Course Syllabus

Republic of the Philippines

Bohol Island State University

Course Code Educ. 3

Course Name Assessment in Learning 1

VISION:
A premier Science and Technology university for the formation of a world class and virtuous
human resource for sustainable development of the Bohol and the country.

MISSION: BISU is committed to provide quality higher education in the arts and sciences, as well as in the
professional and technological fields; undertake research and development, and extension
services for sustainable development of Bohol and the country.

GOALS: 1. Pursue faculty and education excellence and strengthen the current viable curricular
programs and develop curricular programs that are responsive to the demands of the times
both in the industry and environment.
2. Promote quality research outputs that respond to the needs of the local and national
communities.
3. Develop communities through responsive extension programs.
4. Adopt efficient and profitable income generating projects/enterprise for sustainability.
5. Provide adequate, state-of-the-art and accessible infrastructure support facilities for quality
education.
6. Promote efficient and effective good governance supportive of high quality education.

CORE VALUES:

1. Search for Excellence (BISU’s commitment to quality education shall be driven and
characterized by excellence in every output and activity it produces/conducts through
interweaving the technical, fundamental and practical knowledge.)
2. Responsiveness to Challenges (As a newfound institution of higher learning, BISU is faced
will all the challenges demanded particularly the continuing depletion of the national
government’s financial support along with BISU’s desire for upgrading its facilities and
human resources. Being intellectually diverse and entrepreneurial creative and innovative,
BISU shall beat the odds by capitalizing the on creative collaborations with its individual
campuses, the community, local government units and other sectors available.)
3. Student Access (Being a state-owned university, BISU is committed to providing public
service, by becoming a university that is open and accessible to all students who merit
entrance. This value is the most important consideration by BISU in its drive to continuously
develop, improve and upgrade its facilities and seek for more funds.)
4. Public Engagement (Express BISU’s commitment to search for knowledge-based solutions
to societal and economic problems particularly of Bohol and of the region. Public
engagement is the interpretation of BISU’s commitment to research and extension by being
proactive in introducing changes that will deeply impact on the improvement of the life of the
people.)
5. Good Governance (Alongside the current regime’s objectives of good governance in the
delivery of basic services, BISU shall strive to institutionalize a streamlined, efficient and
effective structure and systems that is supportive of the university’s goals and objectives,
sans bureaucratic practices.)

BEED PROGRAM OBJECTIVES

1. promote higher literacy, critical thinking, upgraded competencies and skills on basic
education through innovative trainings;
2. develop students’ research capabilities through relevant researches;
3. establish a research-based extension program to promote economic, social and cultural
development;
4. provide the necessary facilities and effective services;
5. produce academically, emotionally, socially, morally equipped and humane educators in a
progressive and student-friendly learning environment.

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Course Syllabus
Course Component Professional Education

Course Code Educ. 3

Course Name Assessment in Learning 1

Course Description This course focuses on the principles, development and utilization of conventional
assessment tools to improve the teaching-learning process. It emphasizes on the use of
assessment OF, AS, and FOR in measuring knowledge, comprehension and other thinking
skills in the cognitive, psychomotor or affective domains. It allows students to go through the
standard steps in test construction and development and the application in grading systems.
Pre-requisite Have taken /To be taken with Technology for Teaching & Learning 1 and Elementary
Statistics
Course Credits 3 units
Contact hours/week 3
Course & Year
BEEd 3
Class ScheduleSecond Semester, A.Y. 20___ -20___
Program Outcomes Common to all Baccalaureate Programs and Performance Indicators
Program Outcomes Performance Indicators
a. Articulate the latest  Participate in continuing education and professional development in the specific field of practice.
developments in their
specific field of practice.
(PQF level 6 descriptor)
b. Effectively communicate  Demonstrate effective oral and written communication using both English and Filipino languages.
in English and Filipino,  Exhibit adequate technical writing and oral communication abilities.
both orally and in writing
c. Work effectively and  Work effectively as a member of multi-disciplinary and multi-cultural teams.
collaboratively with a  Display good judgment of people, actions and ideas and communicate them efficiently.
substantial degree of  Demonstrate effective leadership, coordination and decision-making skills.
independence in multi-  Demonstrate productive project management skills.
disciplinary and multi-
cultural teams. (PQF
level 6 descriptor)
d. Act in recognition of  Articulate the contribution of one’s profession to society and nation building.
professional, social, and  Articulate the responsibilities of a Filipino citizen in relation to the rest of the world.
ethical responsibility  Demonstrate respect for intellectual property rights.
 Explain professional knowledge and ethical responsibilities.
e. Preserve and promote  Articulate one’s possible contributions to society and nation building.
“Filipino historical and
cultural heritage” (based
on RA 7722)
Program Outcomes Common to Graduates of a Horizontal Type of Institution as defined in
CMO 46, s. 2012
f. Graduates of  able to demonstrate commitment to service.
professional institutions  know the laws, rules and regulations relevant to the practice
demonstrate service
orientation in their
respective professions
g. Graduates of colleges  able to develop awareness of relevant laws, rules and regulations
are qualified for various  able to diligently observe and apply the laws of the country
types of employment  can efficiently and effectively deliver services in response to the needs of clients within the context of
and participate in the practice of profession and/or task/job description
development activities  able to demonstrate commitment to service.
and public discourses,
particularly in response
to the needs f the
communities they serve.
h. Graduates of  Ability to dissect a problem into its key features; problem-solving skills, relating to qualitative and
universities contribute to quantitative information
the generation of new  Ability to use information technology in information-retrieval, evaluation, and dissemination
knowledge by
participating in various
research and
development projects.

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Course Syllabus
Program Outcomes Common to the Discipline (Teacher Education)
i. Articulate the rootedness of education  Generate opportunities for reflection on historical, social, cultural and
in Philosophical, sociocultural, political processes as they affect the day to day lives of the students.
historical, Psychological, and Political
contexts
j. Demonstrate mastery of subject  Actively engages students to sustain interest in the subject matter.
matter/discipline  Implements learner-friendly classroom management procedures and
practices.

k. Facilitate learning using a wide range  Use varied teaching methodologies appropriate for diverse learners.
of teaching methodologies and  Evaluate current teaching approaches and innovate based on learners’
deliveries modes appropriate to specific needs.
learners and their environments
l. Develop innovative curricula,  Implement and evaluate the curriculum.
instructional plans, teaching  Effectively write and carry out the lesson plan with mastery.
approaches, and resources for diverse  Deliver interesting lessons with congruent objectives, subject matter,
learners teaching-learning activities, materials and assessment procedures.

m. Apply skills in the development and  Source and organize data and information concerning teaching and
utilization of ICT to promote quality, learning.
relevant, and sustainable educational  Analyze and interpret data and information using appropriate tools and
practices. procedures.
 Compose and disseminate properly well-written reports (progress
reports, assessment, official communications, among others).

n. Demonstrate a variety of thinking skills  Behave in accordance to the Code of Ethics of Professional Teachers.
in planning, monitoring, assessing, and  Use the community as learning resource.
reporting learning processes and
outcomes.
o. Practice professional and ethical  Plans ad carries out personal and professional advancement.
teaching standards sensitive to the
local, national, and global realities
p. Pursue lifelong learning for personal 
and professional growth through varied
experiential and field-based
opportunities
BEED Program Outcomes and Performance Indicators
q. Demonstrate in-depth understanding of the  Identify various types of learners and provide them with appropriate, culturally-
diversity of learners in various learning areas. relevant learning activities and experiences.
 Develop and utilize relevant materials that match the learners’ learning styles,
goals and culture.
 Select instructional strategies for the development of learners’ critical and
creating thinking skills.
 Utilize developmentally appropriate activities in teaching the different learning
areas.
 Utilize appropriate technologies to achieve the learning outcomes.
 Apply theories of learning in designing learning-teaching experiences.
r. Manifest meaningful and comprehensive  Explain subject matter content clearly, accurately and comprehensively.
pedagogical content knowledge (PCK) of the  Relate current content with past and future lessons.
different subject areas.  Integrate recent developments in education and in the specific field to enrich
learning.
 Provide examples from real life to make learning meaningful.
 Utilize appropriate teaching-learning methods and technology for specific
subject matter content.
 Keep abreast with educational issues, trends and practices vis-à-vis local and
global context to provide relevant learning experiences.
s. Utilize appropriate assessment and evaluation  Design authentic assessment, evaluation instruments and alternative
tools to measure learning outcomes. assessment tools.
 Interpret assessment results and use these to improve learning and teaching.
 Keep accurate and updated records of the learners’ performance using
technology tools where feasible and appropriate.
 Provides timely feedback of assessment results to parents and other
stakeholders.

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Course Syllabus
t. Manifest skills in communication, higher order  Demonstrate skills in creative and critical thinking, logical reasoning, problem
thinking and use of tools and technology to solving, and decision making in various classroom situations.
accelerate learning and teaching.  Create learning experiences that develop the learners’ higher order thinking
skills.
 Provide opportunities that develop the learners’ communication skills
 Use tools and technology to enhance learning and teaching.
u. Demonstrate positive attributes of a model  Act according to the norms of the teaching profession in dealing with students,
teacher, both as an individual and as a parents, colleagues and other stakeholders.
professional.  Manifest positive personal and professional qualities of a teacher.
 Observe integrity and professionalism in handling issues, conflicts, and
controversies related to student welfare as well as parents’ and community
concerns.
v. Manifest a desire to continuously pursue  Pursue personal growth and professional development through attendance in
personal and professional development. seminar-workshops, participations in demo-fests, conducting action research,
and other education-related activities
 Participate actively in the school’s community outreach activities.

Course Outcomes and Relationship to Program Outcomes

Program Outcomes

Course Outcomes Common to all Common to Common to the Discipline Specific to BEEd
Grads of
Baccalaureate Horizontal (Teacher Education)
Programs Type of
Institution
a b c d e f g h i j k l m n o p q r s t u v

1. Match the different learning targets to their

appropriate assessment techniques.
2. Utilize processed data and assessment
results in reporting learners’ performance
to improve teaching and learning.
3. Derive information from test results to
improve teaching,knowledge, skills and
practice.
4. Identify the role of assessment in making
instructional decisions.
5. Demonstrate skills in utilizing and
reporting test results.
6. Prepare appropriate assessment tools to
evaluate students’ learning.
7. Demonstrate skills in the use of
techniques and tools in assessing
learning.
legend
I -  Introduced concepts/principle
 Facilitates learning of the competencies (input is provided and competency is evaluated)
P -  Practiced with supervision
 Allows student to practice competencies (no input but competency is evaluated)
D -  Demonstrated across different clinical setting with minimal supervision
 Opportunity for development (no input or evaluation, but there is opportunity to practice the
competencies)
COURSE OUTLINE

CONTENT/TOPICS
Time-frame Remarks
Orientation (Course Syllabus, VMGO, Classroom Policies) Levelling Off 2 days
PRETEST
1. Assessment of Students’ Learning in the PhilippineSetting Prelim
1.1 Brief history of assessment of Learning in the Philippine Setting
1.2 Definition of the Basic Concepts in Assessment of Learning
1.3 The role of Assessment in the Teaching-learning Process and Instructional
Decision Making Week
1.4 Assessment OF, FOR, and AS learning 1-3
1.5 National Competency Based Teacher Standards
1.6 National Assessment System
1.7 Assessment of Learning in the K to 12 Curriculum: Philosophy, Nature and
Purpose

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Course Syllabus
1.8 A shift to Outcomes-Based Education (OBE)

2. Measurement, Assessment and Evaluation

2.1 Principles of Good Practice in Assessing Learning Outcomes
2.2 Clarity of Learnig Targets Week
2.3 Appropriateness of Assessment Methods
2.4 Validity 4– 5
2.5 Reliability
2.6 Fairness
2.7 Practicality and Efficiency
2.8 Ethics
2.9 Variety of Assessment Instrument
 Objective Examinations
 Essay Examination
 Written work
 Portfolio Assessment
 Assessment Rubrics/ Holistic Rubric/ analytical Rubric
 Competencies/skills Assessment

3. Development of Varied Assessment Tools: Knowledge and Reasoning Midterm

3.1 Criterion-Referenced vs Referenced tests
3.2 Identifying Test Objectives
3.3 Planning a Test and Constructing a Table of Specifications (TOS)
3.4 Types of Objective Tests Week
3.5 Constructing a True-False Test 6-9
3.6 Multiple Choice Tests
3.7 Matching Type and Supply Type Items
3.8 Constructing and Scoring Essay Test

4. Item Analysis and Validation

4.1 Item Analysis Semi-finals
4.2 Norm-Referenced test item analysis
4.3 Criterion-Referenced test item analysis Week
4.4 Validation 10-12
4.5 Reliability

5. Performanced-based Tests Week

5.1 Performance-Based Tests 12-14
5.2 Performance Tasks
5.3 Rubrics and Exemplars
5.4 Designing and Creating Rubrics
5.5 Automating Performance-Based Tests

6. Grading Systems Finals

6.1 Norm-Referenced Grading
6.2 Criterion-Referenced Grading Week
6.3 Standardized Test Scoring
6.4 Cumulative and Averaging Systems of Grading 15-18
6.5 K to 12 Grading System:DepEd Order No. 31, s. 2012
6.6 Alternative Grading System
6.7 Rating of Learning outcomes under the K to 12 basic education curriculum:
based on DepEd Order No. 73, s. 2012
6.8 DepEd order No. 8. s. 2015
POSTTEST

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Course Syllabus

Methodologies/Strategies/Techniques Concept Formation, Cooperative/Collaborative learning,

Micro/Macro-Teaching(Oral Reporting, Group/Class
Discussion, Brainstorming, Interview, Role Play, Video
Clips Showing , portfolio Development , Mini-Researches,
Model-making, Team-building activities, Test
Construction, Critiquing test items, Item analysis,
Reflection writing, Transmutation, Lecture-Discussion,
Numbered Heads Together, Problem Solving, Reporting
Integration of Values: inquisitiveness, initiative, open-mindedness, self-worth,
optimism, recourcefulness, respect, concern for others,
humility, interdependence , adaptability, flexibility,
honesty, empowerment
Course Requirements: Major examinations, Individual/Group Outcomes-based
projects, collaborative activities/tasks, quizzes,oral
report, outdoor experiences, individual oral report,
prepared activity with set of guide questions, portfolio,
sample assessment tool

Grading System 60% passing mark/transmutation of raw scores or

cumulative related scores
Major exams 20%
Outcomes-based Project 40%
(product/performance)
Class performance, 40%
(quizzes,activity,oral recitation& assignment)
Total 100%

:
References:

Barbarcena, C.B.& N.A.F. Calayag(2013). Assessment of Students’ Learning 1. Makati

City,Phils.Katha Publishing Co., Inc.
Buenaflor, R.C. (2012). Assessment of Learning book one: The conventional approach. Quezon City,
Phils.,Great Books Publishing.
Buendicho, F.C. (2013). Assessment of Student Learning 1.Manila,Phils. Rex Book Store,Inc
Hena, J, (2015). Classroom assessment 1. Quezon City: Great Books Trading
Navarro & Santos (2012). Assessment of Learning Outcomes (Assessment 1).Quezon City, Metro
Manila. Lorimar Publishing ,Inc.

Suggested Readings:
Calmorin, Laurentina, (2011). Assessment of student learning 1. Manila: Rex Book Store, Inc.
Gabuyo, Yonardo, (2012). Assessment of learning 1. Manila: Rex Book Store, Inc.
Padua, Roberto and Santos, Rosita (1997). Educational evaluation and measurement, theory,
practice and application. Quezon City: Katha Publishing Co., Inc.
Santos, Rosita,( 2007). Assessment of learning 1. Quezon City: Lorimar Publishing, Inc.

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