Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan FM-DDOSC-OVPAA-ACA-005 8 | 00 | oFsa2022 | 10115 COURSE SYLLABUS Course Code & Title PED 6 — ASSESSMENT OF LEARNING 2 VISION WISSION GOALS ‘CORE VALUES (CV) proactive academic DDOSC shall provide golden opportunities to its Quality Instruction pillar of development in stakeholders toward producing globally competent Relevant and Responsive Research, Extension paeacs the ASEAN Region graduates, relevant and responsive research, ‘and Production Solidarity ‘extension, and production services anchored on Effective and Eifcient Resource Management {900d governance. Integrity PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF DDOSC VISION-MISSION-GOALS-CORE VALUES (VMG-CV) Institutional Graduate Attributes PROGRAM EDUCATIONAL OBJECTIVES Within 3 years after graduation, the DDOSC Teacher Education graduates Problem “J Communication |p, au cavaty | Lifelong ] Professional should be able to: Solving Skill | Skills Learning | Compotence ‘A. articulate the rootedness of the educalion In plilosophical, socio-cultural, 7 v 7 v v historical, cal and poitical contexts; _ 'B. demonstrate mastery of subject matteridiscipling, v v v v 7 c ning using the wide range of teaching methodologies and delivery v v v v Y 3ppropriate {0 specific leamers and their environments; 'D. develop innovative curricula, instructional plans, teaching approaches, and v v v v v ‘9sources for diverse learners - apply skis in the development and ullization OFIGT To promate quaily, relevant, v v v v i and Sustainable educational practices: F. demonstrate a variely of thinking skits in planning, montoring, assessing, and uw v v v v reporting leaming processes and outcomes; ‘G_practice professional and ethical teaching standards sensiive to the local, 7 v v v v National, and global reales: and pursue ifelong learning for personal and professional growth through varied 7 7 T v v ‘experiential and field ~ based opportunities. al as @ atDavao de Oro State College ‘Compostela / Maragusan / Montevista / New Bataan Zz oom) 2018 PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs) _ PROGRAM OUTCOMES PROGRAM EDUCATIONAL by ttn of gud SAE Caio abe hind oe aTeTSTSTETE Tea 1. possess broad/knowledge of language and literature for effective leaming: a ae id 2 ine Engh abel language io mula crt an Tapp tothe Wading oT onguage andes TT te tt tT aga aie renng Dak oUn Tanga, Weare Sw als Ae aaa ra) le in Con pee pe Ww competes angaying Roa Tage Sd aS Wang GUSTO HOGI wd ete Avail ‘6. use technology in facilitating knowledge language learning and teaching: Viviviv 7. Tnspire students and caleagues to lead relevant and transformative changes to improve learning and teaching lial coals 717] Sop aninen playa ad ies To wai ea Te Gage A TTS ‘COURSE INFORMATION 4. COURSE NAME ASSESSMENT OF LEARNING 2 2 COURSENUMBER =: PED. 3. PRE-REQUISITE # PED 4~ ASSESSMENT OF LEARNING + 4 COURSE CREDIT :3.0 units 5. COURSE DESCRIPTION This course focuses on the principles, development and utlization of akernatve forms of assessment in measuring authentic learning. emphasizes on how to assess process and product - oriented learning outcomes as well as affective learning, Students will experience how to develop rubrics. and other assessment toots for performance - based and produci-based assessment. a.Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan ‘COURSE OUTCOMES (COs) AND THEIR LINKS TO PROGRAM OUTCOMES (POs) Pos ‘COURSE OUTCOMES 7 z 3 4 s]ey7 |e At the end ofthis course, the BSED English students should be able to: ‘a. demonstrate understanding ofthe principles og high quality assessment in conceptualizing. | J |v v View ‘organizing and using authentic assessment techniques in various curriculum teaching, areas: 'b. demonstrate skis n designing, developing and using learner appropriate performance- based, product-based, and affective tools in monitoring and evaluating learner progress viv v y ¥ ‘and achievement in various curriculum areas; ‘demonstrate knowledge and understanding of providing timely, accurate and Constructive [7 viv feedback to improve leamer performance, ‘demonstrate familiarity with various strategies for communicating authentic learning reeuks; v v 6. demonstrate an understanding of the role of assessment data as feedback in teaching and v viv Jeaming practices and programs: and demonstrate an understanding of how professional ralacion on assesament feedback can v ¥ be used to improve practice. }SESSMENT TASKS (ATs), THEIR WEIGHTS (WTs.), AND COURSE OUTCOMES (COs) ASSESSED. ‘Assessment DESCRIPTION Wis. COs Task alele[ajelt Performance | This is an authentic assessment or brief wrillen assescments given To sludenis afer the discussion to measure Tasks growth in knowledge, abiltes, and skis ofa specific topic. Iti a form of testing that requires students to perform | 25% | y | v|v|v|v|v a task rather than select and answer from a ready-made lst. This covers theit scores in having activites during {he class, participation in oral recitations and class attendance. ‘Weition Outputs | The stucents are required to perform wiitien outputs every after the end of the madule. The ems n this formative test require you to recall facts, explain concepts, and analyze situations. we lylvivivlviy Exercises Assignment Soatwork Partito The students will submit an individvalzed portfolio for prelim, midterm, and finals coverage. Ths Is a systamaie collection of students works such as quizzes, worksheets, and assignments that depicts their accomplishments, viv ‘and achievements on specific topics. The collection should inchide evidence of their reflections and seif- | 20% jatons. This portfolio aims to help thern illustrate their talents, represent their writing capabilites, and tel their stories of school achievements.Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan FM-DDOSC-OVPAA-ACA-005 o SORECIETT authentic ‘Nomn-reforenced ve. ‘Quezon Gly, PHI assessment cnterion-reterenced 4+ Discuss marks of quality assessment | Lorimar Publishing, nc ‘assessment and the current rends in assessment Discuss marks of qualiy assessment | + Traditional vs. and the current authentic assessment trends in assessment De-contextualized assessment and ‘contextualized ‘assessment Marks of quality assessment ‘Current trends in : assessment Week 3 [+ Explain the essence | « Meaning of OBE, Interactive Lecture | What is the essence of OBE and OBTL | Compuz, Brenda 8. & Of OBE andOBTL | ° OBTL, Ud ‘and UBD? Cuartel, 1. (2024). Assessment in Leaming Compare UbD, OBE | # Constructive 1+ Mustrate constructive alignment wth | 2: Authentic Assessment. and OBTL alignment an example OBE-8 “PPST- Based. ‘Quezon City, PH! Mustrate Lorimar Publishing, Ine. constructive ‘alignment with an example am @ VaBDavao de Oro State College Compostela / Maragusan / Montevista / New Bataan Major Exams | The students willbe given tiree major examinations based on the coverage Indicated Inthe course Syllabus. (Prolim, Midterm, | These are written summative assessments to be conducted at the end ofthe term: prelim, midterm, and final | 40% | yy |v |v ly |v and Finals) | term. Tota 100% ‘Assessment resulis (Or Gata) obtained from the assessment task inthis Class may be a part ofthe Targot student coho Tor which the linked POs willbe assessed and evaluated. ‘COURSE INSTRUCTIONAL PLAN Time ‘Student Loarnin Teaching Learning Textbooks/References! Frame Outcomes comee coat Activities Peeters Tees Materials Week 1 | Orientation Class Orientation + Interactive leciure | By means ofa diagram show alignment of |» DDOSC Student + Course Course Using flow charts | course outcomes with program outcomes |” Handbook Syllabus Sylabus in teacher education issued by CHED and * Vision, Mission, + DDOSC Vision, with your college outcomes, vison, Goals, and Gore Mission, Goals, | Group Discussion | mission, goals, and core values + Course Syllabus Values, ‘and Core statements + Grading System Values + College policies and | + Grading System classroom rules and | * Class Policies ‘guidelines ‘and Guidelines ‘+ Expectation of the Course 4 The alignment of the + Show the alignmont | college vision, ofthe college vision, | mission, goals, core mmission, oals, core | values, program values, program ‘outcomes end course outcomes and ‘outcomes course outcomes ‘+ Distinguish among | + Diagnostic, formative, |» Interactive Lecture | Whiten test ‘Corpuz, Brenda B.. & the types of summative With PowerPoint | ¢ Distinguish among the types of Cuarel, “1. (2021) ‘essessment assessment Presentation assessment Assessment in Leaming 2: Authentic Assessment, Week2 |» Cite ways to do 4+ Cite ways to do traditional and OBE-8 PPST- Based. traditional and) authentic assessment oa VABDavao de Oro State College Compostela / Maragusan / Montevista / New Bataan, FM-DDOSC-OVPAA-ACA.005 00. | 015102022 | Gol 15 | Explain the meaning |» Leaming outcomes = | © Collaborative What are learning outcomes? ‘and sources of ‘meaning, sources etivily teaming outcomes Cite the sources of learning outcomes Characteristics of | + Dyadic Interaction Gite the 00d leaming Evaluate given leaning outcomes characterstis of Sutcomes 20d leaming Formulate at least 3 good learning ‘outcomes ‘outcomes Determine whether a Evaluato your partner's learning ven teaming ‘lisotnee Outcome is good or not Formulate good leaming outcomes Weeks #5 + Discuss the nature | « Characteraticof | Interacve Lecture | © Explain the nature of authentic Copuz, Brenda 8 & ‘and characteristics of |" good assessment assessment Cuartel, 1.” (2021), authentic Examples of product | # Witeshop Assessment in Leaming assessment, ‘and process ‘Traditional and euthenic assessment | 2: Authentic Assessment. transversal skils, and | assessments + Cooperative Group | are complementary. Critique given | OBE-8 PPST- Based. anerretatedterms | « Tractional and Work assessment tasks, together with Quezon City, PHI authente teaming outcomes Lotmer Pubising, nc Give examples of assessments product and process: complement one Given selected competencies form K authentic another to 12 Curriculum Guide, formulate ‘assessments Formulating product, authentic assesement tasks in terms of ‘and process types of product or process Show the ‘authentic assessment complementary including GRASPS relationship between ‘radtional and authentic assessmentDavao de Oro State College Compostela / Maragusan / Montevista / New Bataan o1na022 | Tat ‘Design and develop tasks using the Goal, Role, Audience, Situation, Products, Standards (GRASPS) model Week 6 PRELIM EXAMINATION Week? [+ Explain a scoring ‘Soong rubric — "+ Construct an analytic and holtic Corpuz, Brenda 8. & rubric, its paris and meaning and parts rubric, a checklist and a rating scale | Cusrtel, |. (2021) ‘types based on given leaming outcomes | Assessment in Learning Analytic and holistic 2: Authentic Assessment, Construct analytic brie + Develop a checkist and a rating scale | OBE-& PPST- Based. and holistic rubrics to assess leaming outoomes Quezon City, PHL ‘Comparison of rubric, LLorimar Publishing, Inc. Distinguish among checklist rating scale + Exchange rubric, checklist and rating scale Make a checkiist and a rating scale Weeks 9 [+ Explain whata ‘Meaning of Porto | » Interactive leclure | Wrifen teat Cou, Brenda B. & Portfolio is and its 4+ What is a portoiole-portfotio? Cuarel, (2021) ‘elements, Elements of Assessment in Leaming Porto 4+ Distinguish among the types of 2: Authentic Assassment. Distinguish among portfolio. 08E-& PPST- Based. the types of portiolo. | # How to use a portfolio Quezon City, PHI: ose effectively * Give and explain atleast 2 don'ts in| Lerimar Publishing, Inc. ss how to use the iole-portfolio| portfolio effectvely eee Week 10 [+ Explain what an e- ‘An e-porfolo: Howit | + Interactive Lecture Corpur, Brenda 6, & portfolio is differs from the With PowerPoint Cuarel, “1. (2021). ordinary portfolio presentation Assessiment in Loaming Discuss how to use 2: Authentic Assessment. e-portilio effectively OBE-8PPST- Based. @ aDavao de Oro State College Compostela / Maragusan / Montevista / New Bataan | 00 | orsomne| eats | ‘ecve use ofan & ‘uezon—Ciy, PR pottolo Lerma Publishing ne, Week 77 [+ Expiain the methods |» Methods andioolsin | © Cooperative Group Corpuz, Brenda 8. & Bnd tots or assessing leemngin | Work Guatel (2021) sssessmont the atectve omain ‘Assossment in Loaming inthe atecive 2 Authontc Assessment omen Development of ObE-€ PEST. Based ssseasmor toon Quezon" Cly, Pr Develop assessment | the affect domain Lora Publishing ie tools or affective iamng Week 12 MIDTERM EXAMINATION Weeks | + Juslify the use of Why do fonnative Tateractive Lecture] Weiten test Compiz, Brenda 8, & 114 | * tomato stessmont? tistormative assessment necessary? | Cuartel— L (2021) sssessmont Micrteacing by |" Why orwhy not? ‘esessment in Loaming Fomatve Students on 2 Authentic Assessment + Apply some Assessment technigin or OBES PPST. Based. teciques for Tecmiues tomate Quezon" Cly, PH tomatve oacsrert Lora Publishing, ine sssessmont Weeks [> Site the Grading system iniracveLocure | Wien test Corps, Brenda 6 1516 |” components and |" comporens and {Based on DepEd's Gracing system, | Cuartel, (2021) functions of 2 finehone TrinkPairshew |" sompulthe grades ofstudens A'B, | Assessment in Looming grading system and C with the following scores: 2: Authentic Assessment. The DepEd Grading |+ cose-basod aoe OBE-8 PPST. Based + Compute gredesin |" System — Quezon "Cty, Pi fsccordance wn he | «Hom to ropor trimer Publishing, Ine present DepEd ‘students’ progress, a grading systom fnd grades and eee reauls of authentic + Explain howto sssecemonts to report students ‘dents ane parents opens and grades, authentic rosuts to etuconts and paresDavao de Oro State College Compostela / Maragusan / Montevista / New Bataan ‘effectively Weak 17 |» Damonsiate | + Reflective pracice |» Tneradlve Ledure | Retain Papor Compiz, Brenda Be reece set Csing tortor + Reflect onthe sharing experences by | Guar Ln zt) assessment sing | assesamert data | + Case studies Supervisor detngubhed eachore, and | Assessment in Leeming iceror aueeeent students 2" Authentic Assessmont + Using learner Discussion on. OBE-& PPST- Based. atianment data asa |" shred Quezon "Cy, i measure ofteaching | experences of | Case Stuses tnmar Pubtng, re fusing one's tttectveness teachers, teaching practices supervacrs, andtforpurpeses ct |« Retectve practice | susan growing in the through performance profession eee (aavencing inthe caer stage) = leamers + Explain how fee professional = fohecion and + epenieors learning can be — teed to inprove practice esting Wook 18 FINAL EXAMINATION 6. TEXTBOOKICOURSE PACK * Corpuz, Brenda B.. & Cuarte, | (2021). Assessment in Learning 2: Authentic Assassment. OBE-& PPST- Basod. Quezon City, PHI: Lorimar Publishing, Inc *# Pacana, N.R. Ed.D, etal, (2020). Assessment of Student Leaming 2 (A Coursepack for CHEDRO-X1 Teacher Eduction Program Project-Wite XI) 7. SUGGESTED REFERENCES ‘+ Bilbao, P,, Dayagbil F., & Corpuz, B. (2020). The Teacher and the School Curriculum. Quezon City, PHI: Lorimar Publishing, Inc. ‘+ Pawilen, G.1. (2019). The Teacher and the School Curriculum: A Guide to Curriculum Development Practice. Manila, PHI: Rex Book Store, Inc. 7s meeen: sessscszz=\ ABDavao de Oro State College Compostela / Maragusan / Montevista / New Bataan 8, CLASS POLICIES AND GUIDELINES ‘Only officially enrolled students are allowed to attend their classes. All students are required to attend their classes regulary, ‘Attendance is counted from the frst regular class meeting Punctuality is a must to all students. ‘Avalidated student identification card must always by wor be all students while attending classes. ‘Any form of dishonesty shall be dealt with accordingly. Cheating is strictly prohibited, Students who incur absences equivalent to more than 20% of the course hours required shall be dropped from the course provided he/she has not taken any exam, |. Should a student be absent from his/her class, he/she has to secure and fil up an excuse slip (OSAS) duly signed by parent/guardian (supported by a medical certificate from the College Physician, ifthe student is sick) and to be signed by the subject teacheris, College Dean and to be submitted to thei respective subject teachers or Clinical Instructors thereafter. A student shell be given a three (3) cays grace period in the submission of the excuse slip otherwise the absence will be considered unexcused. i. lid examination permits are necessary in taking the examinations as scheduled. K. No special quz shall be given to any student who comes in late or absent during classes, 1. Honesty is called for at all times 2 b, c 4 Dale of Revision’ Term Effective: by Revision No. ane December 23, 2022 | 2% Sem; 2022-2023 Collke inddicior December 23, 2022 January 08, 2023Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan FM-DDOSC-OVPAA-ACA.005 1 Une RUBRICS REFLECTION PAPER Criteria Exceeds Standards Meets Standards Unsatisfactory 4 points 3 points 0-2 points Formal” Orginal work "aper is in superb MLA format, neal . double-spaced, 10~12-point reg one-inch margins, and is more tha than 5 paragraphs and 5 ser vest speakers, etc. Work clearty that of thor and all cations. appropriat "aper is neally typed, double-spaced, 10-12. int regular font, one-inch margins, 2 ferences cited on a woks clted page as well arenthetical citations, and 5, 5 sentence | aphs. Work that ofthe author but relies eavily on cited sources and not on students| Informed opinion. Formatting rules ignored, shorter than 5, tence paragraphs or missing parenthetical jons and there is no works cited page fork relies almost exclusively on work Eonag and ype ;-Fminor errors. Ks basic prootreading or contains ma) rors. Proanization irorganized, wall writen, easy to read] and understand. There is an introduction, ‘and conclusion. Wel-rganized but “low could be improved. Presrizs tion lacking and arguments difficult of impossible to folow. Retecion hows strong evidence ae seen in the| pth of thoughts drawing the relationship self, texts, articles, events, guest speakers andlor the class _ session. iscusses issues identified in readings and 38 up further thoughts or questions pecially how they relate to their personal syle, Also describes the impact on what {are learning in the classroom, evidence of reasoned _ reflection. iScUsses the issue but doesn't elaborate. T student doosnt fully understand but does st to apply some concepts learned in the se, but can relate to them only minimally. ‘acks reflection and depth. Does not expand) mn thoughts. Has not made connections etween what they leamed or heard iced and our course,Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan FM-DDOSC-OVPAA-ACA-005 flection Student has uilized the felp of the tulofStudent has utilized the help f the tuloratleas¥Fals to reach out for help from the tutor = ‘once. " her.Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan CASE STUDIES 3 0001102022) 120 | 18 Tdentiies and Identifies and Identifies and ‘understands all the main| Understands some of | understands fow of Issues inthe case study. the main issues in the | the main issues in the case study. case study, Majority (atleast 60% Excellent research with | Good research and | Limited research and ‘or higher) of articles Clearly documented | documented associations between ‘andlor references ‘associations between | associations between | the problems or between the problems ‘must be within ast 10 problems or questions | problems or questions | questions and key | or quastions and key years. and key course and key course | course concepts and | course concepts and Concepts and good (3 | concepts and some (2 | litle (1 or more) use of] no use of cor more) use of or more) use of | corroborating sources. | corroborating ‘corroborating sources. | corroborating sources. sources. ‘Allissues must be Insightful and thorough | insighiful and thorough | Insightful and thorough] Incomplete analysis of analyzed, ‘analysis of allthe key | analysis of most of the | analysis of some ofthe] the key issues. Issues. key issues. key issues. Provide method of ‘Alternatives cover allthe| Altematives cover most | Alleralives cover | Incomplete analysis of comparison between key issues with method | of the key issues with | some of the key altematives with no alternatives. toevaluate all equally. | method to evaluate. _| issues with method to | evaluation method. aluate.Davao de Oro State College Compostela / Maragusan / Montevista / New Bataan 00 | ovsoa0z2 Tndlude shorttem | 20% Wellveasoned, logical, | Solid, wollthought oit | Shallow observations | Superficial and long-term relevant observations | observations and | and cobsenations and recommendations: andrecommendatons | recommendations or | recommendations on | recommendations on Included should be on tfective solutions to | gftecive solutions to | effective soktions to | etfecive souitons toa realistic time frames, ‘many ofthe few of the 3 ‘most ofthe H some ofthe ‘esignation of roles problemsissues. es, | Problemsissues {and responsibities of ereeaereoire ne al stakeholders and ‘an appropiate evaluation program. Tneludes overall 10% Wiring totally free of | There are few speling | There are several | There are many ‘composition, structure, ‘grammar, spelling, and} punctuation. ‘grammar and speling errors. Clear, concise (oF grammatical eros. Most ideas are clearly Presented and references are used. speling or ‘grammatical erors. Some ideas are Clearly presented References are sporadic or not used. speling errors and grammatical mistekes. Ideas are hard to follow. References are notDavao de Oro State College FM-DDOSC-OVPAA-ACA-005 Compostela / Maragusan / Montevista / New Bataan ‘Total Weight Total Assignment (Case Study) Points