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Assesment of Learning 2 Syllabus

Assessment of Learning (Valenzuela City Polytechnic College)

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Course Information

Course Name Assessment in Learning 2 Course Code ProfEd119A

Pre-requisite Subject Assessment in Learning 1 Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)

Course Requirements

• Major Exams
• Summative quizzes
• Per unit outputs as specified in the assessment
• End of course learning log (reflective journal) and portfolio

Grading System
Midterm / Final Exam 40%
Quizzes – 40%
Activities/ Project/ Recitation- 30%

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.

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Course Learning Outcomes

At the end of the course, pre-service teachers should be able to:

[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.

73 Assessment in Learning 2
Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Suggested Assessment
Allotment CLOs Learning Activities

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Week 1-4 At the end of the unit, the pre- 1.1.1 [1] Unit 1 – Authentic Insightful Prior Summative quizzes
service teacher (PST) can: Assessment in the Understanding. At the outset,
Classroom pre-service teachers name Unit learning log or reflective
a. discuss the nature and and/or present some key words journal
characteristics of authentic A. High Quality Assessment of relevance to the topic. Pre-
1.1.1 [1]
assessment and related terms; in Retrospect service teachers will reflect on Small group presentation of
1. Purpose what they currently think about outputs. Groups choose an
2. Targets a prior topic, how it relates to a appropriate graphic organizer to
b. differentiate authentic and 5.1.1 [1]
traditional assessment; 3. Methods new topic, how they feel about capture the main idea of what
4. Sampling it, and why this might be the authentic assessment is, as well as,
c. reflect on the importance and 5. Accuracy case. Pre service teachers will differences between authentic and
applications of authentic be asked to predict what they traditional assessment. Group
5.1.1 [1]
B. What is Authentic will learn about, how they feel members take turns in presenting
assessment; and
Assessment? about that, and how they components of their outputs. Process:
expect to feel about the discussion of concepts and effective
d. make connections between
1. Nature experience of learning about it. use of charts,
the principles of high quality
2. Characteristics diagrams, audio, video, animation,
assessment and the
3. Related terms multi-media technologies to immerse
development and use of
Case-based discussion. audience
authentic assessment
C. Why use authentic Pre-service teachers will be Output: appropriate graphic
techniques and tools within
assessment? 1. Principles provided with a real-world case organizer
and across teaching areas.
2. Traditional assessment vis-à to study (e.g. a news article,
vis authentic assessment account of a decision or Mini case study. Pre-service
procedure, video, etc.). teachers will have individual
D. Developing Authentic Individually, or in small groups, reading on cases or stories
Classroom Assessments have pre-service teachers portraying use or misuse of
1. A framework for authentic analyze the case using authentic assessment. The
assessment guidelines and a framework reflection paper shall highlight the
2. Authentic assessment provided by the relationship of principles of high
development process professor. Pre-service teachers quality assessment to authentic
may be asked to present their assessment in various contexts and
analysis to the class. Facilitate teaching areas.
discussion such that pre-service Output: reflection paper with
teachers connect the case with summary of the story.
course material.

Interactive instruction
using flowcharts or
concept maps.

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Week 5-8 At the end of the unit, the pre- 5.1.1 [2] Unit 2 – Performance Assessment Interactive instruction and Summative quizzes
service teacher (PST) can: facilitated discussion using
SOLO hexagons or SOLO Unit learning log or reflective
a. design and develop A. What and why of maps. This will introduce the journal
performance tasks using the performance assessment pre-service teachers
Goal, Role, Audience, 5.1.1 [2] 1. Meaning and nature to the SOLO model and Performance Task and Rubric
Situation, Products, - Purpose of performance provide them a framework on development.
Standards (GRASPS) assessment formulating and developing Pre-service teachers will develop a
model; - Types of performance constructively aligned performance task and scoring rubric,
tasks o Process-based outcomes, tasks and containing appropriate weighted
b. develop appropriate indicators. (For more criteria (indicators), descriptors for
o Products-based
assessment rubrics or customize information on SOLO interpretation and aligned standards.
5.2.1 [2] 2. Principles of performance
existing Taxonomy, refer to Process: aligned and objective
5.5.1 [5] assessment
ones to fit the desired Supplementary Resources.) statement of criteria (indicators)
outcome; and Output: Developed performance
B. Developing Performance
Explicit instruction on the task using GRASPS model and
Tasks 1. Designing performance
corresponding rubric
tasks 2. Goal, Role, Audience, development of performance
c. interpret performance Situation, Products, Standards tasks and appropriate rubrics.
assessment data/ results for (GRASPS)
monitoring and evaluating model: A guide to developing
learner achievement to authentic performance tasks
improve learner performance 3. Differentiating performance
and inform instruction. tasks for diverse learners
4. Scoring Rubrics
- Types
- Components
- Development
- Interpretation and utilization

Week 9- At the end of the unit, the pre- 5.1.1 [2] Unit 3 – Authentic Assessment Literature review or Summative quizzes
11 service teacher (PST) can: of the Affective Domain research report.
Pre-service teachers will be
5.1.1 [2] asked to look for recent Unit learning log or reflective
a. select appropriately developed, A. Affective Targets researches on the various journal
high quality affective 1. Attitudes affective targets as well as
assessment tools; 5.2.1 [2] 2. Interests researches on the selection, Poster presentation. Pre-service
3. Motivation development, utilization and teachers in small groups will
b. use target- and learner 4. Values interpretation of affective succinctly and effectively
appropriate affective 5. Self-concept assessment methods and tools in communicate their research
assessment methods and 6. Locus of control output selection, development,
tools; and 7. Self-efficacy utilization and interpretation of
8. Anxiety affective assessments using a

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Assessment in Learning 2
c. interpret performance 5.5.1 [5] 9. Creativity the context of teaching combination of text, graphs and
assessment data/ results for 10. Epistemological beliefs and/or learning. Research graphic elements.
monitoring and evaluating shall be
learner achievement to B. Appropriate methods summarized in terms of the Process: assessment of content
improve learner performance 1. Types Problem, Theories, and delivery using rubrics
and inform instruction. 2. Selection Methodology, Findings and Outputs: Poster, annotated
3. Development Discussion of Results. bibliography and collection of
4. Interpretation and utilization samples of affective assessment
tools
C. Other Affective Measures
and Assessments
1. Non-test Indicators
2. Transversal Competencies
3. 21st Century Skills

Week At the end of the unit, the pre- 5.1.1 [3] Unit 4 – Communicating Jigsaw collaborative Summative quizzes
12-16 service teacher (PST) can: Authentic Assessment Results information sharing.
Pre-service teachers are Unit learning log or reflective
a. design and develop portfolios for 5.3.1 [3] A. Effective organized into small groups, journal
authentic assessment of 5.4.1 [4] Communication 1. What and each one is provided with
learning outcomes; to communicate one of the smaller parts of Portfolio development. Pre service
2. Why communicate information. Pre-service teachers will design and develop
b. report, punctually and 3. How to communicate teachers work together to their respective portfolios for the
accurately, results of assessment - Managing message quality understand the information they course based on the learning
of learner academic performance - Managing interpersonal are provided. They also discuss contract.
and dynamics and rehearse how to share this
5.4.1 [4]
achievement in the form of knowledge with others who do Peer review assessment and
grades, marks, descriptors or B. Portfolio as a not have the information. Then, feedbacking. Pre-service teachers
narratives; and Communication Medium new groups are formed, each are allocated work from 2 or 3 peers.
1. Portfolios and authentic being made up of a single pre- They are to assess the work and
c. articulate to parents learning assessment service teacher from each of the provide objective, accurate,
needs, progress and behavior of - Nature and characteristics original groups. In these new constructive and sincere feedback for
the learners during a parent - Analyzing the key components groups, each 'expert' pre-service improvement.
teacher conference or other of portfolios teacher shares their knowledge Process: ability to evaluate and
appropriate situation. 2. Types and uses with the rest of the group who provide feedback on others’ work
3. ePortfolios may ask questions to clarify Output: Portfolio based on
meaning. agreed-upon artifacts/contents
C. Grading and Reporting and peer assessment feedback.
1. Nature, purpose and Learning contract for
rationale for assigning grades portfolio development role Role playing. Pre-service teachers
2. Grading Systems playing will simulate a parent-teacher
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- Letter grades activity.

- Percentage grades conference focused on

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Assessment in Learning 2
o Averaging A learning contract is an communicating learners needs,
o Cumulative agreement between a learner performance and achievement.
- Verbal descriptors and teacher to help direct and Pre-service teachers will be
- Checklists monitor students’ learning. This encouraged to incorporate
- Narrative reports will serve as a basis of setting nuances of real-life PT conference
3. Reporting to Parents expectations and agreement for distribution of report cards.
- Report cards upon the contents of the portfolio Process: ability to preside a
- Parent-teacher conference and details of the role playing parent-teacher conference and
activity. communicate assessment results
- Other communications

Week 17 At the end of the unit, the pre- 5.5.1 [5] Unit 5 –Assessment of One’s Colloquium with resource Summative quizzes
service teacher (PST) can: 7.4.1 [6] Teaching Practice person from the field. A basic
education master teacher, a Unit learning log or reflective
school head or a colleague may journal.
be invited to give a first-hand
a. demonstrate reflective self A.Reflective Practice Using account on the principles and Written narrative.
assessment, using Learner Attainment Data actual conduct of reflection Pre-service teachers will be asked
learner 1. Learners’ test scores about teaching practice and to write a narrative on what
assessment data and other 2. Learners’ non-test data professional development based transpired in the colloquium capped
reflection aids, for purposes of and other information on assessment feedback. with insights on the different
7.4.1 [6]
adjusting one’s teaching purposes of professional reflection.
practices and for purposes of B.Reflective Practice Output: Brief written narrative
growing in the profession Through Performance with insights.
(advancing in the career Evaluation
stage); 1. Students as Evaluators
2. Peers as Evaluators
b. explain how professional 3. Supervisors as Evaluators
reflection and learning can be
used to improve teaching
practice.

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