Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

Laoang Campus
Laoang, Northern Samar
Web: https:www.uep.edu.ph; E-mail: [email protected]

COLLEGE OF EDUCATION
Bachelor of Secondary Education
Syllabus in Assessment of Learning 1
1st Semester, SY 2022-2023

UEP’s Vision: A globally competitive university producing graduates University Goals: To continually explore better opportunities to
in pursuit of higher economic welfare of the people and the enhance instruction, research, extension, and production through
community through inclusion and cooperation from the stakeholders. linkages that will maximize the utilization of resources both in
government and non-government institutions
UEP’s Mission: Provide technical and professional training, advanced
instruction in literature, arts, philosophy, the sciences and promotion College Goals
of innovation, scientific and technological researches.
The college aims to produce prospective teachers who can be
Institutional Graduate Outcomes: Graduate of the University of effective leaders and managers, endowed with faith in the Creator,
Eastern Philippines should: who can convey organized knowledge, who can be an efficient
promoter and facilitator of learning, professionally competent, a true
1. Exhibit proficiency in their chosen field of discipline through their humanist and imbued with a deep love of country, respect for human
involvement in various types of employment; rights, a scientific attitude, with moral and spiritual value and a
2. Utilize research methodologies that will allow them to generate commitment towards national, regional and provincial development
new knowledge and address problems and issues and promote goals.
development;
3. Values Philippine historical and cultural heritage;
4. Demonstrate global awareness through responsible global
citizenship;
5. Clearly communicate in several modes of delivery (oral, written,
and visual) in English and Filipino; and
6. Manifest high degree of professionalism through observation of
ethical and professional behavior.

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Program Outcomes Program Outcomes: the BSED Program aims to:

1. Prepare prospective secondary school teachers who are 1. Demonstrate in-depth understanding of the development of
professionally competent and efficient promoters and facilitators adolescent learners.
of learning;
2. Exhibit comprehensive knowledge of various learning areas in
2. Produce God-fearing graduates with desirable attitudes and the secondary curriculum.
personal discipline, moral character, aesthetic and cultural
values; 3. Create and utilize materials appropriate to the secondary level to
enhance teaching and learning.
3. Develop critical thinking skills;
4. Design and implement assessment tools and procedures to
4. Develop research and extension capabilities and managerial measure secondary learning outcome
skills in education management; and

5. Produce graduates who will pass the Board Licensure

Examination for Professional Teachers.

Course Title: ASSESSMENT IN LEARNING 1

Course Credits: 3 units Contact Hours/Week: 3 hours
Course Description: This course focuses on the principles, development and utilization of conventional assessment tools to
improve the teaching learning process. It emphasizes the use of assessment of, as, and for learning in
measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor or affective
domains. It takes pre-service teachers through the standard steps in test construction and development,
the application of grading systems, and the provision of timely, accurate, and constructive feedback to
improve learner performance. Trends and issues related to assessment are also addressed.
Prerequisite: None
Course Learning Outcomes Course Learning Outcomes
At the end of the course, pre-service teachers should be able to:
[1] demonstrate current, research-based knowledge and understanding of the basic concepts and
principles of assessment and how they are applied in teaching and learning;

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The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
 [2] identify learning outcomes that are aligned with learning competencies;
[3] demonstrate knowledge in designing, developing, selecting and using appropriate diagnostic,
formative and summative assessment strategies in line with K to 12 standards, guidelines and
requirements;
[4] demonstrate knowledge of monitoring and evaluating learner progress using learner attainment
data;
[5] demonstrate understanding of the role of assessment in making instructional decisions;
[6] demonstrate knowledge of providing timely, accurate and constructive feedback to improve
learner performance; and
[7] demonstrate familiarity with strategies for communicating students’ learning needs, progress and
achievement to key stakeholders.

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

COURSE OUTLINE AND TIMEFRAME
Weeks Course Content/Subject Matter
1 session only Course Requirements: Orientation and overview
1–4 Preliminary Concepts and Recent Trends
5–6 Target Setting
7–8 Designing and Developing Assessments
9 Mid-term Examination
10-13 Analysis and Interpretation of Assessment Results
14-17 Feed backing and Communicating Assessment Results

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Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
 18 FINAL EXAMINATION

ASSESSMENT in Learning 1 Plan

Teaching and Learning
Learning Outcomes Topic Activities/Instructional Resources Assessment
Delivery Method
1. Demonstrate Course Introduction Modular Approach Syllabus Reflection
understanding of VMGO Independent Learning VMGO
the desired Approach
learning
outcomes and
evidence for their
attainment in AL1
and VMGO
Unit 1. Preliminary Concepts and Recent Trends
At the end of the unit, the Unit 1 – Preliminary Modular Approach Buendicho, F., (2013). Assessment of Learning 1, Rex Module Learning
students can: Concepts and Independent Learning Printing Company Inc., Quezon City, Manila Activities
Recent Trends Approach Philippines. Module Assessment
1. explain the basic Cooperative Learning Task
concepts and A. What is Approach Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012., Summative Test
principles in educational 2nd ed. Upper Saddle River, NJ: Pearson (Google Form)
educational assessment? Education, p. 11. Classroom Assessment for Portfolio
assessment; 1. Basic principles Student Learning: Doing Reflection
2. Types of
2. discuss on the assessment De Guzman-Santos, R. (2007). Assessment of Learning
role of - Assessment 1, Lorimar Publishing Inc. Quezon City, Manila
assessment in for learning Philippines
making - Assessment
instructional as learning Gabuyo, Y., (2012). Assessment of Learning 1, Rex
decisions to Printing Company Inc., Quezon City, Manila
- Assessment
improve teaching Philippines.
of learning
and learning; and
3. Users of Gredler, M.E. (1997). Classroom Assessment and
3. reflect on and educational Learning. New York: Longman. Retrieved from:
discuss the assessment http://www.sciepub.com/reference/145606.
applications and
implications of B. Common Gronlund, N.E. (2003). Assessment of Student
assessment to terminologies Achievement. London: Allyn and Bacon.

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The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
teaching and 1. Measurement Retrieved from:
learning. 2. Testing https://www.pearson.com/us/higher-education/pr
- Standardize oduct/Gronlund-Assessment-of-Student-
d testing Achievement-8th-Edition/9780205457274.html.
- High stakes
testing https://www.fairtest.org/how-principles-and-indicators-
3. Evaluation student-assessment-s
4. Types and https://www.fairtest.org/k-12/authentic+assessment
distinctions of
tests
https://www.formpl.us/blog/educational-assessment
C. High Quality
Assessment https://www.teachthought.com/pedagogy/assessment-
Components trends-in-education-for-students/
1. Clear purpose
2. Clear and
appropriate https://medium.com/@lucabenedetto/advantages-in-
targets using-item-response-theory-for-assessing-students-and-
3. Appropriate more-4a9665258863
methods
4. Adequate https://www.k12academics.com/education-reform/
sampling outcome-based-education/what-obe
5. Objectivity

Hopkins, H., and Stanley, I. !981). Taking Assessment

D. Recent trends and Matters into Our Own Hands. Retrieved from:
focus http://www.leeds.ac.uk/educol/documents/00001
1. Accountability 529.htm
and fairness
2. Standards-based Mehrens, W.A., and Lehmann I. J. (1991). Measurement
education and Evaluation in Education and Psychology. 4 th
3. Outcome-based ed. New York: Holt, Rinehart, and Winston.
education
Navarro, R., De Guzman-Santos, R., Corpuz, B.,(2017).
4. Item Response
Assessment of Learning 1, Lorimar Publishing
Theory
Inc. Quezon City, Manila Philippines

Saskatchewan Ministry of Education, (2010) Assessment

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Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
 For, As, Of Learning Retrieved from
https://saskatchewanreads.wordpress.com/asse
ssment-for-as-of-learning/

B. Target Setting
1. formulate Unit 2 – Target Setting Modular Approach Biggs, J., & Tang, C. (2007). Teaching for quality learning Module Learning
appropriate Independent Learning at university. What the student does (3rd Ed.). Activities
learning A. Standards-based Approach Berkshire: Society for Research into Higher Module Assessment
objectives and Assessment Cooperative Learning Education & Open University Press. Task
outcomes that are 1. Constructive Approach Summative Test
constructively alignment Brabrand, C., & Dahl, B. (2009). Using the SOLO model to (Google Form)
aligned with 2. K-12 assessment analyze competence progression of university Portfolio
national guidelines science curricula. Higher Education, 58(4), 531- Reflection
standards. - Content 549.
standards
- Performance Buendicho, F., (2013). Assessment of Learning 1, Rex
standards Printing Company Inc., Quezon City, Manila
- Assessment Philippines.
types
De Guzman-Santos, R. (2007). Assessment of Learning
B. Appropriate 1, Lorimar Publishing Inc. Quezon City, Manila
Targets Philippines
1. Competencies,
objectives, Gabuyo, Y., (2012). Assessment of Learning 1, Rex
outcomes Printing Company Inc., Quezon City, Manila
Philippines.
2. Characteristics of
objectives
https://assessment.tki.org.nz/Using-evidence-for-
(SMARTER)
learning/Working-with-data/Concepts/Standards-
3. Learning domains
and taxonomies based-assessment
- Cognitive
- Bloom’s https://gradecam.com/2020/07/what-is-a-standards-
Taxonomy based-assessment/
(Bloom,
et al., 1964) https://www.5vidya.com/blog/post/marzano%27s-new-
- Revised taxonomy:-a-model-that-assesses-the-learning-
Bloom’s
objectives
Taxonomy

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The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
 (Anderson &
Krathwohl,
2001)
https://www.intel.com/content/dam/www/program/
- Affective
education/us/en/documents/project-design/
- Psychomotor
skills/marzano-taxonomy.pdf
4. Other taxonomies
- SOLO
Taxonomy https://helpfulprofessor.com/solo-taxonomy/
(Biggs &
Collis, 1982) Navarro, R., De Guzman-Santos, R., Corpuz, B.,(2017).
- Marzano Assessment of Learning 1, Lorimar Publishing
Taxonomy Inc. Quezon City, Manila Philippines
(Marzano &
Kendall, 2007)

C. Designing and Developing Assessments

1. develop Unit 3 – Designing and Modular Approach Buendicho, F., (2013). Assessment of Learning 1, Rex Module Learning
assessment tools Developing Independent Learning Printing Company Inc., Quezon City, Manila Activities
that are learner- Assessments Approach Philippines. Module Assessment
appropriate and Cooperative Learning Task
target-matched; A. Characteristics of Approach De Guzman-Santos, R. (2007). Assessment of Learning Summative Test
and Quality 1, Lorimar Publishing Inc. Quezon City, Manila (Google Form)
Assessment Tools Philippines Portfolio
2. improve Reflection
assessment tools B. Types of Teacher- Gabuyo, Y., (2012). Assessment of Learning 1, Rex
based on made Tests Printing Company Inc., Quezon City, Manila
assessment data. Philippines.
C. Learning Target
and Assessment https://www.thegraidenetwork.com/blog-all/2018/8/1/the-
Method Match two-keys-to-quality-testing-reliability-and-
1. Table of validity/#downloadvalidity
Specifications
Navarro, R., De Guzman-Santos, R., Corpuz, B.,(2017).
D. Assessment Tools Assessment of Learning 1, Lorimar Publishing
Development Inc. Quezon City, Manila Philippines
1. Assessment
development
cycle
2. Test item
formulation

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 Item analysis
3.
Reliability
4.
a. Measures of
relationship
b. Index of
determination
c. Inter-rater
reliability
5. Validity
D. Analysis and Interpretation of Assessment Data
1. interpret Unit 4 – Analysis and Modular Approach Biggs, J., & Tang, C. (2007). Teaching for quality learning Module Learning
assessment results Interpretation of Independent Learning at university. What the student does (3rd Ed.). Activities
accurately and Assessment Results Approach Berkshire: Society for Research into Higher Module Assessment
utilize them to help Cooperative Learning Education & Open University Press. Task
learners improve A. Presentation Approach Summative Test
their performance 1. Textual Brabrand, C., & Dahl, B. (2009). Using the SOLO model to (Google Form)
and achievement; presentation analyze competence progression of university Portfolio
and 2. Tabular science curricula. Higher Education, 58(4), 531- Reflection
presentation 549.
2. utilize assessment 3. Graphical
results to make presentation Buendicho, F., (2013). Assessment of Learning 1, Rex
informed-decisions Printing Company Inc., Quezon City, Manila
to improve B. Quantitative Philippines.
instruction. Analysis and
Interpretation De Guzman-Santos, R. (2007). Assessment of Learning
1. Levels of
1, Lorimar Publishing Inc. Quezon City, Manila
Philippines
measurement
2. Measures of
Gabuyo, Y., (2012). Assessment of Learning 1, Rex
central tendency
Printing Company Inc., Quezon City, Manila
3. Measures of Philippines.
variability
4. Measures of https://assessment.tki.org.nz/Using-evidence-for-
relative position learning/Working-with-data/Concepts/Standards-
5. Other measures
based-assessment

https://gradecam.com/2020/07/what-is-a-standards-
based-assessment/

Effectivity Date: July 20, 2018 Document Code: UEP-T-04ODFI-I-001 Version No.: v1 Page 8 of 17

This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).

The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
 https://www.5vidya.com/blog/post/marzano%27s-new-
taxonomy:-a-model-that-assesses-the-learning-
objectives

https://www.intel.com/content/dam/www/program/
education/us/en/documents/project-design/
skills/marzano-taxonomy.pdf

https://helpfulprofessor.com/solo-taxonomy/

Navarro, R., De Guzman-Santos, R., Corpuz, B.,(2017).

Assessment of Learning 1, Lorimar Publishing
Inc. Quezon City, Manila Philippines

E. Feed Backing and Communicating Assessment Results

a. make value Unit 5 – Feed backing Modular Approach Module Learning
judgements on and Independent Learning Chappuis, J. (2012, September). Leadership for Learning: Activities
assessment results Communicating Approach How am I doing? Educational Leadership, 70(1), Module Assessment
based on empirical Assessment Results Cooperative Learning 36-41. Task
evidence; and Approach Summative Test
A. Qualitative https://education.nsw.gov.au/teaching-and-learning/ (Google Form)
b. demonstrate
Evaluation professional-learning/teacher-quality-and- Portfolio
strategies to Reflection
accreditation/strong-start-great-teachers/refining-
communicate learner B. Constructive Feed practice/feedback-to-students/types-of-feedback
needs, progress and backing
achievement to 1. Principles and https://static1.squarespace.com/static/
intended characteristics 2. 52f08547e4b09aa670948cf8/t/
stakeholders. Strategies 53210bfae4b0740a4186658c/1394674682744/
- Written Principles+for+Constructive+Feedback.pdf
feedback
- Oral
feedback https://www.gre.ac.uk/learning-teaching/assessment/
feedback/principles
C. Self-assessment
https://www.education.vic.gov.au/school/teachers/
D. Peer assessment teachingresources/practice/Pages/insight-
feedback.aspx

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The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
 https://education.nsw.gov.au/teaching-and-learning/
professional-learning/teacher-quality-and-
accreditation/strong-start-great-teachers/refining-
practice/peer-and-self-assessment-for-students

http://cei.hkust.edu.hk/files/public/
assessment_matters_self-
assessment_peer_assessment.pdf

http://as.exeter.ac.uk/academic-policy-standards/tqa-
manual/lts/peerselfassessment/

https://inside.k12albemarle.org/acps/division/fql/Pages/
Assessment-Analysis-Communication-and-
Feedback.aspx

References

Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. What the student does (3rd Ed.). Berkshire: Society for Research into
Higher Education & Open University Press.

Brabrand, C., & Dahl, B. (2009). Using the SOLO model to analyze competence progression of university science curricula. Higher Education,
58(4), 531-549.

Buendicho, F., (2013). Assessment of Learning 1, Rex Printing Company Inc., Quezon City, Manila Philippines.

Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012., 2nd ed. Upper Saddle River, NJ: Pearson Education, p. 11. Classroom Assessment
for Student Learning: Doing

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This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).

The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
Chappuis, J. (2012, September). Leadership for Learning: How am I doing? Educational Leadership, 70(1), 36-41.

De Guzman-Santos, R. (2007). Assessment of Learning 1, Lorimar Publishing Inc. Quezon City, Manila Philippines

Gabuyo, Y., (2012). Assessment of Learning 1, Rex Printing Company Inc., Quezon City, Manila Philippines.

Gredler, M.E. (1997). Classroom Assessment and Learning. New York: Longman. Retrieved from: http://www.sciepub.com/reference/145606.

Gronlund, N.E. (2003). Assessment of Student Achievement. London: Allyn and Bacon. Retrieved from: https://www.pearson.com/us/higher-
education/product/Gronlund-Assessment-of-Student-Achievement-8th-Edition/9780205457274.html.

Hopkins, H., and Stanley, I. !981). Taking Assessment Matters into Our Own Hands. Retrieved from:
http://www.leeds.ac.uk/educol/documents/00001529.htm

https://www.fairtest.org/how-principles-and-indicators-student-assessment-s
https://www.fairtest.org/k-12/authentic+assessment
https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with-data/Concepts/Standards-based-assessment

https://gradecam.com/2020/07/what-is-a-standards-based-assessment/
https://www.5vidya.com/blog/post/marzano%27s-new-taxonomy:-a-model-that-assesses-the-learning-objectives

https://www.intel.com/content/dam/www/program/education/us/en/documents/project-design/skills/marzano-taxonomy.pdf
https://helpfulprofessor.com/solo-taxonomy/

https://www.thegraidenetwork.com/blog-all/2018/8/1/the-two-keys-to-quality-testing-reliability-and-validity/#downloadvalidity
https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with-data/Concepts/Standards-based-assessment

https://gradecam.com/2020/07/what-is-a-standards-based-assessment/
https://www.5vidya.com/blog/post/marzano%27s-new-taxonomy:-a-model-that-assesses-the-learning-objectives
https://www.intel.com/content/dam/www/program/education/us/en/documents/project-design/skills/marzano-taxonomy.pdf

Effectivity Date: July 20, 2018 Document Code: UEP-T-04ODFI-I-001 Version No.: v1 Page 11 of 17

This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).

The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
https://helpfulprofessor.com/solo-taxonomy/

Navarro, R., De Guzman-Santos, R., Corpuz, B.,(2017). Assessment of Learning 1, Lorimar Publishing Inc. Quezon City, Manila Philippines

https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-
practice/feedback-to-students/types-of-feedback

https://static1.squarespace.com/static/52f08547e4b09aa670948cf8/t/53210bfae4b0740a4186658c/1394674682744/
Principles+for+Constructive+Feedback.pdf
https://www.gre.ac.uk/learning-teaching/assessment/feedback/principles
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-feedback.aspx
https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-
practice/peer-and-self-assessment-for-students
http://cei.hkust.edu.hk/files/public/assessment_matters_self-assessment_peer_assessment.pdf
http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/lts/peerselfassessment/
https://inside.k12albemarle.org/acps/division/fql/Pages/Assessment-Analysis-Communication-and-Feedback.aspx
https://www.formpl.us/blog/educational-assessment

https://www.teachthought.com/pedagogy/assessment-trends-in-education-for-students/

https://medium.com/@lucabenedetto/advantages-in-using-item-response-theory-for-assessing-students-and-more-4a9665258863

https://www.k12academics.com/education-reform/outcome-based-education/what-obe
Mehrens, W.A., and Lehmann I. J. (1991). Measurement and Evaluation in Education and Psychology. 4 th ed. New York: Holt, Rinehart, and
Winston.

Saskatchewan Ministry of Education, (2010) Assessment For, As, Of Learning Retrieved from
https://saskatchewanreads.wordpress.com/assessment-for-as-of-learning/

Suggested Readings

https://online.stu.edu/articles/education/educational-measurement-assessment-evaluation.aspx

Effectivity Date: July 20, 2018 Document Code: UEP-T-04ODFI-I-001 Version No.: v1 Page 12 of 17

This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).

The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
https://www.slideshare.net/SWATHYMA1/differences-between-measurement-evaluation-and-assessment
https://www.adprima.com/measurement.htm
https://www.uio.no/english/studies/programmes/assessment-evaluation-master/assessment-evaluation/
https://curriculum.gov.mt/en/Assessment/Assessment-of-Learning/Documents/assessment_of_for_as_learning.pdf
https://teachingcommons.lakeheadu.ca/assessment-and-learning
https://www.queensu.ca/teachingandlearning/modules/assessments/09_s2_01_intro_section.html
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
https://resourced.prometheanworld.com/types-of-summative-formative-assessment/
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-
Classroom.aspx
http://www.learnalberta.ca/content/mewa/html/assessment/types.html
https://www.slideshare.net/jheraldynmontano/alternative-mode-of-assessment
http://www.heqco.ca/SiteCollectionDocuments/heqco.LOAhandbook_Eng_2015.pdf
https://ctl.iupui.edu/Resources/Preparing-to-Teach/Writing-and-Assessing-Student-Learning-Outcomes
https://education.stateuniversity.com/pages/2475/Taxonomies-Educational-Objectives.html
https://teaching.uncc.edu/services-programs/teaching-guides/course-design/blooms-educational-objectives
https://greycaps.com/theteacher/Community/Bloomstaxonomy
https://tips.uark.edu/using-blooms-taxonomy/
https://kaneb.nd.edu/assets/137952/bloom.pdf
https://www.slideshare.net/Eaicz12/development-of-classroom-assessment-tools
https://www.slideshare.net/MaryGraceOrtiz/developing-classroombased-assessment-tools
https://www.slideshare.net/mctamonte/types-of-test-questions
https://firstyear.mit.edu/tutoring-support/study-tips/mastering-tests/different-types-tests
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-
characteristics-suggestions
https://mypages.valdosta.edu/mwhatley/3900/itemanalysis.pdf
http://www.schreyerinstitute.psu.edu/pdf/GuideToItemAnalysis.pdf
https://eddata.com/2019/06/item-statistics-for-classroom-assessments-1/
https://weber.instructure.com/courses/351442/pages/perform-item-analysis
https://youtu.be/cHmVECRT-HE
https://www.youtube.com/watch?v=oI_7HkgZKj8&list=PLduv630D5-V7V2jn32hxeMgMTUPbOVvd-&index=2
https://www.youtube.com/watch?v=Fr1KMb8GNNs&list=PLduv630D5-V7V2jn32hxeMgMTUPbOVvd-&index=3
https://www.youtube.com/watch?v=c8r_6bT_VQo&list=PLduv630D5-V7V2jn32hxeMgMTUPbOVvd-&index=4

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Website/Videos/Film Clips

https://www.youtube.com/watch?v=ElW13xnbmnI
https://www.youtube.com/watch?v=1UjiHA3g39g
https://www.youtube.com/watch?v=-wePut0cfzA
https://www.youtube.com/watch?v=JI-YgK-l4Sg
https://www.youtube.com/watch?v=O5hJNpO0JPE
https://www.youtube.com/watch?v=sacuuqjHPXo
https://www.youtube.com/watch?v=g_Xm5IljYKQ
https://www.youtube.com/watch?v=wu_hWHEB89g
https://www.youtube.com/watch?v=DyYkAYdRLMw
https://www.youtube.com/watch?v=ykTv6jwtX0U
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https://www.youtube.com/watch?v=FOts5KQTqsM

Class materials

 Module

Rubrics for Written Activities

Performance Level of Performance

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 Criteria Very Good (4) Good (3) Poor (2) Very Poor(1)
Demonstrated Show complete Show substantial The response shows The response shows a
knowledge understanding of the understanding of the some understanding complete lack of
questions, ideas and questions, ideas, of the questions. understanding of the
processes and processes questions.
Content and The main points are well The main points are The main points are The main points lack
Development developed with high quality well developed with present with limited detailed development.
and quantity support. quality supporting detail and Ideas are vague with
Reveals a high degree of details and quantity. development. Some little evidence of critical
critical thinking. Critical thinking is critical thinking is thinking.
weaved into points present.

Organization The ideas are arranged The ideas are In general, the writing The writing is not
logically to support the arranged logically to is arranged logically, logically organized.
ideas, questions, and support the ideas, although occasionally Frequently, ideas fail to
processes questions, and ideas fail to make make sense together.
processes sense together.

Critical thinking The statement is very well- The statement is The statement The statement is
and analysis formed with evidence from thoughtful and has engages poorly with swallowed and analysis
modules or other sources to some evidence to course concepts or may be good, but do not
support it. support it. assignment questions. respond to the
assignment prompt.

Course Requirements Classroom Policies

The key to effectively finish this module lies in your hands. This module was prepared for
you to learn carefully, logically, and independently. As a would-be teacher, doing these will greatly
Midterm 20%
Final 20% help and prepare you to become a great teacher. Aside from reading the content and performing

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 the activities of this course, you will be able to learn other invaluable learning skills which you will
be very proud of as a responsible learner. The following guides will help you further to be on track
and to say at the end of the module, “I did great!”
1. Manage your time to read and understand every part of the module.
2. Prepare your schedule into consideration with other modules from other courses. Post in
a conspicuous area, so that you can see it always.
3. If you don’t understand the topics, read it again. Focus on understanding the module
and ask help to your family members or friends and if that will not work, message me in
Summative Test 10% our online platforms or email me at [email protected]
Learning Task/Reflection/Portfolio 50%
4. Do not procrastinate. Take one activity at a time and see to it that you’re on track with
your schedule. Remember that there are circumstances that not under your control.
5. Submission of the activities will be posted on our online platforms.
6. While waiting for the feedback or result of your activities continue working on with other
activities in our subject.
7. Respect one another in our online platforms
8. Observe netiquette in conversation online.
9. All queries must be addressed in our online platforms.
10. Lastly, be on time in submitting all your activities.

Grading System Professor: TEODY M. CORACHEA Consultation Hours:

Score Email Address: [email protected] 8:00-11:00 Friday

Rating= x 50+50
Total Number of Items
Contact Number: 09454695548

PREPARED BY: CHECKED BY: NOTED: APPROVED BY:

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 TEODY M. CORACHEA, Ed.D. CHONA B. FROILAN, Ed.D. JOCELYN P. IGDON, Ed.D. RONATO S. BALLADO, Ed.D.
Faculty Chair, College of Education Asst. Director for Academic Campus Director
Affairs
Date: Date: Date: Date:

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