Republic of the Philippines

COMMISION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES – BASED EDUCATION SYLLABUS

Name of Instructor : RENAIR R. RAVALO

Course Title : Assessment in Learning 1
Course Number : Prof Ed 7
Course Prerequisite : The Teaching Profession
The Child and Adolescent Learners and Learning
Facilitating Learner – Centered Teaching
Technology for Teaching and Learning
Number of Credits : 3
Course Placement : BEED – Third Year
Semester / Term : First Semester
Time / Room : Work from Home
Contact Information : Facebook Messenger (GC) / Google Meet
Consultation Time : Monday 5:30 – 8:30 / Tuesday: 5:30 – 8:30 / Wednesday 5:30 – 8:30 / Thursday 5:30 – 8:30
Consultation Venue : Work from Home / Google Meet / Facebook Messenger/ Google Classroom
LMS Link / Passcode : Google Classroom
BEED 3A – db6ilr4 BEED 3B – chwiq7j BEED 3C – pyl2qcx BEED 3D – 7rnzjns

A. COURSE DESCRIPTION:
This course is focused on the principles, development and utilization of basic assessment tools to improve the teaching – learning process. In the process of
measuring knowledge, comprehension and the other thinking skills along the cognitive, psychomotor and affective domains, this course distinguishes the
uses of assessment “of” learning, assessment “for” learning and assessment “as” learning. This course includes the standards steps in test construction and
how to determine the measures of central tendency and measures of dispersion. Such knowledge facilitates understanding and proper implementation of
grading systems.
B. PROGRAM LEARNING OUTCOMES:
Graduates of the BEED/BSED Program are teachers who:
1. Common to the discipline (Teacher Education)
A. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
B. Demonstrate mastery of the subject matter/discipline.
C. Facilitate learning using a wide range of teaching methodologies and delivery models appropriate to specific learners and their environment.
D. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
E. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
G. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
H. Pursue life-long learning for personal and professional growth through varied experiential and field-based opportunities.
C. COURSE LEARNING OUTCOMES
At the end of the course, the student can:
1. Explains how the change of emphasis from content to outcomes in education led to shift of focus in teaching from the subject matter to the
learner.
2. Illustrate examples of measurement, assessment and evaluation in determining the progress of students towards attaining the desired
learning outcomes.
3. Differentiate program outcomes from student learning outcomes through examples.
4. Give examples of learning outcomes in the cognitive, psychomotor and effective domains
5. Explains the principles in assessing learning outcomes through example and illustrations.
6. A. Distinguish the meaning and uses of:
 Item analysis
 Validity
 Reliability
 Difficulty index
 Discrimination index
B. Determine the validity and reliability of given test items.
7. Explain the meanings and the uses of the Measures of Central Tendency and of Dispersion.
 Mean
 Median
 Mode
 Standard Deviation
8. Demonstrate understanding of the principles in assigning grades and implementing grading system.
 D. COURSE RATIONALE
This course is a 3 unit course intended to Pre Service Teachers (PSTs). The students are expected to demonstrate competence in developing and utilizing
alternative forms of assessment and grading system for respective areas of specialization or major.

E. LEARNING PLAN

Specific Learning Performance Instructional Time

Outcomes
Relate the general objectives Introduction, Orientation and
of the course to the BCC VMGO.
realization of the Vision, 1. Review of the College’s
Mission, Goals, and Objectives
of the Teacher Education
program;
Be oriented on the VMGO of 4. Learning modalities
BCC in line with the course;
Be informed of the course’s
content, requirements and
rating criteria;
At the end of the unit, pre-
service teachers
should be able to:
1. From Content Outcomes:
1.1 Explain 3 outstanding
characteristics of
outcome – based
education
1.2 Distinguish among
institutional outcomes,
program outcomes,
course and learning
outcomes
Learning Content Instructional Delivery Assessment Tasks
Standards Resources Allotment
Learners can explain Virtual Orientation via PowerPoint slides Recitation Week 1
the BCC VMGO and its Google Meet and Copies of VMGO 1.5
significance to their Messenger (GC) Course syllabus
VMGO in relation to the personal and
course professional growth.
2. Expectation setting
3. Course requirement
5. Class policies
6. Grading System
At the end of the Synchronous and Week 1 -2
discussion 85% of the asynchronous discussion
students are expected
to: 1.1 Interactive discussion
1. Shift of Educational Focus 1.2 Group discussion Powerpoint 1. Chapter 1
from Content Learning to  Give 3 outstanding subject matter – Samples of Assessment 1.1 Quiz
Learning Outcomes characteristics of centered vs. learner – Tools 1.2 Reflection essay
outcome – based centered teaching on subject
1.1 Outcome – Based education 1.3 Exercises on matter-
Education: Matching  Differentiate among translating centered
with Accomplishments institutional educational services teaching and
1.2 The Outcome of outcomes, program into learning learner-
Education outcomes, course outcomes. centered
1.3 Institutional, Program , and learning teaching
Course and Learning outcomes 1.3 Presentation of
Outcomes  Differentiate group
 1.3 Distinguish between 1.4 Sample Educational between immediate discussion
immediate outcomes Objectives and Learning outcomes and outcomes
and deferred Outcomes in Araling deferred outcomes
outcomes Panlipunan (K to 12)  Compare between
1.5 Exercises educational
1.4 Differentiate between objectives and
educational objectives learning outcomes.
and learning
outcomes.
At the end of the unit, pre- At the end of the Synchronous and Week 3 – 4
service teachers should be discussion 85% of the asynchronous discussion
able to: students are expected
to: 2.1 Interactive discussion
2. Determining Progress 2. Measurement, Assessment, 2.2 Group presentation of Powerpoint slides 2.1 Quiz
Towards the Attainment of and Evaluation in Outcome different measuring Activity Sheets 2.2 Essay test on the
Learning Outcomes – Based Education  Differentiate instruments Samples distinction among
2.1 Distinguish among 2.1 Measurement among 2.3 Group presentation of assessment of
measurement 2.2 Assessment measurement objectives that can be assessment for
assessment and 2.3 Evaluation assessment and assessed. assessment as
evaluation 2.4 Assessment FOR, OF and evaluation 2.4 Discussion on the learning
2.2 Explain the various AS Learning:  Compare and distinction between 2.3 Group
approaches to Approaches to contrast the formative and presentation of
assessment: Assessment various approaches summative abstracts or
assessment FOR, OF, to assessment: evaluation. published
and AS learning assessment FOR, evaluative studies
OF, and AS
learning

At the end of the unit, pre- At the end of the Synchronous and Week 5 – 6
service teachers should be discussion 85% of the asynchronous discussion
able to: students are expected
to: 3.1 Interactive discussion
3. Program Outcomes VS 3. Program Outcomes 3.2 Group presentation of Powerpoint slides 3.1 Quiz
Learning Outcomes 3.1 Program Outcomes and the levels of Cognitive Activity Sheets 3.2 Essay Test on the
3.1 Clarify the program Student Learning  Simplify the domain Samples relationship
outcomes for teacher Outcomes program outcomes 3.3 Group presentation of between program
education 3.2 Program Outcomes for for teacher the levels of outcomes and
 3.2 Distinguish the 6 levels
of knowledge under
the Cognitive Domain
3.3 Discuss the
psychomotor
categories in the
psychomotor domain
of objective
contributed by the
following:
 Simpson
 Dave
 Harrow
3.4 Discuss the 6 levels of
learning objectives in
the affective domain
arranged hierarchically
At the end of the unit, pre-
service teachers should be
able to:
4. Assessing Student Learning 4. Assessing Student Learning
Outcomes
4.1 Clarify the principles in
assessing learning
outcomes
4.2 Explain the phase of
outcomes assessment
4.3 Determine, alignment
of learning outcomes
and assessment tasks
Teacher Education education Psychomotor domain. student learning
3.3 The three types of  Differentiate the 6 3.4 Group presentation of outcomes.
Learning levels of the levels of the 3.3 Submission by
3.4 Domain I: Cognitive knowledge under affective domain group of matrices
(Knowledge) the Cognitive 3.5 Group crafting of of the levels of:
3.5 Domain II: Psychomotor Domain matrices simplify the - cognitive domain
(Skills)  Confer the domain levels - psychomotor
3.6 Domain III: Affective psychomotor domain
(Attitude) categories in the - affective domain
3.7 Kendall’s and Manzano’s psychomotor 3.4 Quarter
new Taxonomy domain of Summative Test
3.8 Exercises objective
contributed by the
following:
- Simpson
- Dave
- Harrow
 Give the 6 levels of
learning objectives
in the affective
domain arranged
hierarchically
At the end of the Synchronous and Week 7 – 8
discussion 85% of the asynchronous discussion
students are expected
to:
4.1 Interactive discussion Powerpoint slides 4.1 Quiz
Outcomes  Simplify the 4.2 Group presentation to Activity Sheets 4.2 Crafting of Rubrics
4.1 Principles of Good principles in clarify the principles Samples to assess the
practice in Assessing assessing learning of assessing learning group
Learning Outcomes outcomes outcomes presentation of
4.2 Sample of Supporting  Describe the phase 4.3 Discussion of the principles of
Students Activity of outcomes assessment tools assessing learning
4.3 Phases of Outcome assessment 4.4 Group samples of the outcomes
Assessment in the  Define, alignment various types of 4.3 Submission of
Instructional Cycle of learning portfolios rubrics
 4.4 Discuss the various 4.4. Constructive Alignment outcomes and 4.5 Crafting of scoring 4.4 Group
assessment methods, 4.5. Variety of Assessment assessment tasks rubrics presentation of
tools and tasks, Methods, Tools and  Confer the various 4.6 Discussion of Learning the types of
including portfolios Tasks assessment Outcomes in K to 12 portfolio
4.5 Construct a scoring 4.6 Portfolio methods, tools 4.5 Reaction paper on
rubrics - Display, Showcase or and tasks, the use of rubrics
4.6 To give sample Best works Portfolios including
assessment tasks for * Working or portfolios
each MI Development  Make a scoring
4.7 Explain at least 3 key Portfolio rubrics
features of assessment * Types of Portfolio  Give sample
in the K to 12 program * Assessment or assessment tasks
Evaluation of for each MI
Portfolio  Explicate at least 3
4.7 Scoring Rubrics key features of
4.8 Assessment Strategies assessment in the
and Multiple K to 12 program
Intelligence
4.9 Assessment of learning
Outcomes in the K to 12
Program

At the end of the unit, pre-
service teachers should be
able to:
5. Distinguishing and 5. Development of varied
Constructing Various Paper
– and – Pencil Tests
5.1 Construct a Table of
Specifications
5.2 Construct paper-and-
pencil test in
accordance with the
guidelines in test
construction
At the end of the Synchronous and Week 9 - 10
discussion 85% of the asynchronous discussion
students are expected
to: 5.1 Interactive discussion
of the different types Powerpoint slides 5.1 Quiz
assessment tools  Create a Table of of test Activity Sheets 5.2 Critique of the
5.1 Planning a Test and Specifications 5.2 Writing of Examples of Samples examples of test
Construction of Table of  Make paper-and- the different types of types
Specifications (TOS) pencil test in the test in the 5.3 Group
5.2 Types of Pencil-and-paper accordance with different fields of presentation of
tests the guidelines in specialization table of
5.3 Constructing Selected- test construction 5.3 Constructing a Table specifications by
Response Type of Specification for field of
 True – False Test the types of test. specialization
 Multiple Choice Test 5.4 Crafting of scoring
  Matching Type rubrics for essay
5.4 Constructing Supply Type examination.
or Constructed Response
Type
 Completion Type
 Essay
- Types of Essay
5.5 Exercises

At the end of the unit, pre- At the end of the Synchronous and Week 11 –
service teachers should be discussion 85% of the asynchronous discussion 12
able to: students are expected
to: 6.1 Exercises on the 6.1 Problem solving
6. Item Analysis and 6. Item Analysis and Validation interpretation of: Powerpoint slides  Item validity
Validation  Give the meaning  Item analysis Activity Sheets  Reliability
6.1 Explain the meaning of: 6.1 Item Analysis of:  Item validity Samples  Difficulty index
 Item analysis  Difficulty index -Item analysis  Reliability  Discrimination
 Validity  Discrimination index -Validity  Difficulty index index
 Reliability 6.2 Validation -Reliability  Discrimination
 Difficulty index 6.3 Reliability -Difficulty index index
 Discrimination 6.4 Exercises -Discrimination
6.2 Determine the  Determine the
validity and reliability validity and
of given test items reliability of given
6.3 Determine the quality test items
of a test item by its  Determine the
difficulty index, quality of a test
discrimination index item by its difficulty
and plausibility of index,
options (for selected- discrimination
response test ) index and
plausibility of
options (for
selected-response
test )

At the end of the unit, pre- At the end of the Synchronous and Week 13 –
service teachers should be discussion 85% of the asynchronous discussion 15
able to: students are expected
to:
7. Measures of central 7. Measures of Tendency 7.1 Interactive lecture Powerpoint slides 7.1 Problem Solving
tendency and variability and Variability  Describe the 7.2 Problem solving and Activity Sheets on measure of
7.1 Explain the meaning 7.1 Measure of Tendency meaning and interpreting Samples central tendency
and function of the  Mean function of the and measure of
measures of dispersion  Median measures of variability
/ variability  Mode dispersion / 7.2 Interpreting given
A. Measure of Central 7.2 Normal and Skewed variability data
Tendency Distributions A. Measure of
 Mean 7.3 Outcome-based Central
 Median Teaching-Learning and Tendency
 Mode score distribution - Mean
B. Measure of Dispersion 7.4 Measure of Dispersion - Median
or Variability or Variability - Mode
 Range  Range B. Measure of
 Variance  Variance Dispersion or
 Standard Deviation  Standard Deviation Variability
7.2 Distinguish among the 7.5 Comparing - Range
measures of central 7.6 More Notes on Standard - Variance
tendency and Deviation - Standard
measures of 7.7 Interpretation of Deviation
variability / dispersion Standard Deviation  Differentiate among
7.3 Explain the meaning of 7.8 Some Exercises the measures of
normal and skewed 7.9 Problem Solving central tendency
score distributions and measures of
variability /
dispersion
 Expound the
meaning of normal
and skewed score
distributions

At the end of the unit, pr At the end of the Synchronous and Week 16 –
e-service teachers should be discussion 85% of the asynchronous discussion 18
able to: students are expected
 to:
8. Grading System and the 8. Grading Systems 8. 1 Exercises on: Powerpoint slides 8.1 Quiz
Grading System of the 8.1 Norm-referenced  Differentiate 8.1.1 Exercises on norm- Activity Sheets 8.2 Problem Solving
Department of Education Grading between norm- referenced and Samples on:
8.1 Distinguish between 8.2 Criterion-referenced referenced and criterion-  Norm-
norm-referenced and Grading criterion-referenced referenced referenced
criterion-referenced 8.3 Four Questions in grading; cumulative gradings grading
grading; cumulative and Grading and averaging 8.1.2 Exercises on  Criterion-
averaging grading 8.4 What should go into a grading system averaging and referenced
system student’s grade  Compute grades of cumulative grading
8.2 Compute grades of 8.5 Standardized Test students in various grading systems  Averaging
students in various grade Scoring grade levels 8.1.3 Interactive System
levels observing DepEd 8.6 Cumulative and observing DepEd discussions of  Cumulative
guidelines Averaging Systems of guidelines DepEd Order No. system
Grading 8, s. 2015 8.3 Essay test on
8.7 Policy Guidelines on “What does a
Classroom Assessment student’s grade
for the K to 12 Basic mean?
Education (DepEd Order
No. 08, s. 2015)

F. REFERENCES: Assessment in Learning 1 (Fourth Edition) – Rosita L. Navarro et al

Assessment of Learning 1 (Third Edition) – Rosita L. Navarro et al
Assessment of Learning 1 Estefania S. De Guzman et al
G. CLASSROOM VENUE: Work from Home
H. COURSE REQUIREMENT
 Project/s, Outputs per Unit
 Class standing / Participation
 Examinations
I. SYSTEM OF COMPUTING GRADES:
Quizzes/ Paper Submissions 20%
Class Participation/ Attendance 20%
Performance Assessments/ Projects 30%
Examinations 30%
100%
J. CLASSROOM POLICIES
A. Quizzes, Exercises, and Examination
- There will be 2 Examinations (Midterm and Finals).
- A student who failed to take a scheduled examination shall only be allowed to take the special examination due to the following valid reasons:
- Illness (supported by a Doctor’s Certificate)
- Hospitalization (with a Hospital Discharge Certificate)
- Death of an Immediate Family Member
- Emergency cases (i.e. fire, earthquake, accident, or such similar occurrences)
- Those who will be taking National Examinations (i.e. Civil Service Examination, TESDA Assessment, and the like)

DIFFICULTIES/CHALLENGES Possible Solutions:

Expected Difficulties/Challenges:
Slow/no internet connection in the locality.
Conflict schedules of Webinar and Face-to-Face
Sessions
Coordination among members during group activity
Needs clarification of the assigned task by the teacher.
 Provide enough number of days for students to submit each task, so that they have enough time to go
to the library, Internet cafe, or other places where they have internet access.
 Record webinar and chat sessions so that they can access them even after the online sessions.
 Set a regular class schedule (ex. Saturday 8:00 – 11:00) and make sure this is posted during enlistment
period, together with an announcement that there will be occasional face-to-face or online sessions.
 Reiterate this announcement during the first meeting. Explain that webinar schedules will be flexible
(hence the surveys), but ask the students to keep this time slot open.
 Open webinar schedule survey two weeks before the event.
 Explore alternatives for students who will not be able to attend webinars or face-to-face sessions (ex.
live streaming or recording a face-to-face session; individual consultations with instructors)
 Allow students to discuss through both Moodle chat and face-to-face meetings
 Encourage students to have back-up communication methods such as Viber, Skype, Facebook
Messenger, Google Hangouts, or other online platforms that they may already be using.
 Provide Support Forum if in case students would like to ask some clarification regarding the activity.
 Give the cell phone or landline numbers of the teacher including e-mail address.

 Student-examinee for the special examination is required to apply for a special test approved by the College Dean. He/she has to present the approved letter to the
instructor before taking the test.
 No make-up quizzes, homework, or exercises will be given. If it is necessary to be absent during a quiz or exercise, your score will be zero.
 Missing more than one exam; having fewer than the required number of quizzes or assignments; or missing three exercises will ensure a failing grade, 5.0, in the
course.
 Completion will take only 2 weeks after the final examination.
  Take responsibility for your education.
 You are responsible for all information and materials in sessions and classes whether you are present or not.

Prepared by: Submitted & Approved by:

RENAIR R. RAVALO ARLENE DIMAIWAT, PhD MARIA TERESA CRUZATA, PhD MARICEL R. PEÑERO
Instructor Dean, Teacher Education-BEED Head, In-charge of Academics Administrator