Course Learning Outcomes C.

Demonstrate understanding of meaningful assessment by aligning

At the end of the course, the pre-service teachers should be able to:
A. Exhibit knowledge and skills in designing formative and summative
assessment on mathematics concepts and problem solving.
B. Display proficiency in integrating assessment practices in Mathematics with
other subject area or disciplines.
assessment with learning competencies and learning experiences.
D. Demonstrate competence and skills in implementing different assessment
techniques to facilitate student success in learning Mathematics using learner
attainment data;
E. Show appreciation in using authentic and alternative assessment methods in
Mathematics learning.

CL ILO ILO ILO ILO ILO ILO ILO ILO ILO

O 1 2 3 4 5 6 7 8 9
Jaspe,
Angeline

/ / / / / /
Panes,
Jona May A
Portes,
Hannah
Grace
Francisco,
Ricardo
Libo-on,
Francis B
Lyn
Rivera,
Julie Ann
Besinga,
Joyce
Mahilum,
Blessy
C
/ / / / / / / / /
Saraga,

/ / / / / /
Mary
Roselle D
Apolinario,
Juna Mae
Pabon,

/ / /
Jiliane
Salo, E
Julianne
Grace
 CL ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO ILO
O 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Jaspe,
Angeline

/ / / / / / / / / / / / / / /
Panes,
Jona May A
Portes,
Hannah
Grace
Francisco,
Ricardo
Libo-on,
Francis B
Lyn
Rivera,
Julie Ann
Besinga,
Joyce
Mahilum,
Blessy
C
/ / / /
Saraga,

/
Mary
Roselle D
Apolinario,
Juna Mae
Pabon,
Jiliane
Salo, E
Julianne
Grace
 Intended Learning Outcomes (ILOs)

Week 1 ILOs
At the end of the week, the pre-service teacher (PST) should be able to:
1 1. discuss the significance of assessment and evaluation of learning in Mathematics
2. discuss the DepEd policies on assessment of learning in Mathematics
3. describe the skills and attitudes to be achieved in K to 12 Mathematics learning outcomes
2 4. construct program learning outcomes, course learning outcomes, and intended learning
outcomes
5. map the program learning outcomes with course learning outcomes
6. map the course learning outcomes with intended learning outcomes
3 7. articulate performance standards into competencies
8. articulate competencies into learning targets
4 9 identify various authentic assessment methods in Mathematics education
10. select appropriate authentic assessment method that can be utilized in Mathematics teaching
and learning
11. design authentic assessment method that integrates other discipline (Sciences, Social Studies,
etc.) in Mathematics project
5 12. design a project-based using GRASPS framework
13. present real-life issues and concerns in GRASPS
6 14. discuss how individual or group checklist is utilized in problem-solving in
Mathematics
15. describe how interview sheet can be utilized in enhancing Mathematics learning
16. construct assessment tools appropriate in assessing students’ learning in Mathematics
7 17. discuss process-oriented assessment is utilized Mathematics teaching and learning
18. differentiate analytical scoring rubric and holistic rubric
19. construct holistic and analytical scoring rubric
8
9
10 20. Identify the learning outcomes of a quarter in certain grade level
21. decide on the type of objective test
22. identify total number of sessions
23. compute for the number of items per learning outcome.
24. identify what needs to be improved given a simple multiple-choice test item in Mathematics
(in reference with guidelines in multiple choice instructions
25. construct a multiple-choice item
26. construct a modified multiple choice
11 27. identify what needs to be improved in True or False Items given a sample Teacher-constructed
test items (in reference from the guidelines in True or False Constructions
28. construct True-False Items (traditional)
29. construct Modified True or False Items using If-then Prompt
12 30. discuss the formulation of Completion type of test
31. construct completion type of test in Problem-Solving
13 32. describe the two types of essays
33. discuss the different higher-order thinking skills assessed in essay and the question prompt for
each thinking skill
34. construct sample essay test in Mathematics
14 35. construct a test draft of a quarter
15 36. discuss the significance of validation rate instructional decision in formative assessment
37. profile student’s performance based on the results utilizing appropriate ICT tools
16 38. profile students’ performance based on the summative examination result
39. generate some instructional decision regarding the result
17 40. show steps in grade computation using spreadsheet