DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

La Union, Philippines

DR. VERONICA B. CARBONELL

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 COURSE DESCRIPTION
This course focuses on the principles, development and utilization forms of
assessment in measuring, monitoring and evaluating authentic learning and communicating
its results. It emphasizes on how to assess process-oriented learning outcomes as well as
effective 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.

OBJECTIVES
Upon completion of this course, you should be able to:
1. demonstrate understanding of the principles of high-quality assessment in conceptualizing,
organizing and using authentic 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 programs; and
6. demonstrate an understanding of how professional reflection on assessment feedback can be
used to improve practice.
7.

 COURSE REQUIREMENTS

1. Activities and projects

2. Summative test/Quizzes
3. Recitation through agreed platform
4. Midterm and Final Exams

 GRADING SYSTEM
A. Class standing- Modular 60%
a. Activities/projects 20%
b. Summative test/Quizzes 20%
c. Recitation 20%

B. Midterm/Final Examination - 40%

Total 100%

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  COURSE CONTENT

COURSE OUTLINE AND TIMEFRAME

Time Frame Course Content/Subject Matter

Week 1 21st Century Assessment
Week 2 Assessment in Classroom Instruction
Week 3 Types of Assessment
Week 4 Nature of Performance –Based Assessment
Week 5 Designing Meaningful Performance- Based Assessment
Week 6 Identifying Performance
Week 7 Developing Scoring Schemes
Week 8 Rubric Development
Week 9 Midterm Examination
Week 10 Affective Learning Competencies and Development of Affective Assessment
Tools
Week 11 Affective Assessment Tools
Week 12 Nature of Portfolio Assessment
Week 13 Designing Portfolio Assessment in the Classroom
Week 14 Evaluating Portfolio Assessment in the Classroom
Week 15 Grading and Reporting System
Week 16 Building a Grading and Reporting System
Week 17 Developing Effective Reporting System
Week 18 FINAL EXAMINATION

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References:

Chappuis, J. (2020). Classroom assessment for student learning: Doing it

right - using it well (3rd ed.). Pearson Education
Limited.
Cajigal, R., Mantuano, M. (2014). Assessment of Learning 2.Adriana
Publishing Co.,Inc.

Devries, B. A. (2019). Literacy assessment and intervention for classroom

teacher. Palgrave.
Fox, L. C. (2017). Assessment in the language classroom. Palgrave.
Gordon, E. W., & Rajagopalan, K. (2016). The testing and learning

revolution. Palgrave Macmillan.

Popham, W.J. (2017). Classroom assessment: What teachers need to know (8th
ed.). Pearson Publishing.

Yazon, Alberto et. Al. Assessment instructional learning. Wisemans Book.

Zapata-Rivera, D. (2019). Score reporting research and applications.

Taylor & Francis.
Online Resources:
Mueller, Jon F. (2016) Authentic assessment toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/index.html

 DIRECTIONS:
Read the discussions in each lesson carefully, then answer/accomplish the
exercises/activities to find out how much you have benefited from it. Work on these activities
carefully and submit your output as per instruction by your instructor. You are left independently
to learn and you are expected to be responsible in accomplishing all activities/requirements in the
different lessons.

Good luck and happy reading!

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 DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY
La Union, Philippines

MODULE 1

DR. VERONICA B. CARBONELL

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 MODULE 1

Lesson 1: 21st Century Assessment

Lesson 2: Assessment in Classroom Instruction

Lesson 3: Types of Assessment

Lesson 4: Nature of Performance –Based

Assessment

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Lesson 1

 21st Century Assessment

Learning Outcomes:
At the end of the lesson, you should be able to:
a. analyze the fundamental concepts and characteristics of 21 st century assessment
b. use appropriate assessment tools and Techniques as applied in instructional decision.
c. Relate learning outcomes and assessment.
The assessment and Teaching of 21st Century Skills project (atc21s.org) has a core belief that
alignment of goals with learning and assessment is essential to policy and practice. They emphasize
the importance of balanced assessment systems that incorporate the 21st century goals.
This section focuses on the characteristics of 21st century assessment and the different types
of assessment. You are expected to integrate the concepts that will be discussed and apply them in
using appropriate assessment tools and techniques in making instructional decisions; and finally,
relate assessment to learning outcomes.

1. CHARACTERISTICS OF THE 21ST CENTURY ASSESSMENT

1.1 Responsive
- Visible performance based work (as a result of assessment) generates data that
inform curriculum and instruction. Teachers can adjust instructions, school
leaders can consider additional educational opportunities for students and
policy makers can modify programs and resources to cater to the present needs
of the school community.
1.2 Flexible
- Lesson design, curriculum, and assessment require flexibility, suppleness and
adaptability. Assessments and responses may not be fitted to expected
answers. Assessment need to be adaptable to student’s settings. Rather than
the identical approach that works in traditional assessment, 21 st century
approaches are more versatile.
1.3 Integrated
- Assessment are to be incorporated into day to day practice rather than as add-
ons at the end of instructions or during a single specified week of the school
calendar.
1.4 Informative
- The desired 21st century goals and objectives are clearly stated and explicitly
taught. Students display their range of emerging knowledge and skills.
Exemplars routinely guide students toward achievement of targets.
1.5 Multiple Methods

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 -
An assessment continuum that includes a spectrum of strategies is the norm.
Students demonstrate knowledge and skills through relevant tasks, projects
and performances.
1.6 Communicated
- Communication of assessment data is clear and transparent for all
stakeholders. Result are routinely posted to a database along with standards-
based commentary, both of which must be available and comprehensible at all
levels.
1.7 Technically Sound
- Adjustments and accommodations are made in the assessment process to meet
the student needs and fairness. Students demonstrate what they know and how
they can apply that knowledge in ways that are relevant and appropriate for
them.
1.8 Systemic
- 21st Century assessment is a part of a comprehensive and well-aligned
assessment system that is balanced and inclusive of all students, constituents,
and stakeholders and designed to support improvement at all levels.

2. INSTRUCTIONAL DECISION IN ASSESSMENT

- The major objective of educational assessment is to have a holistic appraisal of
a learner, his/her environment and accomplishments.
- The educational assessment process starts in analyzing the criterion together
with the teaching-learning environment. It is done to determine the effect of
the environment to the teaching-learning situation, after which, the kind of
evidence that are appropriate to use for assessment of the individuals are set.
This helps to determine the strengths, weaknesses, needs and personality
characteristics, skills and abilities of the learner (Bloom, 1970)
2.1 Decision-making at different Phases of Teaching-Learning Process
- Assessment is constantly taking place in educational settings. Decision are
made about content/subject matter and specific targets, nature of students
and faculty, morale and satisfaction of both the teachers and the students, as
well as the extent of which student performances meet the standard and/or
deliver the outcomes expected from them by the teacher.

PHASE DECISION(S) TO BE MADE SOURCE(S) OF INFORMATION

Before starting  Content to cover during  Informal

teaching following day, week, month, observation of
grading period, and so on. students during
 Abilities of students class
considering the cultural  Conversation with
background, interests and students’ previous
skills of students in planning teachers
the teaching activities.  Scholastic aptitude
 Materials appropriate to use test result
with the students  Students’ past

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  Learning activities that will grades and
engage both the teacher and standardized test
students as the lesson is results.
being taught.  Knowledge of
 Learning targets that the student’s personal
teacher wants to achieve as a family
result of teaching circumstances.
 Organization and
arrangement of students in
class in consideration of the
lessons and activities.
During Teaching  Students learning on what and  Observation of
how the lesson is presented students during
 Improvement needed to make learning activities
the lesson work better.  Students’ response
 What feedback to give each to questions the
student about how well the teacher asked
student is learning them.
 Readiness of the students to  Observation of
move to the next activity as students’
planned in the learning interaction
sequence.  Diagnosis of the
types of errors the
students made or
erroneous thinking
the students are
using
 Look for alternative
ways to teach the
materials
 Identify if there are
students who are
not participating
and acting
appropriately.
After a  How well students achieve the  Classroom tests,
Teaching short and long term projects,
segment instructional targets observations.
 Strengths and weaknesses to  Interviews with the
be given as feedback to students
parents or guardians of  Standardized test
students results
 Grade to be given to each  Observations of
student for the lesson or unit, each student’s
grading period or end of the classroom
course. participation

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  Effectiveness of teaching the  Review each
lesson to the students student’s
 Effectiveness of the homework results
curriculum and materials used  Review each
for the lesson. student’s
standardized
achievement and
scholastic aptitude
test results.
 Review information
about a student’s
personal family
circumstances.
 Informal
observation of how
well the student
has attained the
intended learning
targets.
 Summaries of the
class’ performance
on the important
instructional
targets.

The list of decisions and possible sources of information that could be used as input in
decision-making process is not exhaustive. More can be included, based on teaching-learning
observations and experiences during field study and observation courses. Suggested sources of
information for decision-making are not limited to a single choice. A combination of two or more if
necessary may be used to make decision making process as sound as possible.

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