COLLEGE OF ARTS AND EDUCATION

VISION

The UPHS is a premiere University that provides unique and innovative educational processes, contents, end-
results for the pursuit of excellence in academics, technology, and research through community partnership and
industry linkages.
The University takes the lead role as catalyst for human resource development, and continue to inculcate
values as way of strengthening the moral fiber of Filipino individuals proud of their race and prepared for
exemplary global participation in the realm of arts, sciences, humanities and business.
It sees the Filipino people enjoying quality and abundant life, living in peace and building a nation that
the next generation shall be nourishing, cherishing and valuing.

MISSION

The UPHS is dedicated to the development of a Filipino as a leader. It aims to graduate dynamic
students who are physically, intellectually, socially, spiritually committed to the achievement of the best quality
of life.
As a system of services in health and education, the UPHS is dedicated to the formation of Christian
services and research oriented professional and leaders in quality education and health care.
It shall produce Perpetualites who outstandingly value the virtues of reaching out and helping other as
vital ingredients to nation building.

Mission Keywords:
a. Holistic Graduate
b. Achievers of Quality Life
c. Christian Formation
d. Service and Research Oriented Professional
e. Leaders on Quality Education and Health Care
f. Reaching Out and Helping Others

Course Date Date Prepared by: Noted by: Approved by:

Title Effectiv Revise
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Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
PROGRAM EDUCATIONAL OBJECTIVES MISSION KEYWORDS
The Teacher Education program shall prepare professionally competent A B C D E F
Perpetualite teachers who:
1. can teach in their area of qualification across the different levels of / / / / / /
education.
2. are highly competent and devoted teachers imbued with a deep sense of / / / / / /
Christian virtues.
3. values the importance of research and continuing pedagogical opportunities. / / / / / /
4. are intellectual leaders and are responsive to the social needs of their / / / / / /
community.
5. can demonstrate proficiency in organizational communication and effective / / / / / /
human relations.

COURSE SYLLABUS

I. COURSE CODE: SEM323

COURSE TITLE: Assessment and Evaluation in Mathematics
CREDITS: 3
PREREQUISITES: None
CO-REQUESITE: None

II. COURSE DESCRIPTION:

This course is designed to provide students an in-depth knowledge and understanding of the principles
of valid and useful assessment and evaluation practices and their role in the educative process. The course gives
emphasis on the use and development of modified traditional type of assessment, authentic and alternative
assessment strategies to gauge the extent of learning in Mathematics. Moreover, it discusses issues and trends in
assessment in mathematics teaching. As a requirement, the students are to construct test types aligned with the
competencies and performance standards of K to 12 as well as construct evaluation tools for performance-based
assessment.

III. PROGRAM OUTCOMES AND THEIR RELATION TO PROGRAM EDUCATIONAL

OBJECTIVES

PROGRAM OUTCOMES PROGRAM EDUCATIONAL

A Graduate of the Teacher Education program must be able to: OBEJECTIVES
1 2 3 4 5
a. articulate the rootedness of education in philosophical, socio-cultural, / / / /
historical, psychological, and political contexts;
b. demonstrate mastery of subject matter/discipline; / / / /
Course Date Date Prepared by: Noted by: Approved by:
Title Effectiv Revise
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Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
c. facilitate learning using a wide range of teaching methodologies and / / / / /
delivery modes appropriate to specific learners and their environments;
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; and
h. pursue lifelong learning for personal and professional growth through / / / /
varied experiential and field-based opportunities.

IV. COURSE OBJECTIVES AND THEIR RELATION TO PROGRAM OUTCOMES:

Legend: L – Facilitates learning of the competencies (input is provided and competency is evaluated)
P – Allows student to practice competencies (no input but competency is evaluated)
O – Opportunity for development (no input or evaluation, but there is opportunity to practice the
competencies)
COURSE LEARNING OUTCOMES PROGRAM OUTCOMES
a b c d e f g h
The student should be able to:
1. exhibit knowledge and skills in designing formative and summative L L P O P L L L
assessment on mathematics concepts and problem solving.
2. display proficiency in integrating assessment practices in Mathematics P L O L P O P P
with other subject area or disciplines.
3. demonstrate understanding of meaningful assessment by aligning O L L P P P O P
assessment with learning competencies and learning experiences.
4. demonstrate competence and skills in implementing different assessment P P L L O P P L
techniques to facilitate student success in learning Mathematics using
learner attainment data;
5. show appreciation in using authentic and alternative assessment methods L L P O P L L L
in Mathematics learning.

V. COURSE COVERAGE:

CLO ASSESSMENT
WEEK TOPIC 1 2 3 4 5 6 7 TEACHING AND
LEARNING
ACTIVITIES
1 I. Outcomes-based Assessment Lecture
 Assessment and Evaluation of Cooperative
Learning in Mathematics Learning Activity
 DepEd Policies on Assessment
especially on Mathematics K-12
Course Date Date Prepared by: Noted by: Approved by:
Title Effectiv Revise
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Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
  Skills and Attitudes in K-12
Mathematics Learning Outcomes
2 II. Program Course and / / / / / / / Write-shop: Formative Written
Intended Learning Outcomes Construction of Work:
2.1 Construction of: Learning Assessment Grid
Outcomes (Mapping Course
▪ Program Learning Outcomes
Learning
▪ Course Learning Outcomes competencies with
▪ Intended Learning Outcomes Intended Learning
Outcomes)
2.2 Mapping Program Learning
Outcomes with Course Learning
Outcomes based on the DepEd
Mathematics Curriculum Guide

2.3 Mapping Course Learning

Outcomes with Intended Learning
Outcomes based on the DepEd
Mathematics Curriculum Guide

3 III. Performance Standards, / / / / / / / Writeshop: Written Work:

Competencies, and Learning Articulations of Performance
Targets in Mathematics Standards into Standards into
Competencies Competencies;
3.1 Performance Standards,
and Learning Competencies into
Competencies, and Objectives Targets Learning Targets
3.1 Articulation of Performance
Standards into Competencies
3.2 Articulation of Competencies
into Learning Targets
4 IV. Authentic Assessment / / / / / / / Lecture Assessment tool:
Methods in Mathematics Observation-based
Education Assessment tools
4.1 Designing Authentic
Assessment
▪ Project-based Learning
▪ GRASPS Framework
▪ Three modes of Authentic
Assessment (Observation,
Performance Tasks, Actual

Course Date Date Prepared by: Noted by: Approved by:

Title Effectiv Revise
e d
Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
 Performance)
5 V. Summative Tests / / / / / / / Lecture Written Work:
(Performance-based) GRASPS
5.1. Writing of Project-based in a Analytical Rubric
GRASPS Framework
5.2. Presentation of Real-life
Problems in GRASPS
6 PRELIMENARY EXAMINATION
7 VI. Evaluation Tools Used in / / / / / / / Lecture Written Work
Authentic Assessment Discussion Sample Assessment
6.1 Individual or Group Checklist Tools
in Problem-Solving in
Mathematics
6.2 Interview Sheet
6.3 Assessment Tools

8 VII. Other formative Assessment / / / / / / / Lecture Written Work

7.1 Process-oriented Assessment Discussion Concept Note on
7.2 Analytical Scoring Rubric vs. Brainstorming Process-Oriented
Assessment
Holistic Rubric
Samples: Holistic
Rubric and
Analytical Rubric
9 VIII. Development of Varied / / / / / / / Workshop: Written Work:
Paper and Pencil Tests in Constructing TOS Sample Table of
Mathematics Specification for a
Quarter
8.1 Planning and Constructing of
Table of Specification for a
Quarter

10 IX. Test Items in Mathematics / / / / / / / Interactive Written Work:

assessment Lecture Sample Multiple
9.1. Multiple Choice Write-shop on Choice Test Items
Constructing Written Work
i. Traditional Multiple Choice
Traditional Sample 1: Multiple
ii. Modified Multiple Choice Multiple Choice Choice
Test Items and (Traditional)
Constructing Written Work
Modified Sample 2: Modified
Multiple Choice Multiple Choice
11 IX. Test Items in Mathematics / / / / / / / Interactive Written Work:
Course Date Date Prepared by: Noted by: Approved by:
Title Effectiv Revise
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Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
 assessment Lecture and Write Sample 1: True-
9.2. True or False Items shop False Items
i. Traditional True or False (Traditional)
Sample 2: True-
ii. Modified True or False
False Items
(Modified)
12 MIDTERM EXAMINATION
13 9.3. Supply Type or Constructed / / / / / / / Interactive Written Work:
Response Type Lecture and Write Sample Completion
shop Type of Test
14 9.4. Supply Type of Test: Essay / / / / / / / Interactive Visual Map: T
i. Restricted Essay Lecture and Write chart/ Venn
ii. Non-restricted Essay shop Diagram
Written Work:
Sample Student
Constructed
Response Type
15 X. Construction of Test Draft of / / / / / / / Write-shop: Written Works:
10.1 TOS and test draft Test Item • TOS with test
construction Construction in item Location
reference with • Sample Test Items
their TOS
16-17 XI. Grade Computations / / / / / / / Hands-on Sample of Grade
11.1. Grade Computations Activity: Computation
following the DepEd policy ▪ Computation for
Written Work
Score
Computation
▪ Performance
Task Quarter
Exam
▪ Final Grades
18 FINAL EXAMINATION

VI. CLASSROOM POLICIES:

 Meet the minimum number of meetings for the semester to secure passing grade.
 Comply to all academic and co-curricular requirements of the subject.

VII. COURSE EVALUATION: STANDARD GRADING SYSTEM

TERM GRADE COMPUTATION (Prelim, Midterm, Finals)

Class Standing: 67% Components Quizzes 40%
Course Date Date Prepared by: Noted by: Approved by:
Title Effectiv Revise
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Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
 Activity/Seatwork 40%
Conduct 10%
Attendance/Recitation 10%
TOTAL 100%
Major examination: 33%
TOTAL: 100%

SEMESTRAL GRADE COMPUTATION

Prelim 30%
Midterm 30%
Final 40%
TOTAL: 100%

Course Requirements:
1. Participate in class discussions.
2. Attends 80% of total contact hours for the course.
3. Submit on time all activity worksheets, assignments, reflections, and text of presentations.
4. Take and pass written and actual prelim, midterm, and final examinations
Major Requirements: Problem Sets, Quizzes, Examinations, Compilation of Activities

VIII. REFERENCES:

 Cartwright, R. et al. (2009). Student Learning Outcomes Assessment Handbook. Maryland:

Montgomery College.
 Darling – Hammond, L. & Bransford, J. (2005) Preparing teachers for changing world. San Francisco:
John Willey & Sons.
 Department of Education Order No. 8, s. 2015
 If then statement. (2019). Retrieved March 4, 2019 from
https://www.mathplanet.com/education/geometry/proof/if-then-statement
 Logic and Mathematics (2019). Retrieved March 4, 2019 from http://www.math.toronto.edu/preparing-
for-calculus/3_logic/we_2_if_then.html
 Mueller, J. (2011). Authentic Assessment. Nashville, III.: Northcentral Colleges.
 Navarro, R.L & De Guzman-Santos, R. (2013). Authentic Assessment of Student Learning Outcomes.
Quezon City: Lorimar Publishing Inc.
 Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of Learning. Quezon City: Lorimar
Publishing Inc.
 Wiggins, G. & McTighe, M. (1998). Understanding by Design. New Jersey: Prentice Hall.

Attested by:

MERYL GAY L. GASPAR, RL

University Librarian
Course Date Date Prepared by: Noted by: Approved by:
Title Effectiv Revise
e d
Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s
 ELECTRONIC/ONLINE REFERENCES:
 EBSCohost
 Philippine E-journals
 School Automate:192.168.2.82
 Moodle: 112.198.45.114:8888/moodle

IX. COURSE MATERIALS MADE AVAILABLE:

Learning Management System

Google Meeting Application
Online Video Watching
Power Point Presentations of lectures and examples
Activity sheets

X. COMMITTEE MEMBERS:

 Dishelle Anne T, Hufana, LPT, MSTM

 Glenn A. Galingana, LPT, MMEM, MAEDc.

Course Date Date Prepared by: Noted by: Approved by:

Title Effectiv Revise
e d
Assessment 2nd 2nd
and Semester Semester
Evaluation 2023- 2023- DISHELLE ANNE T. HUFANA, LPT, GLENN A. GALINGANA, LPT, WARREN L. CALILUNG, EdD, PhD
in 2024 2024 MSTM MMEM School Director
Mathematic Instructor Dean
s