Document Type: Document Code INS-SYL-02

DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 1 of 11

COLLEGE OF EDUCATION

Outcomes-Based Education (OBE) Course Design/ Syllabus in ED 106- Assessment in Learning 1

Date Enhanced: August 1, 2022

I. University VMGO, Institutional Learning Outcomes

Vision: Center of Academic Excellence Delivering Quality Service to All.

Mission: Capiz State University is committed to provide advance knowledge and innovation; develop skills, talents and values;
Undertake relevant research, development and extension services; promote entrepreneurship and environmental
consciousness; and enhance industry collaboration and linkages with partner agencies.

Goals: Globally competitive graduates; Institutionalized research culture; Responsive and sustainable extension services;
Maximized profit of viable agro-industrial business ventures; Effective and efficient administration.

Institutional Learning Outcomes:

A CAPSU graduate is a knowledgeable innovator, researcher, master of change, a leader entrepreneur,
environmentalist, and effective collaborator of their respective fields of discipline.

College of Education Program Outcomes:

To produce teacher who REIGNS
R- Relevant researcher
E- Exemplary” extensionist” and entrepreneur
I-Innovative instructors, ICT literate
G- God-fearing, goal oriented, globally competitive
N- Nature lovers, networkers, and team players
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 2 of 11
S- Service oriented

II.Campus: Main Campus, Roxas City

III. Program/Degree: Bachelor of Technology and Livelihood Education
IV. Program Outcomes: Based on CMO No. 78, Series of 2017

The minimum standards for the BTLED degree programs are expressed in the following set of learning outcomes;
A. Common to all program in all types of schools:
The graduates have the ability to;
1. Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 description)
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. Promote and preserve “Filipino historical and cultural background” ( based on RA 7722)
B. Common to teacher Education
a. Articulate to rootedness of education in Philosophical, socio-cultural , historical, psychological, and political context.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appreciate 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 outcomes.
g. Practice professional and ethical teaching standards sensitive to then local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 3 of 11
Specific to Technology and Livelihood Education
1. Demonstrate the competences required of then Philippine TVET Trainer’s-assessors Qualification Framework (PTTQF)
2. Demonstrate broad coherent, meaningful knowledge and skills in technology and livelihood education.
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood
4. Demonstrate high level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning process and the role of the teacher in facilitating these process
in their students.
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and
political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development,
educational assessment, and teaching approaches).
8. Reflect on the relationship among teaching process skills, the learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching
knowledge, skills and practices.

C. Common to a horizontal type as defined in CMO 46, 2012

1. Graduates of professional institutions demonstrate service orientation in their respective professions.
2. Graduates of colleges are qualified for various types of employment and participate in development activities and public
discourses, particularly in response to the needs of the community they serve.
3. Graduates of universities contribute to the generation of new knowledge by participating in various research and
development projects.

Moreover, graduates of State Universities and Colleges (SUC’s) must have the competencies to support national, regional, and
local development plans. (RA 7722)

V. Course No. and Title: ED 106 – Assessment in Learning 1

 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 4 of 11
VI. Semester/School Year Offered: First Semester, A.Y. 2023-2024

VII. Course Description:

This course provides an examination of the uses of assessment practices and strategies to improve student learning. Special emphasis will
be placed on authentic assessment practices, standardized tests, and developmental screenings. Additionally, students will become familiar with
measures to assess learners with special needs and learners from linguistically and culturally different backgrounds.
This course also focuses on the development and utilization of assessment tools to improve the teaching-learning process. It emphasizes
the use of testing for measuring knowledge, comprehension and other thinking skills. It allows the students to go through the standard steps in
test construction for quality assessment.
VIII. Course Credit/ Unit: 3 units (3 hours every week for 18 weeks or 54 hours in a semester)

IX. Course/Subject Outcomes:

At the end of the course, the students will be able to:

Cognitive: 1. Identify the role of assessment in making instructional decisions;

2. Apply the basic concepts and principles of high-quality assessment;
3. Match the different targets and their appropriate assessment techniques; and
4. Manifest accuracy in computation, intellectual honesty, and responsibility.

Affective: 1. Demonstrate the appreciation of value of assessment in improving teaching and learning.

Psychomotor: 1. Construct classroom assessment tools in measuring knowledge and thinking skills;
2. Construct periodic/teacher – made test;
3. Demonstrate skills in utilizing and reporting test results;
4. Apply statistical procedure in teacher-made tests and
5. Assign grade to student achievement accurately.
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 5 of 11

X. Course Design Matrix

Learning Activities Assessment References

Topics Most Essential Learning Outcome Time Frame
Tasks

At the end of the orientation, _Answers questions -Oral Recitation _University Code
General Orientation the students be able to: related to VMGO of the
_CapSU VMGO University and the CoEd _University
_CapSU Quality Policy -Describe –CapSU’s VMGO REIGNS. -Familiarization Student Hand
_CapSU Core Values and the CoEd REIGNS by and Memorization Book
_CapSU Guiding identifying learning activities _Reflective thinking of VMGO
1 Hour
Principles related to the realization abd
_CoEd Reigns attainment; _Reading of reference
_Course Outline materials that are
_Course Syllabus and _Gain understanding about the available
_Course Requirements competencies expected to
develop.
_Synchronize & _Quiz through Navarro, Rosita 6 hours
At the end of the lesson, Asynchronous Online Google Forms PhD: Santos,
Module 1 – Shift of student should be able to: Learning Rosita PhD;
Educational Focus from _Q and A during Corpuz, Brenda
Content to Learning _Explain at least 3 _Online reporting using synchronous class PhD (2017),
Outcomes characteristics of outcome- Power Point Assessment of
based education Presentation/Pre- _Accomplishment Learning 1
_Outcome-Based Recorded Video. of Learning
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 6 of 11
Education: Matching _distinguish among Activities to be De Guzman
Intentions with institutional outcomes, _Guided Discussion submitted in Estefania S. PhD
Accomplishments program outcomes, course Google Classroom et.al.2015
outcomes, and learning _Facilitated Learning Assessment of
_The outcomes of instructional outcomes Activities Learning 1
Education
Module 2 – Measurement, At the end of the lesson, _Synchronize & _Quiz through Navarro, Rosita
Assessment and Evaluation student should be able to: Asynchronous Online Google Forms PhD: Santos,
in Outcomes-Based Learning Rosita PhD;
Education _Distinguish between _Q and A during Corpuz, Brenda
measurement, assessment and _Online reporting using synchronous class PhD (2017)
_Measurement evaluation Power Point Assessment of
Presentation/Pre- _Accomplishment Learning 1
_Assessment _Explain the meaning of Recorded Video. of Learning
assessment FOR, OF and AS Activities to be De Guzman
_Evaluation Learning _Guided Discussion submitted in Esteafania S. PhD
6 hours
Google Classroom et.al.2015
_Assessment FOR, OF and _Facilitated Learning Assessment of
AS Learning Activities Learning 1
Module 3 – Program At the end of the orientation, Quiz through Navarro, Rosita 6 hours
Outcomes and Student the students be able to: _Synchronize & Google Forms PhD: Santos,
Learning Outcomes Asynchronous Online Rosita PhD;
_State the program outcomes Learning _Q and A during Corpuz, Brenda
_Program Outcomes and expected of all educational synchronous class PhD (2017)
Student learning outcomes institutions and educational _Online reporting using Assessment of
institutions according to type: Power Point _Accomplishment Learning 1
_Program Outcomes for Presentation/Pre- of Learning
Teacher Education _Discuss the program Recorded Video. Activities to be De Guzman
outcomes of the teacher submitted in Estefania S. PhD
_The Three Types of education _Guided Discussion Google Classroom et.al.2015
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 7 of 11
Assessment of
Learning Distinguish learning outcomes _Facilitated Learning Learning 1
in the three domains of Activities
_Domain I: Cognitive learning and the additional
levels of knowledge processing
_Domain II: Psychomotor of Kendall and Marzano.
(Skills)
_Formulate learning outcomes
_Domain III: Affective in the cognitive, psychomotor
(Attitude) and affective domains in the
different level and in the
_Kendal and Marzano’s metacognitive and self-system
New Taxonomy knowledge processing of
Kendal and Marzano
Module 4 – Assessing At the end of the orientation, _Quiz through Navarro, Rosita 8 hours
Student Learning the students be able to: _Synchronize & Google Forms PhD: Santos,
Outcomes Asynchronous Online Rosita PhD;
_Explain the principles in Learning _Q and A during Corpuz, Brenda
_Principles of Good assessing learning outcomes. synchronous class PhD (2017)
Practice in Assessing _Online reporting using Assessment of
Learning Outcomes _Illustrate constructive Power Point _Accomplishment Learning 1
alignment with a diagram. Presentation/Pre- of Learning
_Samples of Supporting Recorded Video. Activities to be De Guzman
Student Activities _determine whether an submitted in Estefania S. PhD
assessment task is aligned or _Guided Discussion Google Classroom et.al.2015
_The Outcomes not aligned to a given learning Assessment of
Assessment outcomes. _Facilitated Learning Learning 1
Activities
_Phases in the Instructional _Make a complete outline of
Cycle the different assessment tolls
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 8 of 11
and task.
_Constructive Alignment
_Construct a scoring rubric: an
_Variety of Assessment analytic and holistic.
Methods, Tools, and Task
_Explain the implication of
_Portfolio multiple intelligences to
*Types of Portfolio assessment.
*Working Portfolio
*Display, Showcase, or
Best Works portfolio

_Scoring Rubrics

_Assessment Methods and

Multiple Intelligences

_Assessment of Learning
Outcomes in K-12
Program

MIDTERM EXAMINATION
Module 5 – Development At the end of the orientation, _Synchronize & _Quiz through Navarro, Rosita 6 hours
of Varied Assessment the students be able to: Asynchronous Online Google Forms PhD: Santos,
Tools Learning Rosita PhD;
_Construct paper-and-pencil _Q and A during Corpuz, Brenda
_Types of Objective Tests test in accordance with the _Online reporting using synchronous class PhD (2017)
guidelines in test construction Power Point Assessment of
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 9 of 11
_Planning a Test and Presentation/Pre- _Accomplishment Learning 1
Constructing a Table of Recorded Video. of Learning
Specifications (TOS) Activities to be De Guzman
_Guided Discussion submitted in Estefania S. PhD
_Constructing of a True- Google Classroom et.al.2015
False Test _Facilitated Learning Assessment of
Activities Learning 1
_Multiple Choice Test
_Workshop in doing
_Matching Type Tests Table of Specification
(TOS)
_Supply Type or
Constructed-Response _Workshop in Test
Type Guidelines in the Questions Construction
Formulation of a
Completion Type of Test

*Completion Types of Test

*Essays
**Types of Essays
Module 6 – Item analysis At the end of the orientation, _Synchronize & _Quiz through Navarro, Rosita 6 hours
and Validation the students be able to: Asynchronous Online Google Forms PhD: Santos,
Learning Rosita PhD;
_Item Analysis and _Explain the meaning of item _Q and A during Corpuz, Brenda
Validation, Basic Item analysis, item validity, _Online reporting using synchronous class PhD (2017)
Analysis Statistics More reliability, item difficulty, Power Point Assessment of
Sophisticated discrimination index Presentation/Pre- _Accomplishment Learning 1
Discrimination Index Recorded Video. of Learning
_Determine the validity and Activities to be De Guzman
_Validation reliability of given test items _Guided Discussion submitted in Estefania S. PhD
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 10 of 11
Google Classroom et.al.2015
_Facilitated Learning Assessment of
Activities Learning 1
_Reliability
_Workshop in doing
Item Analysis
At the end of the orientation, _Quiz through Navarro, Rosita
the students be able to: _Synchronize & Google Forms PhD: Santos,
Asynchronous Online Rosita PhD;
_Develop performance-based Learning _Q and A during Corpuz, Brenda
test to assess selected learning synchronous class PhD (2017)
competencies from K-12 _Online reporting using Assessment of
curriculum Guide Power Point _Accomplishment Learning 1
Module 7 – Performance Presentation/Pre- of Learning
7 hours
Based Test _Construct appropriate scoring Recorded Video. Activities to be De Guzman
rubrics product/performance submitted in Estefania S. PhD
_Guided Discussion Google Classroom et.al.2015
Assessment of
_Workshop in doing Learning 1
scoring rubrics for
student’s product
performance
Module 8 – Grading At the end of the orientation, Synchronize & Quiz through Navarro, Rosita 8 hours
Systems the students be able to: Asynchronous Online Google Forms PhD: Santos,
_Distinguish between norm- Learning Rosita PhD;
_Norn-Reference Grading referenced and criterion- _Q and A during Corpuz, Brenda
referenced grading: cumulative _Online reporting using synchronous class PhD (2017)
_Criterion-Reference and averaging grading system Power Point Assessment of
Grading Presentation/Pre- _Accomplishment Learning 1
_Compute grades of students Recorded Video. of Learning
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 11 of 11
_Four questions in Grading in various grade levels Activities to be De Guzman
observing DepEd guidelines _Guided Discussion submitted in Estefania S. PhD
_What should Go into a Google Classroom et.al.2015
Student’s Grade. _Workshop in doing Assessment of
scoring rubrics for Learning 1
_Standardized Test Scoring student’s product
performance
_Cumulative and
Averaging System of
Grading

Policy Guidelines on
Classroom Assessment for
the K to 12 Basic
Education DepEd Order
No. 8, s. 2015

_Steps in grade
Computation

_Grade Computation

_Reporting the Learner’s

Progress

_Promotion and Retention

at the end of the School
Year

_Alternative Grading
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 12 of 11
System

FINAL EXAMINATION
XI. Criteria for Grading
Mid-Term and Final Grade Computation of Final Grade
Class Standing 40% Mid-Term Grade---------------- 30%
Class Recitation------------------ 5% +Tentative Final Grade--------- 70%
Assignment, Reflection, Final Grade---------------------- 100%
Activity Papers/Outputs-------- 25%
Projects/Research Paper-------- 10%
Quizzes/Evaluation 20%
Major Exams 40%
100%

XII. Rubrics: (see attached)

XIII. Requirements:

1. Class attendance during virtual class

2. Written/Major examinations
3. Assignments, reaction/feedback papers, group reports/journal on the reflective thoughts about self in relation to the lessons
discussed in the class.
4. Class participation/ perform class oral forum/culminating activities actively.
5. Final output

XIV: Classroom Policies:

1. Students who cannot deliver assigned tasks on schedule will not be allowed to perform unless there is a valid reason.
2. Submission of activities/outputs after the deadline will have a penalty of point deductions. 2 points will be deducted for every day
away from the deadline.
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 13 of 11
3. Requirements should be submitted 1 week before the final examination. Failure to submit on the schedule will have a deduction
on his/her grades.
4. Student Handbook will serve as a guide for all. Additional guidelines may be issued by individual faculty to respective classes.

Virtual Classroom Rules:

1. Choose a quite space, free from distractions to set-up yourself for class. Turn off any gadgets, TVs, or any appliance that may
cause unnecessary noise. Exit other applications on your cell phone's computer prior to entering the classroom.
2. Come to class early.
3. Dress appropriately. Remember this is still a classroom setting.
4. Use your full name when you sign into the classroom.
5. When you enter into the classroom, make sure to enable both audio and video. You can click “Start Video” and “Join Audio” in
the bottom menu. For audio connection, you can choose to connect via computer or dial-in on your phone.
6. Be respectful. Be participative. When you have a question or comment, use the ‘Raise your Hand” button that can be found in the
window that pops up when you click on Participants in the bottom menu. Wait to be acknowledged by the teacher before
unmuting yourself to speak.
7. Use the chat box responsibly. It is meant to facilitate conversation around the lesson topic. Not for sideline discussions.
8. When your class is over, leave the classroom by closing the window.

XV. Consultation
Students can consult or set appointment from Monday to Friday 4:00 to 5:00 pm at T30, Department of Industrial Technology building.

XVI. Remarks

This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.
 Document Type: Document Code INS-SYL-02
DOCUMENTED INFORMATION
ISO 9001:2015 Revision No. 01
Document Title: Effective Date October 17, 2020
SYLLABUS
Page 14 of 11
Prepared by: Noted:

GRANDELYN VILLEGAS, LPT MIRALUNA T. SABID, LPT, EdD

Course Facilitator Quality Assurance Chair

Recommending Approval: Approved:

MARYBELLE F. AMENAMEN, LPT, EdD. HAZEL D. JOAQUIN, LPT, PhD

Program Chairperson, BTLED Dean, College of Education