Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum

all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

Department: EDUCATION

I. Course Code: Assess 2 II. Course Title: Assessment in Learning 2

III. Course Credit: 3 units IV. Prerequisite:

V. Course Description:

This course focuses on the principles, development and utilization of alternative forms of assessment in measuring, monitoring and evaluating
authentic learning and communicating its results. It emphasizes on how to assess process- and product-oriented learning outcomes as well as affective
learning. Pre-service teachers will experience how to design, develop, select and use rubrics and other
alternative assessment tools for performance-based and product-based assessment. The course further addresses how to provide accurate and constructive
feedback to improve instruction and learner performance.
Program Outcomes:
(This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.2.b. Demonstrate mastery of subject matter/discipline
6.2.f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
Program Learning Outcomes/Objectives:
A graduate of Elementary Education has the ability to:
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional;
6. Manifest a desire to continuously pursue personal and professional development.
Student Learning Outcomes/Objectives:
At the end of the course, the pre-service teachers can:
1. demonstrate breadth of disciplinary knowledge relevant to elementary school curricula;
2. communicate effectively in conventional formal English, both orally and in writing, in appropriate situations;
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

3. adapt instruction to the developmental and learning needs of individuals, including exceptional children and children from diverse cultural
backgrounds;
4. Establish a classroom climate conducive to learning;
5. Choose appropriate objectives consistent with state and local curriculum guidelines, the learning needs of students, and guidelines established by
learned societies;
6. Provide effective objective‐based instruction for a variety of types of learning in all of the subject areas of the elementary school curriculum;
7. Implement appropriate technologies to facilitate learning; and
8. Establish a pattern of reflective learning and inquiry leading towards confidence, professionalism, and effectiveness in the role of teacher.
Course Learning Outcomes:
At the end of the course, the pre-service teachers can:

1. demonstrate understanding of the principles of high quality assessment in conceptualizing, organizing and using authentic assessment techniques
in various curriculum teaching areas;
2. demonstrate skills in designing, developing and using learner-appropriate performance-based, product-based, and affective assessment tools in
monitoring and evaluating learner progress and achievement in various curriculum areas;
3. demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve learner performance;
4. demonstrate familiarity with various strategies for communicating authentic learning results;
5. demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs; and
6. demonstrate an understanding of how professional reflection on assessment feedback can be used to improve practice.

IV. Course Content

Assessment of
Outcome-Based Teaching and Learning Outcomes
Time Desired Learning Outcomes (DLO) Course Content/Subject Matter
Learning (OBTL) (ALO)
Frame (Intended Learning Outcomes) (Topics)
(Teacher-Learner Activities) (Assessment
Methods/Tasks)
Prelim Period
School Mission & Vision • Vision, Mission, Goals and Core Values - Lecture - Discussion/Oral
1ST
Program outcomes • Course Overview - Teacher led-class discussion recitation of the
Session
Program Core Values • Rules and Policies - Individual sharing and discussion vision, mission,
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

and goals of the

institution
- Getting students’
expectations
At the end of the unit, the pre- Unit 1 – Authentic Assessment in the Summative quizzes
service teacher (PST) can: Classroom

a) discuss the nature and

characteristics of authentic A. High Quality Assessment in Insightful Prior Understanding. At Unit learning log or
assessment and related Retrospect the outset, pre-service teachers name reflective journal
terms; 1. Purpose and/or present some key words of
2. Targets relevance to the topic. Small group
b) differentiate authentic and 3. Methods Pre-service teachers will reflect on presentation of
traditional assessment; 4. Sampling what they currently think about a outputs. Groups
5. Accuracy prior topic, how it relates to a new choose an
c) reflect on the importance and topic, how they feel about it, and why appropriate graphic
applications of authentic B. What is Authentic Assessment? this might be the case. Pre- service organizer to capture
assessment; and 1. Nature teachers will be asked to predict what the main idea of
Week 1-4
2. Characteristics they will learn about, how they feel what authentic
d) make connections between 3. Related terms about that, and how they expect to assessment is, as
the principles of high quality feel about the experience of learning well as, differences
assessment and the C. Why use authentic assessment? about it. between authentic
development and use of 1. Principles and traditional
authentic assessment 2. Traditional assessment vis-à- vis Case-based discussion. assessment. Group
techniques and tools within authentic assessment Pre-service teachers will be provided members take turns
and across teaching areas. with a real-world case to study (e.g. a in presenting
D. Developing Authentic Classroom news article, account of a decision or components of their
Assessments procedure, video, etc.). outputs.
1. A framework for authentic Individually, or in small groups, have Process: discussion
assessment pre-service teachers analyze the case of concepts and
2. Authentic assessment development using guidelines and a framework effective use of
process provided by the professor. Pre-service charts, diagrams,
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

teachers may be asked to present audio, video,

their analysis to the class. Facilitate animation, multi-
discussion such that pre-service media technologies
teachers connect the case with course to immerse audience
material. Output: appropriate
graphic organizer
Interactive instruction using
flowcharts or concept maps. Mini case study.
Pre-service teachers
will have individual
reading on cases or
stories portraying
use or misuse of
authentic
assessment. The
reflection paper shall
highlight the
relationship of
principles of high
quality assessment
to authentic
assessment in
various contexts and
teaching areas.
Output: reflection
paper with
summary of the
story.
At the end of the unit, the pre- Unit 2 – Performance Assessment Summative quizzes
service teacher (PST) can:
Week 5-8
A. What and why of performance Interactive instruction and Unit learning log or
assessment facilitated discussion using SOLO reflective journal
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

a) design and develop 1. Meaning and nature hexagons or SOLO maps. This will
performance tasks using the - Purpose of performance introduce the pre-service teachers to Performance Task
Goal, Role, Audience, assessment the SOLO model and provide them a and Rubric
Situation, Products, - Types of performance tasks framework on formulating and development.
Standards (GRASPS) model; * Process-based developing constructively- aligned Pre-service teachers
* Products-based outcomes, tasks and indicators. will develop a
b) develop appropriate performance task
assessment rubrics or and scoring rubric,
customize existing ones to fit 2. Principles of performance containing
the desired outcome; and assessment appropriate weighted
criteria (indicators),
c) interpret performance B. Developing Performance Tasks Explicit instruction on the descriptors for
assessment data/ results for 1. Designing performance tasks development of performance tasks interpretation and
monitoring and evaluating 2. Goal, Role, Audience, Situation, and appropriate rubrics. aligned standards.
learner achievement to Products, Standards (GRASPS) Process: aligned and
improve learner performance model: A guide to developing objective statement
and inform instruction. authentic performance tasks of criteria
3. Differentiating performance tasks (indicators) Output:
for diverse learners Developed
4. Scoring Rubrics performance task
- Types using GRASPS
- Components model and
- Development corresponding rubric
- Interpretation and utilization

C. Unpacking Learning Competencies

1. Unpacking competencies using 5Ps
2. ABCD of the Statement of
Objectives
3. Writing objectives from
4. competencies
Prelim Exam
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

Midterm Period
Unit 3 – Authentic Assessment of the Summative quizzes
Affective Domain

A. Affective Targets
1. Attitudes Pre-service teachers will be asked to Unit learning log or
2. Interests look for recent researches on the reflective journal
At the end of the unit, the pre- 3. Motivation various affective targets as well as
service teacher (PST) can: 4. Values researches on the selection, Poster
5. Self-concept development, utilization and presentation. Pre-
a) a. select appropriately 6. Locus of control interpretation of affective assessment service teachers in
developed, high quality 7. Self-efficacy methods and tools in the context of small groups will
affective assessment tools; 8. Anxiety teaching and/or learning. Research succinctly and
b) use target- and learner- 9. Creativity shall be summarized in terms of the effectively
appropriate affective 10. Epistemological beliefs Problem, Theories, Methodology, communicate their
assessment methods and Findings and Discussion of Results. research output
Week 19-
tools; and B. Appropriate methods selection,
11
1. Types development,
c) interpret performance 2. Selection utilization and
assessment data/ results 3. Development interpretation of
for monitoring and 4. Interpretation and utilization affective
evaluating learner assessments using a
achievement to improve C. Other Affective Measures and combination of text,
learner performance and Assessments graphs and graphic
inform instruction. 1. Non-test Indicators elements.
2. Transversal Competencies
3. 21st Century Skills Process: assessment
of content and
delivery using
rubrics Outputs:
Poster, annotated
bibliography and
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

collection of samples
of affective
assessment tools
Midterm Exam
Final Period
At the end of the unit, the pre- Unit 4 – Communicating Authentic Summative quizzes
service teacher (PST) can: Assessment Results

a) make value judgements on A. Effective Communication Jigsaw collaborative information Unit learning log or
assessment results based on 1. What to communicate sharing. reflective journal.
empirical evidence; and 2. Why communicate Pre-service teachers are organized
3. How to communicate into small groups, and each one is
b) demonstrate strategies to - Managing message quality provided with one of the smaller parts
communicate learner needs, - Managing interpersonal dynamics of information. Pre-service teachers
progress and achievement to work together to understand the
intended stakeholders. B. Portfolio as a Communication information they are provided. They
Medium also discuss and rehearse how to Portfolio
1. Portfolios and authentic share this knowledge with others who development. Pre-
Week 12-
assessment do not have the information. Then, service teachers will
16
- Nature and characteristics new groups are formed, each being design and develop
- Analyzing the key components of made up of a single pre-service their respective
portfolios teacher from each of the original portfolios for the
2. Types and uses groups. In these new groups, each course based on the
3. ePortfolios 'expert' pre-service teacher shares learning contract.
their knowledge with the rest of the
C. Grading and Reporting group who may ask questions to Peer review
1. Nature, purpose and rationale for clarify meaning. assessment and
assigning grades feedbacking. Pre-
2. Grading Systems Learning contract for portfolio service teachers are
- Letter grades development role playing activity. allocated work from
- Percentage grades A learning contract is an agreement 2 or 3 peers. They
* Averaging between a learner and teacher to help are to assess the
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

* Cumulative direct and monitor students’ learning. work and provide

- Verbal descriptors This will serve as a basis of setting objective, accurate,
- Checklists expectations and agreement upon the constructive and
- Narrative reports contents of the portfolio and details of sincere feedback for
3. Reporting to Parents the role-playing activity. improvement.
- Report cards Process: ability to
- Parent-teacher conference evaluate and provide
- Other communications feedback on others’
work Output:
Portfolio based on
agreed-upon
artifacts/contents
and peer assessment
feedback.

Role playing. Pre-

service teachers will
simulate a parent-
teacher conference
focused on
communicating
learners needs,
performance and
achievement. Pre-
service teachers will
be encouraged to
incorporate nuances
of real-life PT
conference for
distribution of report
cards.
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

Process: ability to
preside a parent-
teacher conference
and communicate
assessment results

At the end of the unit, the pre- Unit 5 – Assessment of One’s Summative quizzes
service teacher (PST) can: Teaching Practice
Unit learning log or
a) demonstrate reflective self- A. Reflective Practice Using Learner Colloquium with resource person reflective journal.
assessment, using learner Attainment Data from the field. A basic education
assessment data and other 1. Learners’ test scores master teacher, a school head or a Written narrative.
reflection aids, for purposes of 2. Learners’ non-test data and other colleague may be invited to give a Pre-service teachers
adjusting one’s teaching information first-hand account on the principles will be asked to write
practices and for purposes of and actual conduct of reflection about a narrative on what
Week 17
growing in the profession B. Reflective Practice Through teaching practice and professional transpired in the
(advancing in the career Performance Evaluation development based on assessment colloquium capped
stage); 1. Students as Evaluators feedback. with insights on the
2. Peers as Evaluators different purposes of
b) explain how professional 3. Supervisors as Evaluators professional
reflection and learning can be reflection.
used to improve teaching Output: Brief written
practice. narrative with
insights.
Final Exam

V. Course Requirement/Course Assessment (Grading System)

1. Quizzes
2 . Recitation
3. Assignments
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

4. Chapter Test / Long Exams computed as follows:

A. PRELIMS AVERAGE: C. FINAL AVERAGE

CSx2+Examination Rating CSx2+Examination Rating
3 3

B. MID-TERM AVERAGE D. FINAL GRADE

CSx2+Examination Rating PA+MA+FA
3 3

VI. References

Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 1. Adriana Publishing Co. Inc. Quezon City, Philippines. Cajigal,
Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City, Philippines.
Department Order No. 8, series of 2015 – Policy Guidelines on Classroom Assessment for K to 12 Basic Education Program. Available online:
http://www.deped.gov.ph/wp- content/uploads/2015/04/DO_s2015_08.pdf
Frey, Bruce B., Schmitt, Vicki L., & Justin P. Allen (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research &
Evaluation, 17(2). Available online: http://pareonline.net/getvn.asp?v=17&n=2
Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines. Gabuyo, Y.A. (2012) Assessment of Learning II. Rex Book
Store, Inc., Manila, Philippines.
Gulikers, Judith T.M., Bastiaens, Theo J., & Kirschner, Paul A. (2004). A five-dimensional framework for authentic assessment. Educational
technology research and development, 52(3), 67.
Retrieved from https://sci-hub.tw/10.1007/BF02504676
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument Development in the Affective Domain. Springer, New York, NY. doi:10.1007/978-
1-4614-7135-6 McTighe, Jay (2011) Performance Task PD with Jay McTighe [Blog post]. Retrieved from https://blog.performancetask.com/
Mueller, Jon F. (2016). Authentic Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon
City, Philippines. Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning Outcomes (Assessment 2), 2e. Lorimar
Publishing, Inc., Quezon City, Philippines. Popham, W.J. (2017) Classroom Assessment: What Teachers Need to Know, 8e. Pearson Publishing
Sridharan, Bhavani & Jamie, Mustard. (2016). Authentic Assessment Methods: A Practical Handbook for Teaching Staff Part-I, Deakin University.
Retrieved from https://doi.org/10.13140/RG.2.1.2358.7921.
Stiggins, Rick & Jan Chappuis (2016) An Introduction to Student-involved Assessment FOR Learning, 7 Ed. Columbus OH: Pearson
UCD (2018) An Introduction to ePortfolio. UCD Teaching & Learning. Available online:
http://www.ucd.ie/teaching/resources/technologyenhancedlearning/brightspaceguides/eportfolio/ Wiggins, Grant (1990). The case for authentic
assessment. Practical assessment, research & evaluation, 2(2), 1-6. Available online: https://www.pareonline.net/getvn.asp?v=2&n=2

Prepared by: Reviewed by

FRANCISCO G. SANCHEZ, MAEd DR. LUISA M. ISIDRO

Instructor Department Chair

Approved:

MERCEDES G. SANCHEZ, Ed. D.

Vice President for Academics, Student Affairs and Extension Services