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
NAME Program Learning Outcomes Course Learning Outcomes
1 2 3 4 5
DE ASIS, 1. articulate and discuss the latest developments in Teacher ✓ ✓ ✓ ✓ ✓
KERVIN Education (PQF level 6 descriptor);
2. effectively communicate orally and in writing using both ✓ ✓ ✓ ✓ ✓
English and Filipino;
3. work effectively and independently in multi-disciplinary and ✓ ✓ ✓ ✓ ✓
multi-cultural teams (PQF level 6 descriptor);
DE ORO, ARIES 4. act in recognition of professional, social, and ethical ✓ ✓ ✓ ✓
JOHN responsibility;
5. preserve and promote “Filipino historical and cultural ✓ ✓ ✓
heritage” (RA 7722);
6. articulate the rootedness of education in philosophical, socio- ✓ ✓
cultural, historical, psychological, and political contexts;
ENCARNADO, 7. demonstrate mastery of subject matter/discipline; ✓ ✓ ✓
JANYLE
8. facilitate learning using a wide range of teaching ✓ ✓ ✓ ✓
methodologies and delivery modes appropriate to specific
learners and their environments;
9. develop innovative curricula, instructional plans, teaching ✓ ✓ ✓ ✓ ✓
approaches, and resources for diverse learners;
SALMINGO, 10. apply skills in the development and utilization of ICT to ✓ ✓ ✓ ✓ ✓
RODRI promote quality, relevant, and sustainable educational
practices;
11. demonstrate a variety of thinking skills in planning, ✓ ✓ ✓ ✓ ✓
monitoring, assessing, and reporting learning processes and
outcomes;
SERIE, JOSHUA 12. practice professional and ethical teaching standards ✓ ✓ ✓ ✓ ✓
sensitive to the local, national, and global realities;
13. pursue lifelong learning for personal and professional ✓ ✓ ✓ ✓ ✓
growth through varied experiential and field-based
opportunities;
SILMARO, 14. exhibit competence in mathematical concepts and ✓ ✓ ✓ ✓
ELA MAE procedures;
15. exhibit proficiency in relating mathematics to other ✓
curricular areas;
16. manifest meaningful and comprehensive pedagogical ✓ ✓ ✓ ✓ ✓
content knowledge (PCK) of mathematics;
TICO, 17. demonstrate competence in designing, constructing, and ✓ ✓ ✓ ✓ ✓
JESSA MAY utilizing different forms of assessment in mathematics;
18. demonstrate proficiency in problem-solving by solving and ✓ ✓ ✓ ✓ ✓
creating routine and non-routine problems with different levels
of complexity;
19. use effectively appropriate approaches, methods, and ✓ ✓ ✓ ✓ ✓
techniques in teaching mathematics including technological
tools;
TOLEDO, 20. appreciate mathematics as an opportunity for creative ✓ ✓ ✓ ✓ ✓
ALLANA work, moments of enlightenment, discovery and gaining
insights of the world;
21. demonstrate competencies to support “national, regional, ✓ ✓ ✓ ✓ ✓
and local development plans” (RA7722); and
22. demonstrate the core values of a CHMSUian: competence, ✓ ✓
compassion, high sense of responsibility towards the
environment, love for country, and excellence.
concepts and problem solving.
B. Display proficiency in integrating assessment practices in Mathematics with other subject area or
disciplines.
C. Demonstrate understanding of meaningful assessment by aligning 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.
Week ILOs A B C D E
1 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 methods that can be utilized in ✔ ✔
Mathematics teaching and learning
11. design an authentic assessment method that integrates another discipline ✔ ✔ ✔
(Sciences, Social Studies, etc.) in the 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 checklists are utilized in problem-solving ✔ ✔
in Mathematics
15. describe how interview sheet can be utilized in enhancing Mathematics ✔ ✔
learning
16. construct assessment tools appropriate for assessing students’ learning in ✔ ✔
Mathematics
7 17. discuss process-oriented assessment is utilized in Mathematics teaching and ✔ ✔ ✔
learning
18. differentiate analytical scoring rubric and holistic rubric ✔ ✔
19. construct a holistic and analytical scoring rubric ✔ ✔
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10 20. Identify the learning outcomes of a quarter in a certain grade level ✔ ✔

21. decide on the type of objective test ✔ ✔

22. identify the 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 (about 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 (about 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 the Completion type of test ✔
31. construct completion type of test in Problem-Solving ✔ ✔
13 32. describe the two types of essay ✔ ✔
33. discuss the different higher-order thinking skills assessed in the 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 performance based on the results utilizing appropriate ICT ✔ ✔
tools
16 38. profile students’ performance based on the summative examination result ✔

39. generate some instructional decisions regarding the result ✔ ✔

17 40. show steps in grade computation using a spreadsheet ✔
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