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

all others through Education. morally upright, committed and competent

graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

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 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;
3. adapt instruction to the developmental and learning needs of individuals, including exceptional children and children from
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

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
Desired Learning Outcomes Course Content/Subject Learning Outcomes
and Learning (OBTL)
Time Frame (DLO) Matter (ALO)
(Teacher-Learner
(Intended Learning Outcomes) (Topics) (Assessment
Activities)
Methods/Tasks)
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

1ST Session Mission & Vision Program • Vision, Mission, - Lecture - Teacher - Discussion/Oral
outcomes Program Core Goals and Core Values led-class discussion - recitation of the
Values • Course Overview Individual sharing and vision, mission, and
• Rules and Policies - discussion goals of the
institution - Getting
students’
expectations
Weeks At the end of the unit, the Unit 1 – Authentic Insightful Prior Summative quizzes
1-4 preservice teacher (PST) can: Assessment in the Understanding.
a) discuss the nature and Classroom At the outset, pre-service Unit learning log or
characteristics of authentic A. High Quality Assessment teachers name and/or reflective journal
assessment and related in Retrospect present some key words of
terms; 1. Purpose relevance to the topic. Pre- Small group
2. Targets service teachers will reflect presentation of outputs.
b) differentiate authentic and 3. Methods on what they currently think Groups choose an
traditional assessment; 4. Sampling about a prior topic, how it appropriate graphic
5. Accuracy relates to a new topic, how organizer to capture the
they feel about it, and why main idea of what
c) reflect on the importance B. What is Authentic this might be the case. Pre- authentic assessment is,
and applications of Assessment? 1. Nature service teachers will be asked as well as, differences
authentic assessment; and 2. Characteristics to predict what they will between authentic and
3. Related terms learn about, how they feel traditional assessment.
d) make connections between about that, and how they Group members take
the principles of high C. Why use authentic expect to feel about the turns in presenting
quality assessment and the assessment? 1. Principles experience of learning about components of their
development and use of 2. Traditional assessment it. outputs. Process:
authentic assessment vis-à- vis authentic discussion of concepts
techniques and tools within assessment Case-based discussion. and effective use of charts,
and across teaching areas. Pre-service teachers will be diagrams, audio, video,
D. Developing Authentic provided with a real-world animation, multimedia
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

technologies to immerse
case to study (e.g. a news
audience Output:
article, account of a decision
appropriate graphic
or procedure, video, etc.).
organizer
Individually, or in small
groups, have pre-service
Mini case study.
teachers analyze the case
Pre-service teachers will
using guidelines and a
have individual reading on
Classroom Assessments framework provided by the
cases or stories portraying
1. A framework for authentic professor. Pre-service
use or misuse of authentic
assessment teachers may be asked to
assessment. The reflection
2. Authentic assessment present their analysis to the
paper shall highlight the
development process class. Facilitate discussion
relationship of principles
such that pre-service
of high quality assessment
teachers connect the case
to authentic assessment
with course material.
in various contexts and
teaching areas. Output:
Interactive instruction
reflection paper with
using flowcharts or concept
summary of the story.
maps.
Week 5-8 At the end of the unit, the Unit 2 – Performance Interactive instruction and Summative quizzes Unit
preservice teacher (PST) can: Assessment A. What and facilitated discussion using learning log or reflective
why of performance SOLO hexagons or SOLO journal
a) design and develop assessment maps. This will introduce the
performance tasks using the pre-service teachers to the
Goal, Role, Audience, 1. Meaning and nature - SOLO model and provide Performance Task and
Situation, Products, Standards Purpose of performance them a framework on Rubric development.
(GRASPS) model; assessment - Types of formulating and developing Pre-service teachers will
performance tasks * Process- constructively- aligned develop a performance
b) develop appropriate based * Products-based outcomes, tasks and task and scoring rubric,
assessment rubrics or 2. Principles of performance indicators. containing appropriate
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

assessment

B. Developing Performance weighted criteria

Tasks (indicators), descriptors
for interpretation and
1. Designing performance aligned standards.
tasks Process: aligned and
customize existing ones to fit 2. Goal, Role, Audience, objective statement of
the desired outcome; and Situation, Products, criteria (indicators)
Standards (GRASPS) model: Output: Developed
c) interpret performance A guide to developing performance task using
assessment data/ results for authentic performance tasks GRASPS model and
monitoring and evaluating 3. Differentiating corresponding rubric
learner achievement to improve performance tasks for diverse
learner performance and learners
inform instruction. 4. Scoring Rubrics - Types -
Components - Development -
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
Midterm Period
At the end of the unit, the Unit 3 – Authentic Pre-service teachers will be Summative quizzes
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

preservice teacher (PST) can: Assessment of the Affective

a) select appropriately developed, Domain asked to look for recent
Unit learning log or
high quality affective A. Affective Targets researches on the various
reflective journal
assessment tools; 1. Attitudes affective targets as well as
2. Interests researches on the selection,
Poster presentation.
b) use target- and learner 3. Motivation development, utilization and
appropriate affective 4. Values interpretation of affective
Preservice teachers in
assessment methods and tools; 5. Self-concept assessment methods and
small groups will
and 6. Locus of control tools in the context of
succinctly and effectively
7. Self-efficacy teaching and/or learning.
communicate their
8. Anxiety Research shall be
research output selection,
c) interpret performance 9. Creativity summarized in terms of the
development, utilization
Week assessment data/ results for 10.Epistemological beliefs Problem, Theories,
and interpretation of
9-11 monitoring and evaluating Methodology, Findings and
affective assessments
learner achievement to improve B. Appropriate methods Discussion of Results.
using a combination of
learner performance and 1. Types
text, graphs and graphic
inform instruction. 2. Selection
elements.
3. Development
4. Interpretation and
Process: assessment of
utilization
content and delivery using
rubrics Outputs: Poster,
C. Other Affective
annotated bibliography
Measures and Assessments
and collection of samples
1. Non-test Indicators
of affective assessment
2. Transversal Competencies
tools
3. 21st Century Skills
Midterm Exam
Final Period
Week At the end of the unit, the Unit 4 – Communicating Jigsaw collaborative Summative quizzes
12-16 preservice teacher (PST) can: Authentic Assessment information sharing.
a) make value judgements on Results Pre-service teachers are Unit learning log or
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

assessment results based on A. Effective organized into small groups, reflective journal.
empirical evidence; and Communication and each one is provided
1. What to communicate with one of the smaller parts Portfolio development.
b) demonstrate strategies to 2. Why communicate of information. Pre-service Preservice teachers will
3. How to communicate - teachers work together to design and develop their
communicate learner needs,
respective portfolios for the
progress and achievement to Managing message quality - understand the information
course based on the learning
intended stakeholders. Managing interpersonal they are provided. They also contract.
dynamics discuss and rehearse how to
share this knowledge with Peer review assessment
B. Portfolio as a others who do not have the and feedbacking. Preservice
Communication Medium information. Then, new teachers are allocated work
1. Portfolios and authentic groups are formed, each from 2 or 3 peers. They are
assessment - Nature and being made up of a single to assess the work and
characteristics - Analyzing pre-service teacher from each provide objective, accurate,
the key components of of the original groups. In constructive and sincere
portfolios these new groups, each feedback for improvement.
Process: ability to evaluate
2. Types and uses 'expert' pre-service teacher
and provide feedback on
3. ePortfolios shares their knowledge with others’ work Output:
the rest of the group who Portfolio based on agreed-
C. Grading and Reporting may ask questions to clarify upon artifacts/contents and
1. Nature, purpose and meaning. peer assessment feedback.
rationale for assigning grades
2. Grading Systems - Letter Learning contract for Role playing.
grades - Percentage grades * portfolio development role Preservice teachers will
Averaging * Cumulative - playing activity. simulate a parent teacher
Verbal descriptors - A learning contract is an conference focused on
Checklists - Narrative reports agreement between a learner communicating learners
needs, performance and
3. Reporting to Parents - and teacher to help direct
achievement. Preservice
Report cards - Parent-teacher and monitor students’
teachers will be encouraged
conference - Other learning. This will serve as a to incorporate nuances of
communications basis of setting expectations real-life PT conference for
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

and agreement upon the distribution of report cards.

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

V. Course Requirement/Course Assessment (Grading System)

1. Quizzes
2 . Recitation
3. Assignments
4. Chapter Test / Long Exams computed as follows:
 Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

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
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.
Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum
all others through Education. morally upright, committed and competent
graduates capable of meeting the growing
Tomas del Rosario College human resources needs in the profession,
Capitol Drive, San Jose, Balanga City government, business, industry and home.
Telefax No: (047) 791-6152; Tele No: (047) 791-6082

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:

JIJI C. DE VILLA , MAEd DR. LUISA M. ISIDRO

Instructor Department Chair

Approved:

MERCEDES G. SANCHEZ, Ed. D.

Vice President for Academics, Student Affairs and Extension Services