Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

INS form 1
COLLEGE OF EDUCATION November 2015
Revision:1
Page 1 of 14 pages

COURSE SYLLABUS
in
Ed 216
ASSESSMENT IN LEARNING 1
First Semester, A.Y.: 2019 - 2020

Department/Area : PROFESSIONAL AREA

Curriculum : BACHELOR OF SECONDARY EDUCATION - MATHEMATICS
Curricular Year : SECOND YEAR
No. of Hours/Sem : 54 Hours
Credit Unit (s) : 3
Pre-requisite (s) : NONE

Vision of the University : A premier multidisciplinary- technological university

Mission of the University : The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in industrial
RA No. 9744 trade, agriculture, fishery, forestry, aeronautics and land-based programs, arts and sciences, health sciences, information technology and
other relevant fields of study. It shall also undertake research and extension services, and provide progressive leadership in its areas of
specialization.

Goals of the College : 1. To train and develop highly competent teachers in their field of specialization who will meet the manpower needs in their respective
workplace.
2. To produce researches who can address the needs for the improvement of instruction, extension and production.
3. To prepare graduates to become responsible community extension workers and be effective agents of change for a better quality of life.
Program Goals : The BSEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary
practice.
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Program Outcomes : The minimum standards for the BSEd degree program are expressed in the following set of learning outcomes:
A. Common to all programs in all types of school
The graduates have the ability to:

1. Articulate and discuss the latest developments in the specific field of practice (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)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

B. Common to the discipline (Teacher Education)

1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range methodologies and delivery modes appropriate to specific learners and their environments
4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

C. Specific to a sub-discipline and major

Bachelor of Secondary Education Major in Mathematics
1. Exhibit competence in mathematical concepts and procedures
2. Exhibit proficiency in relating mathematics to other curricular areas
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics
4. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity
6. Use effectively appropriate approaches, methods and techniques in teaching mathematics including technological tools
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world

Course Description : This is a course that focuses on the principles, development and utilization of conventional assessment to improve the teaching-learning
process. It emphasizes on the use of assessment of, as, and for, in measuring knowledge, comprehension and other thinking ski lls 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.

: At the end of the course, the students can:

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Course Learning 1. Compare and contrast the terms measurements, assessment, testing and evaluation (PO 1,6,7)
Outcomes 2. Articulate the various roles of assessment to learners, teachers, parents and other stakeholders (PO 1,7,8)
3. Manifest learning outcomes with the appropriate assessment method (PO 2,4)
4. Describe evidences of validity and reliability in teacher-made tests (PO 2,3,6)
5. Describe how testing can be made more practical and efficient (PO 2,6)
6. Develop recommended actions to observe ethical standards in testing (PO 4,6,7)
7. Develop a Table of Specifications (TOS) aligned with the specified learning outcomes (PO 4,5,7)
8. Select and construct appropriate test items and tasks for classroom assessment (PO1,2)
9. Enhance procedures for improving classroom-based assessment test (PO4, 5)
10. Develop a meaningful definition to test results using norm-referenced and criterion-referenced interpretations (PO 2,4,6,7)
11. Describe the utilization of assessment results to monitor students learning process and achievements (PO 3,4,8)
12. Describe the nature, purpose and use of large-scale student assessment (PO 1, 2, 4)
13. Describe the development process of a large-scale assessment test (PO 1, 4, 7)

Course Content:
Teaching & Learning Learning Time Remarks/
Intended Learning Outcomes Assessment Tasks Contents References
Activity Resource Allocation Evaluation

Discuss the University’s and the Oral Recitation on the Discuss the importance CTU/COEd Mission, Vision Posters of CTU CTU Manual 1
College’s Vision, Mission and VMGO of CTU and the adherence of and Goals VMGO hour
Goals. COEd Philosophy, University’s VMGO Student handbook
Mission and Goals CTU Manual
Relate the Vision, Mission and Making an essay on the
Goals of the College and the relation of VMGO to Multi-media
University to the course. their respective degree presentations
program
Point out the relevant
relationship of the VMGO to
their degree program.

Compare and contrast Students classify Interactive lecturing I. Nature and Roles of Power Point De Guzman, E. and 3
measurements, assessment assessments and Assessment Presentation Adamos, J. (2015). hours
and evaluation (CLO 1) different categories Assigned Reading A. Concept and Relevance Assessment of
of Assessment Video Clips Learning I. Adriana
Assessment scenarios Learning Partner 1. Measurement, Testing, News Article Publishing Company,
Assessment and QC.
Concept Clarification Evaluation Reference Book Heritage, M. (2010).
1.1 Measurement Internet Formative
Analogies and 1.2 Testing Resource Assessment: Making It
Metaphors 1.3 Types of Test Happen in the Classroom
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Symposium on • According to Mode

Note Check of Administration Kubiszyn, T. and
Functions of Testing Power Point
• According to Test Borich, G. (2010).
and Relevance of Presentation
Interpretive Exercise Constructor Educational Testing
Assessment
• According to Mode and Measurement:
Video Clips
Searching the Web of Interpreting Classroom 3
News Article
Results Management hours
Integrating Wikis Application and
• According to Nature
Practice.
of Answer Reference Book
Identifying key players
in Assessment Musial, D., Nieminen,
1.4 Functions of Testing Internet
G.,Thomas, J. &
• Instructional Resources
Burke, K. (2009).
• Administrative Foundations of
• Research and Clippings /
Educational
Evaluation Documentaries
Assessment.
• Guidance Function
Popham, W. (2011).
1.5 Assessment Classroom
• Nature of Assessment: What
Assessment Teachers Need to
• Purposes of Know.
Assessment
Russel, M. and
1.6 Evaluation Airasian, P. (2012).
Classroom
1.7 Relationship among Assessment:
Measurement, Test and Concepts and
Evaluation Applications.

2. Relevance of Assessment Internet Source:

2.1 Students Commission on Higher
2.2 Teachers Education. (2012)
2.3 Parents CHEd Memorandum
2.4 Administrators and Order NO. 46, s. 2012
Program Staff
2.5 Policy-Makers
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Roles of Assessment Power Point

Articulate the various roles of Interview and oral De Guzman, E. and
Lecture Forum Presentation
assessment to learners, presentation: Adamos, J. (2015).
1. Roles
teachers, parents, and other Students ask specific Assessment of 2
Assigned Reading 1.1 Placement Video Clips
stakeholders (CLO 2) questions of a Learning I. Adriana hours
1.2 Formative News Article
resource person. They Publishing Company,
Learning Cells 1.3 Diagnostic
present the results of QC.
1.4 Summative
their interview in class.
Assessment Scenarios Reference Book
From various class
2. Taxonomy of
presentations, they Miller, M., Linn, R, and
Concept Mapping Approaches to Internet
write down Gronlound, N. (2009)
Assessment Resources
commonalities and Measurement and
Creating Memes
differences. Assessment in
Clippings /
Teaching, 10th Ed.
Documentaries
Assessment New Jersey: Pearson
Scenarios Education, Inc.

Utaberta, N. and
Hassanpour, B.
(2012). Aligning
Assessment with
Learning Outcomes.

Internet Sources:
Chappius, J Stinggins,
R., Chappius, S. and
Arter, J. (2012).
Classroom
Assessment for
Student Learning:
Doing It Right, Doing It
Well, 2nd ed.
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Preliminary Examination 1 hour

Students evaluate a Appropriateness of

Match learning outcomes with Lecture Forum
learning plan and Assessment Methods De Guzman, E. and
the appropriate Assessment
to Learning Books Adamos, J. (2015). 3
Method (CLO 3) assessment Work – along Activities
evidences. Outcomes Assessment of hours
Learning I. Adriana
Note taking
Students compete on 1. Identifying Learning Internet sources Publishing Company,
assessment matrix. Outcomes QC.
Taxonomic
2. Taxonomy of Multi-media and
Classification
Learning hypermedia McMillan, J. (2007).
Students carry out
Domains presentations Classroom
specific tasks Sequencing
2.1 Cognitive Assessment: Principle
individually or 2.2 Psychomotor Videos or and Practice for
cooperatively. 2.3 Affective documentaries Effective Standards-
Matching
based Instruction, 4th
3. DepEd Levels of ed.
Assessment Scenarios
Assessment
Method Selection
Anderson, H.,Moore,
4. Types of D.,Anaya, G., and
Assessmen Bird, E., (2005)
t Methods Student Learning
4.1 Selected- Outcomes
response Assessment: A
4.2 Constructed- Component of
response Program Assessment.
4.3 Teacher
observations
4.4 Student self- Krathwohl, D., (2002).
assessment A Revision of Bloom’s
Taxonomy: An
5. Matching Learning Overview.
Targets with
Assessment
Methods
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Describe evidences of validity Scenario Based / Lecture Forum Validity and Reliability De Guzman, E. and
and reliability in teacher-made Problem Solving Books Adamos, J. (2015). 3
tests (CLO 4) Learning: Work – along Activities 1. Validity Assessment of hours
1.1 Sources Learning I. Adriana
Reflective Lecturing of Internet sources Publishing Company,
Informatio QC.
n Multi-media and
• Content-related hypermedia McMillan, J. (2007).
evidence presentations Classroom
• Criterion-related Assessment: Principle
evidence Videos or and Practice for
documentaries
• Construct-related Effective Standards-
evidence based Instruction, 4th
1.2 Unified Concept ed.
of Validity
1.3 Validity of Miller, M., Linn, R, and
Assessment Gronlound, N. (2009)
Methods Measurement and
1.4 Threats of Assessment in
Validity Teaching, 10th Ed.
New Jersey: Pearson
2. Reliability Education, Inc.
2.1 Types of
Reliability Airasian, P. and
• Stability Miranda, H. (2011).
• Equivalence The Role of
• Internal Assessment in the
Consistency Revised Taxonomy.
• Scorer or Rater
Consistency Internet Source:
CIzek. G.J., Germuth,
• Decision
A.A., &Schmid, L.
Consistency
A.,(2011).
2.2 Measurement
Errors
2.3 Reliability of
Assessment
Methods
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Describe how testing can be Scenario-based/ Reflective Lecturing Practicality and Efficiency Books De Guzman, E. and
made more practical and Problem Solving 1. Familiarity with the Adamos, J. (2015).
efficient (CLO 5) Learning: Restructuring Inquiry Method Assessment of
2. Time Required Internet sources Learning I. Adriana
Teacher provides Collaborative Learning 3. Ease in Publishing Company,
scenarios or problems Administration Multi-media and QC.
for students to solve Selection Reasoning 4. Ease of Scoring hypermedia 3
after being taught. 5. Ease of presentations
hours
They provide Assessment Scenarios Interpretation McMillan, J. (2007).
suggestions or 6. Cost Videos or Classroom
recommendations. documentaries Assessment: Principle
and Practice for
Effective Standards-
based Instruction, 4th
ed.

Develop a recommended Scenario-based/ Books

actions to observe ethical Problem Solving Reflective Lecturing Ethics
standards in testing (CLO 6) Learning: 1. Student’s De Guzman, E. and
Teacher provides Restructuring Inquiry Knowledge of Internet sources Adamos, J. (2015).
scenarios or problems Learning Targets Assessment of
for students to solve Collaborative Learning and Assessment Multi-media and Learning I. Adriana
after being taught. 2. Opportunity to Learn hypermedia Publishing Company,
They provide Assessment Scenarios 3. Prerequisite presentations QC.
suggestions or Knowledge
recommendations. Do’s and Don’ts 4. Avoiding Videos or McMillan, J. (2007).
Stereotyping documentaries Classroom 3
Checklist Questions 5. Avoiding Bias in Assessment: Principle hours
Assessment Tasks and Practice for
Wordle/ Word Cloud: Code of Ethics (Case and Procedures Effective Standards-
Students explain the Analysis) 6. Accommodating based Instruction, 4th
principle using words Special Needs ed.
found in the word Classroom Assessment 7. Relevance Russel, M. and
cloud. They cite Practices (Survey) 8. Ethical Issues Airasian, P., (2012).
situations how ethics Classroom
is translated from Recommendations Assessment:
theory to practice. Concepts and
Applications.
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Mid-Term Examination 1 hour

Develop a Table of Reflective Lecturing Books

Performance-based Planning the Test
Specifications (TOS) aligned De Guzman, E. and
construction of Table 1. Overall test
with the Specified Learning Graphic Presentation Adamos, J. (2015).
of Specifications (TOS development 6
Outcomes (CLO 7) Internet sources Assessment of
process hours
Reflective Inquiry Learning I. Adriana
2. Identifying purpose
Multi-media and Publishing Company,
of test
Reflecting on hypermedia QC.
3. Specifying learning
Assessment Purposes presentations
outcomes
4. Preparing a test
Assessment-based Videos or
blueprint
instructional decisions documentaries McMillan, J. (2007).
Classroom
Relating competence to Assessment: Principle
cognitive level and Practice for
Effective Standards-
Analyzing a unit of based Instruction, 4th
study ed.

Miller, M., Linn, R, and

Gronlound, N. (2009)
Measurement and
Assessment in
Teaching, 10th Ed.
New Jersey: Pearson
Education, Inc.

CHEd (2014)
Handbook on
Typology, Outcomes-
Based Education, and
Institutional
Sustainability
Assessment.
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Reflective Lecturing Selecting and Books De Guzman, E. and

Select and construct Appropriate item type
Constructing Test Items Adamos, J. (2015).
appropriate test items and tasks
Reflective Inquiry and Tasks Assessment of
for classroom assessment (CLO Performance tasks to
1. Categorizing Test Internet sources Learning I. Adriana
8) construct various item
Concept mapping (tree Types Publishing Company, 6
types
chart) Multi-media and QC. hours
2. Relating test types hypermedia
Writing test items to levels of learning presentations Anderson, Lorin W.,
Rule application to
outcomes and Krathwohl, David
improve different item
Reviewing multiple a. Measuring Videos or (2004). A Taxonomy
types
choice test items knowledge and documentaries of Learning, Teaching,
simple and Assessing (A
Constructing a rubric
Critiquing matching understanding Revision of Bloom’s
items b. Measuring deep Taxonomy of
understanding Educational
Improving multiple- Objectives). NY: D.
choice items 3. Constructing Mackay.
objective type of
items Miller, M., Linn, R, and
a. Completion Gronlound, N. (2009)
b. Short-answer Measurement and
items Assessment in
Teaching, 10th Ed.
4. Constructing non- New Jersey: Pearson
objective supply Education, Inc.
types
a. Restricted-essay
b. Extended-essay

5. Constructing
selected-response
types
a. Binary-choice
b. Multiple choice
c. Matching
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Improving Books De Guzman, E. and 3

Develop procedures for Application of Reflective Lecturing
ClassroomTests Adamos, J. (2015). hours
improving a classroom-based Procedures for item-
1. Judgmental-Item Assessment of
assessment test (CLO 9) improvement Interactive Lecturing
Improvement Internet sources Learning I. Adriana
a. Teacher’s Own Publishing Company,
Problem-solving Group Discussion
Review Multi-media and QC.
b. Peer Review hypermedia
Pair Work Analysis
c. Student Review presentations Kubiszyn, T. and
Borich, G. (2010).
Classifying Item-
2. Empirically-based Videos or Educational Testing
Improvement Approach
Procedures documentaries and Measurement:
a. Difficulty Index Classroom
b. Discrimination Management
Index Application and
c. Distracter Practice.
Analysis
d. Sensitivity Index

3
Utilization of Assessment Books Guzman, E. and hours
Provide meaning to test results Scenario-based/ Lecture –Demonstration
Data Adamos, J. (2015).
using norm referenced and Problem Solving
1. Types of Test Assessment of
criterion-referenced Learning: Restructuring Inquiry
Scores Internet sources Learning I. Adriana
interpretation (CLO 10)
1.1 Raw and Publishing Company,
Students analyze Frames of Reference
Percentage Multi-media and QC.
situations and provide
Scores hypermedia
explanations for their Comparison and
1.2 Percentile Rank presentations Kubiszyn, T. and
answers. Contrast
1.3 Standard Scores Borich, G. (2010).
2. Types of Test Videos or Educational Testing
Conversion and
Scores documentaries and Measurement:
Interpretation of Scores
Interpretation Classroom
2.1 Norm- Management
referenced Application and
2.2 Criterion- Practice.
referenced
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Utilize assessment results to Books

Matrix Completion: Reflective Lecturing Grading and Reporting of
monitor students’ learning Kubiszyn, T. and
Students perform Assessment Results
progress and achievements Borich, G. (2010). 6
grade calculations and Buzz Group 1. Grading
(CLO 11) Internet sources Educational Testing hours
provide interpretations 1.1 Analysis of
and Measurement:
Assigned Reading Assessment of Data
Multi-media and Classroom
1.2 Interpretation and
hypermedia Management
Essay: Students Reflective Lecturing Communication of
presentations Application and
answer questions Grade
Practice.
about grading and Buzz Group • Types of Comparisons
Videos or
reporting • Approaches to Grading
documentaries
Assigned Reading
Case Study/ Case 1.3 Grading Issues
McMillan, J. (2007).
Article Talk: Think-Pair-Share 2. Reporting
Classroom
Students prepare a 2.1 Report Card
Assessment: Principle
summary and Grade Calculations 2.2 Parent-Teacher
and Practice for
reflection on assigned Conference
Effective Standards-
research notes. Fishbowl Activity/ 2.3 Narrative Report
based Instruction, 4th
Debate 2.4 Portfolio
ed.
2.5 Student-led
Reflection (Debriefing) Conference Popham, W. (2011).
Classroom
Comparative analysis 3. Principles of Assessment: What
Effective Grading Teachers Need to
Flowcharts/ process and Reporting Know.
maps 4. Curriculum-Based
Assessment Internet Source:
Action Learning (Progress Department of
Monitoring)
Education (2015)
DepEd Order No. 8, s.
2015: Policy
Guidelines on
Classroom
Assessment for the K
to 12 Basic Education
Program.
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DESIRED LEARNING ASSESSMENT TEACHING LEARNING TIME REMARKS/

CONTENTS REFERENCE
OUTCOMES (DLOs) TASK(S) LEARNING ACTIVITY RESOURCE TABLE EVALUATION

Describe the nature, purpose Books 3

Restricted-response Understanding large-scale
and use of large-scale student hours
essay on: Reflective Lecturing student assessment Guzman, E. and
assessment (CLO 12)
1. Nature of student Adamos, J. (2015).
Internet sources
• Uses of LSA Country-based large-scale Assessment of
• Evaluate purpose experiences on LSA assessment Learning I. Adriana
Multi-media and
• Value –added 2. Use of large-scale
hypermedia
Publishing Company,
Electronic Research Electronic surfing on student assessment QC.
presentations
Paper LSA implementation 3. Value added of LSA
4. Conditions for Banta, Trudy.(2006).
Videos or
effective LSA Relieving the history of
documentaries
Implementations large-scale
assessment in higher
education.
Assessment Update,
Volume 18, No. 2.

Development of Large- Books

Trace the development process Recalling previous Guzman, E. and
Assess: Scale Tests 3
of the large-scale test (CLO 13 process learned Adamos, J. (2015).
1. Review of classroom hours
Assessment of
Sequencing of Test test development Internet sources
Process comparison Learning I. Adriana
development steps process
Publishing Company,
2. Development Multi-media and
Reflective Lecturing QC.
Writing guidelines process of large- hypermedia
scale test presentations
Matrix completion Video Presentation:
Indicating Types of 3. Key steps in large
ETS creates fair,
Validity scale test Videos or
Citing Evidences of meaningful tests and
development documentaries
validity test items Flash 59
Classifying procedures 4. Establishing validity
(http://ets.org/understa
by type of validity of test
Testing Project Plan ninf_testing/test_devel
5. Estimating reliability
opment/)
of large scale test

Final Examination 1 hour

 Page 14 of 14

Course Requirements:
1. Develop learning objectives/outcomes
2. Construct the different types of test
3. Construct the Table of Specification
4. Answer the exercises prepared

Evaluation Procedures: (Approved Grading System applicable to the course/program)

1. Assignment 10%
2. Reporting/Research Paper, etc. 20%
3. Quizzes 30%
4. Major Examinations (Prelim, Mid-term, Semi-Final, Final Exams) 40%

100%

Prepared by:

RICARDO Q. YBAÑEZ, M.Ed. MARILOU G. MARTINEZ, MA.T.M.

Member Member

Date Submitted: 18 July 2019

Reviewed by:

ELPIDIO A. MELGO, Ed.D. EDWIN A. PILAPIL, Ed.D. REGINA E. SITOY, M.A.Ed.

Convenor Convenor Convenor

Recommending Approval:

SEVERINO R. ROMANO, Ed. D.

University Director for Instruction

Approved by:

VICTOR D. VILLAGANAS, Ll.B., Ed.D., Ph.D.

University Vice President for Academic Affairs