methods for assessment in Values constructed items development of
assessment Education Assessment tool
according to its 2. Uploading of
classification for developed tool to the
Values Education digital portfolio
12 Final Exams; 1. Submission of Checking of Rubric for the final

Wrapping-up session digital portfolio submitted requirement
and completion of 2. Concept paper requirements
requirements on proposed
assessment for
Values
Education
10
Issue No. 01
Rev. No. 05
Course References
Gareis, C.R. and Grant, L.W. (2015). Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning.
Rutledge.
Moss, C.M. & Brookhart, S.M. (2013). Advancing Formative Assessment in Every Classroom_ A Guide for Instructional Leaders.
Popham, W.J. (2008). Transformative Assessment-Association for Supervision & Curriculum Development.
Tomlinson, C.A and Moon, T.R. Assessment and Student Success in a Differentiated Classroom (2013)
Learning Resources Assessment vs. Evaluation https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/assessment-

vsevaluation/item10642
Classroom Assessment http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in the-

Classroom.aspx
DepEd Curriculum 2016; MELCs EsP 2020-2021; DepEd Memo on Assessment of Student Performance
Policy Guidelines on System Assessment in the K to 12 Basic Education Program. (2017).

https://www.deped.gov.ph/wpcontent/uploads/2017/06/DO_s2017_029.pdf
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Issue No. 01
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What is Evaluation in Education? https://physicscatalyst.com/graduation/evaluation-in-education/
What is performance task? https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b
Balkin, Richard S., author. Assessment in counseling : practice and applications.
[THESE BOOKS AND JOURNALS ARE ALL AVAILABLE IN PNU-LIBRARY]
Hays, Danica G., author. Assessment in counseling : procedures and practices. Sixth edition.
Price, Larry R., author. Psychometric methods : theory into practice.
Weseley, Allyson. Barron's AP psychology. 8th edition.
Balagtas, Marilyn. Assessment of learning 1.
Balagtas, Marilyn. Assessment of learning 2.
12
Issue No. 01
Rev. No. 05
Philippine and global perspectives on educational assessment.
21c performance task: : assessment of 21st century skills and literacies:Filipino.
Almeda, Josefina Venegas. Elementary statistics.
National stock assessment program : the Philippine capture fisheries atlas: special book publication of the Philippine journal of fisheries.
Fink ,Arlene, 2017. How to conduct surveys : a step by step guide. 6th Edition.
Bluman, Allan G. Elementary Statistics: : a step by step approach/. 10th. ed.
Sutton, Geoffrey. Applied statistics : concepts for counselors.
Stewart McCafferty, Anita., author. Teaching strategies that create assessment-literate learners.
13
Issue No. 01
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Technology enhanced innovative assessment : development, modeling, and scoring from an interdisciplinary perspective.
Searle, Shayle R., author. Matrix algebra useful for statistics. 2nd edition.
Fennell, Francis M.,. The formative 5 : everyday assessment techniques for every math classroom.
Kanold, Timothy D. Mathematics assessment & intervention in a PLC at work.
Performance
Indicator and
Course Performance Indicator Evidence of Performance Performance Standard
Evidence of
Performance

• Analyze the current grading system in • Concept paper on GMRC/VE Grading Criteria for Evaluation
Values Education System
• Critically examine the assessment • Digital portfolio on assessment in Values
methods and strategies (content and Education At least a student obtained a good
performance-based; non-cognitive skills) • Oral presentation of a particular topic performance with 2.0 rating/grade.
used by teachers in teaching Values
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Issue No. 01
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Education
• Develop a proposal for the new grading The level of the expected performance that
system in Values Education the students will be able to demonstrate
• Develop an online portfolio for various based on the criteria for
assessment and evaluation methods and evaluation.
strategies for Values Education
Perform all tasks and submit
major requirements of the course.
Grading System Based on BOR Resolution No. U-3007 dated June 24, 2019, the following is the PNU Grading System of the University.
Course
Requirements
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Presentation/Participation 30%
Performance Tasks 25%
Digital Portfolio 25%
Major Exams 20%
TOTAL 100%
Course Policies
Face to Face
Delivery
Attendance
• This will be checked every meeting.

Flexible Delivery • Fifteen minutes would be the grace period for the latecomers. Beyond the grace period would be considered late.
• Three times tardy in class would be equivalent to 1 absence.
• Attendance would be considered when rating class participation.
• Attendance would be checked to monitor if a student is still part of the class. For absentee students, the university
policy in dropping a student from the course would be strictly observed.
Students with Disability
• Students with disabilities who seek accommodations in a course must be registered with the OSASS and inform
16
Issue No. 01
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their instructors about their condition (visual acuity, functional vision, visual efficiency) at the beginning of the
semester for accommodation services.
• Students with visual impairments (blindness and low vision) should first be oriented with the classroom
environment, most especially with the gymnasium and laboratory equipment. They can also have their preferred
seating.
• Tactile aids and manipulative materials (embossed relief maps and diagrams, three-dimensional (3D) models,
tactile models) should be prepared for students with blindness. PowerPoint presentations, e-books and other
materials preferably in Braille, must also be given to them ahead of time. Likewise, they should be allowed to use
their assistive devices such as talking computers and calculators, iPad, audio recorders, smart phones, to serve
as their notes in class discussions.
• For students with low vision, large-print books and handouts with large-print sizes can be given to them ahead of
time.
• Teachers should talk in slow and clear manner, and most importantly should describe ALL discussions for students
with visual impairments. Instead of plainly writing on the board, the teacher should describe what is to be written
or drawn on the board. This should also be done while presenting PowerPoint presentations, video clips, pictures
and the like.
• Extra time must be given to the students with disabilities as they travel from one class to the next. Sighted guides,
preferably classmates, must be oriented and be allowed to help them in travelling. It is, however, recommended
that students with disabilities become self-sufficient in travelling, most especially if they experienced a year of
orientation and mobility in the university.
• During examinations, teachers can prepare test papers in Braille for students with blindness. But if not possible,
they can dictate the test items to the students or have one sighted guide to do the dictation while the teacher
assists. For students with low vision, print materials could be prepared using large-print sizes (36-point type), in
bold and black font, that are visible for them.
• Teachers should model inclusive teaching among their students and therefore should NOT isolate any student,
specifically those with disabilities from any class or school activity.
Consultation Period
17
Issue No. 01
Rev. No. 05
Monday 9:00 – 10:00 a.m
Prepared by sgd. Elanor O. Bayten

Date: September 25, 2021
sgd. Wilma S. Reyes
Signature above Printed Name
Reviewed by
Zyralie Lotivio-Bedural
Signature above Printed Name Date
Approved by Ruth A. Alido

Signature above Printed Name
Date
18
Issue No. 01
Rev. No. 05
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Reference No.

OBE Course Syllabus

PNU Philosophy Education for personal renewal and social transformation.

Course Number D-VE 08

Course Title Assessment and Evaluation in Values Education

Course Pre-requisite None

Program Outcomes 1. Grounded in the theories of the discipline

GAD Themes 1. Gender-fair language in communication and the arts

Instructional Delivery Design

Content Flexible Learning Activities

1 Orientation about Orientation about the Read materials for

learning objectives a. 1 page Creator | Read

Critically examine Analysis of current Discussion on 1. Identification of a. 1 page

4 Determine the Classification of Kristine 1. Power-point 1. Podcast on Rubric for the

noncognitive based Assessment; assessment.

performance based from the done assessment assessment performancebased

performance methods with assessment 2. Creation of

9 Develop a digital Constructing items for Online presentation 1. Refinement of

Values Education Gajardo developed tool to

Develop a digital Constructing items for Susan M. Online presentation 1. Refinement of

12 Final Exams; 1. Submission of Checking of Rubric for the final

Learning Resources Assessment vs. Evaluation https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-center/assessment-

Classroom Assessment http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in the-

Policy Guidelines on System Assessment in the K to 12 Basic Education Program. (2017).

What is Evaluation in Education? https://physicscatalyst.com/graduation/evaluation-in-education/

What is performance task? https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b

Balkin, Richard S., author. Assessment in counseling : practice and applications.

[THESE BOOKS AND JOURNALS ARE ALL AVAILABLE IN PNU-LIBRARY]

Price, Larry R., author. Psychometric methods : theory into practice.

Weseley, Allyson. Barron's AP psychology. 8th edition.

Balagtas, Marilyn. Assessment of learning 1.

Balagtas, Marilyn. Assessment of learning 2.

Philippine and global perspectives on educational assessment.

21c performance task: : assessment of 21st century skills and literacies:Filipino.

Almeda, Josefina Venegas. Elementary statistics.

Bluman, Allan G. Elementary Statistics: : a step by step approach/. 10th. ed.

Sutton, Geoffrey. Applied statistics : concepts for counselors.

Kanold, Timothy D. Mathematics assessment & intervention in a PLC at work.

• This will be checked every meeting.

Students with Disability

Monday 9:00 – 10:00 a.m

Prepared by sgd. Elanor O. Bayten

sgd. Wilma S. Reyes

Signature above Printed Name

Approved by Ruth A. Alido

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