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Syllabus Assessment of Learning 2

Bachelor of Elementary Education (Colegio de Montalban)

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COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose
Montalban, Rizal
GENERAL EDUCATION

OUTCOME –BASED COURSE SYLLABUS

COURSE INFORMATION

Course PRASLE2 Course ASSESSMENT OF LEARNING 2 Course Credit 3UNIT – LECTURE

Code Title

Course Description This course equips prospective teachers with pedagogical content knowledge for teaching basic contents in Mathematics in primary level.
Understanding of key concepts and skills of whole numbers up to 10,000, fractions, measurements, simple geometric figures, pre-algebra and
data representation and analysis are applied using appropriate technology.

Teaching strategies include problem solving, critical thinking, differentiated instruction, inquiry-based learning with the use of manipulatives based
on cultural context will be emphasized.

Pre-Requisites ASSESSMENT OF LEARNING 1 Co-Requisites NA

VISION Colegio de Montalban continuously aims for excellence in transforming individuals into responsible, productive, and
globally competitive citizens.

MISSION To nurture students to become value-oriented and competitive professionals who can contribute their expertise to
the community.

GOAL Achieve a high level of productivity, global competitiveness, industry relevance, and social responsiveness
among professionals with a strong sense of nationalism

INSTITUTIONAL LEARNING A. Life-long Learner

OUTCOMES (ILO) B. Service-oriented Leader
C. Value-driven Individual

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Outcome- Based Education Syllabus in MATHEMATICS IN THE MODERN WORLD

COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose
Montalban, Rizal
GENERAL EDUCATION

At the end of the program, the students should be able to:

PROGRAM LEARNING OUTCOMES ILO

A. LL B. SO C. VD

1. Demonstrate in-depth understand of the diversity of learners in various

areas ✓ ✓ ✓
2. Manifest meaningful and comprehensive pedagogical content knowledge 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 attitudes of a model teacher, both as an individual and as
a professional. ✓ ✓ ✓
6. Manifest a desire to continuously pursue personal and professional
development. ✓

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Outcome- Based Education Syllabus in ASSESSMENT OF LEARNING 2

COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose
Montalban, Rizal
GENERAL EDUCATION

COURSE LEARNING OUTCOMES

PROGRAM LEARNING OUTCOMES(PLO)

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6

COURSE LEARNING
OUTCOMES (CLO)
1. Analyze the fundamental
concepts and ✓ ✓ ✓ ✓
characteristics of 21st
century assessment.

2. Apply the principles in constructing

and interpreting performance-based ✓ ✓ ✓ ✓ ✓ ✓
assessment.

3. Develop instruments for

assessing affective learning. ✓ ✓ ✓ ✓
4. Develop a portfolio as an
assessment tool specifying the types ✓ ✓ ✓ ✓
of assessment, sample products,
scoring rubrics and rating forms

5. Demonstrate skills in interpreting test

results and reporting grades. ✓ ✓ ✓ ✓ ✓ ✓

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Outcome- Based Education Syllabus in ASSESSMENT OF LEARNING 2

COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose
Montalban, Rizal
GENERAL EDUCATION
LEARNING PLAN:

WEEK/ INTENDED TOPICS LEARNING TASKS ASSESSMENT TASKS

TIME LEARNING
ALLOTMEN OUTCOMES (ILO)
T 1 2 3 4 5

Midterms ● Understand and A. Characteristics

of a 21st century ● Assigned reading ● Students will brainstorm
✓ ✓
analyze the
fundamentals of assessment ● Classroom discussion about how to define 21st
21st century ● Situational analysis century assessment as
Week ● Responsive prospective future
assessment
1-3 ● Flexible teachers.
● Integrated
● Identify and ● Informative ● Students will be grouped
understand the ● Multiple and tasked to design an
different methods assessment following the
characteristics of ● Communicated characteristics discussed
21st century ● Technically and share it with the class.
assessment. sound
● Systematic ● The teacher will discuss
the different instructional
● Elaborate and B. Instructional decisions in assessments
identify the Decisions in and students will solve a
different Assessment classroom problem using
instructional the concepts of
decisions in ● Decision making instructional decision.
assessment at different
phases of ● The students will be
teaching grouped tasked to design
● Define outcomes
learning phases and plan an
based learning ● Assessment in outcome-based activity
and its classroom based on the concepts
characteristics instruction learned in the discussion.
● Characteristics

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of a good
learning
outcome
● Type of
educational
decision

C. Outcomes
Based
Assessment

● Student learning
outcome
● Sources of
student learning
outcome
● Characteristics
of good student
learning
outcome

Week ● Identify and

differentiate the
A. Types of
Assessment
●
●
Probe background knowledge
Information inquiry
● Students will be grouped
to present and discuss the
✓ ✓
4-6
different types of ● Class discussion different types of
assessment ● Traditional and ● Collaborative sharing of assessment
authentic reading material
● Discuss the assessment ● Situational analysis ● Students will create an
importance of the ● Formative assessment material
different types of evaluation and based on the different
assessment summative types discussed.
evaluation
● Norm and ● Quiz based on the
criterion-referen discussion for types of
ced assessment assessment
● Contextualized
and
decontextualize
d assessment
● Analytics and
holistic
assessment

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Week ● Define and

identify the
A. Nature of
Performance-Bas
● Discuss the definition and
features of a
● The students will research
and present data on the
✓ ✓ ✓
7
different ed Assessment performance-based different types of
performance-base assessment. performance tasks and
● Definition and
d assessment features of identify their strengths and
types. performance-base ● Class presentations facilitated weaknesses and present it
d assessment by the teacher. The class will to the class.
● Discuss the be grouped and present each
different B. Types of type of performance task. ● Develop different types of
advantages of Performance Task performance tasks for
disadvantages of specific topics.
● Solving a problem
performance ● Completing an
tasks. inquiry ● Demonstrate the
● Determining developed performance
position task to show its
● Demonstrations effectiveness as an
● Developing assessment tool.
exhibits
● Presentation tasks
● Capstone
performances

C. Advantages and
Disadvantages of
Performance
Based
Assessment

Week ● Understand how

to design a
A. Designing
Meaningful
● Class discussion and sharing
for designing meaningful
● Class sharing and
collaboration for designing
✓ ✓ ✓ ✓ ✓
8
meaningful Performance-Ba performance-based meaningful
performance-base sed Assessment assessment. performance-based
d assessment for assessment.
specific relevant ● Designing the ● Discussion and perform
topics. purpose of research on the different types ● Students will develop their
assessment of rubrics and how to develop own rubrics for a specific
● Identify and them for effective assessment. performance task for
differentiate the B. Identifying relevant topics.
different types of Performance
rubrics. Task
C. Developing
● Understand how Scoring
to develop rubrics Schemes
for effective ● Rubrics as an
assessment. assessment tool
● Types of rubrics

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● Developing
rubrics

FINALS

Week ● Identify and A. Affective

Learning
● Assigned reading and class ● Students will be ✓ ✓ ✓ ✓ ✓
9 understand the discussion on affective learning grouped to research
different Competencies and present the
competencies and its
affective importance in relation to different affective traits
● Importance of
learning and learning targets.
affective assessment.
competencies learning
competencies ● Students will develop
● Analyze the ● Research and discuss the an assessment tool in
importance of B. Affective Traits different affective traits and relations with different
affective and Learning learning targets. learning targets
learning Targets discussed in this
● Attitude targets
competencies in lesson.
● Value targets
relation to ● Motivation
assessment targets
● Academic-self
● Identify the targets
different ● Social-relationsh
affective traits ip targets
and learning ● Classroom
environment
targets.
targets

Week ● Understand and A. Development of ● Assigned reading and class ● The students will create ✓ ✓ ✓ ✓ ✓
10 - 12 apply the Affective discussion on affective their own affective
development of Assessment Tools assessment tools. assessment tool for
affective tools various relevant topics.
● Methods of
● Present the different
● Identify the assessing targets
assessment tools and identify
different
methods of B. Utilizing The relevant activities and topics
assessing Different Methods that can be effectively used.
affects and how in Assessing Affect
to use them.
● Types of affects
● Define the

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different ● Grouped and

affective tools. individual
responses
● Use of information

C. Affective
Assessment Tools
● Checklist
● Rating scale
● Likert scale
● Semantic
differential scale
● Sentence
completion

Week ● Define what is a A. Nature of Portfolio ● Assigned reading and class ● The students will have a ✓ ✓
13 - 14 portfolio and its Assessment sharing on the nature of the class sharing on the
purposes and portfolio and its purpose and different purposes of a
characteristics. ● Purposes and
characteristics for assessment. portfolio and why it is an
characteristics important assessment
● Identify and tool.
● Discuss and differentiate the
compare the B. Types of Portfolio
different types of different types of portfolio. ● The students will be
portfolio ● Showcase grouped and will be
● Documentation tasked to differentiate
● Identify the ● Process the different types of
elements of a ● Product portfolio and share their
portfolio. ● Standard-based thoughts on what
relevant topics these
C. Elements of a assessment tools are
Portfolio best suitable for.

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Week ● Identify the A. Designing and ● Class discussion headed by ● The students will be ✓ ✓
15 steps in Evaluating Portfolio the students facilitated by the grouped to research
designing and Assessment in the teacher and present the steps in
evaluating Classroom designing and
portfolio developing portfolio
assessment in ● Steps of developing assessment.
the classroom portfolio
assessment
● Portfolio
assessment

Week ● Discuss and

understand the
A. Grading and ● Class reporting on different topics: ● Each group will research,
read and present their
✓ ✓
16 - 17 reporting system
grading and ● K-12 grading system designated grading
reporting system ● K - 12 grading of ● Effects of grading system to reporting system to the
of K-12 class.
learning outcome students
● Discuss the ● The effects of ● How to build an effective grading
effects of the grading on students and reporting system
grading system on ● Building a grading ● Guidelines for developing and
students and reporting implementing better practices in
system the grading system.
● Learn how to ● Developing ● How to plan and implement a
develop grading effective reporting teacher conference.
system and how
system
to effectively
implement them ● Tools for
comprehensive
reporting system
● Guidelines for
implementing better
practices
● Planning and
implementing
parent teacher
conference.

Week ● Understand and A. Tools for Analyzing ● Class discussion on the

different tools for analyzing
● Activity on application of
different assessment tools
✓
18 apply the Assessment Data

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different tools for assessment data headed by for various data.

analyzing tools ● Statistics the instructor
for assessment ● Descriptive and
inferential statistics
● Grouped and
ungrouped data

COURSE OUTPUTS/LEARNING EVIDENCE:

As proof of achievement of the above-mentioned outcomes, students are required to submit/demonstrate the following:
A. Analyze the fundamental concepts and characteristics of 21st century assessment.
B. Apply the principles in constructing and interpreting performance-based assessment.
C. Develop instruments for assessing affective learning.
D. Develop a portfolio as an assessment tool specifying the types of assessment, sample products, scoring rubrics and rating forms
E. Demonstrate skills in interpreting test results and reporting grades.

GRADING SYSTEM:

MIDTERM 40%
FINAL 60% PERIOD GRADE
TOTAL 100% Major Exam 40%
Class Standing 60%
● Attendance/Participation 10%
● Quizzes/Project 30%
● Activities 20%

Total 100%

Passing grade is not less than 60(%) computed grade.

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Outcome- Based Education Syllabus in ASSESSMENT OF LEARNING 2

COLEGIO DE MONTALBAN
Kasiglahan Village, San Jose
Montalban, Rizal
GENERAL EDUCATION
CLASSROOM POLICIES AND REMINDERS:

Aside from what prescribed in the student handbook, the following are the instructor’s additional class policy:

1. Class Attendance. Student should attend class regularly. Come before the time not on-time. Missing in class more than sixth time without a legitimate excuse will considered dropped.
2. Late Submission of Assignment, Project and Report. All works to be submitted in class and on the day they are due. Students will be penalized for every late submission grade deduction
or depending on the discretion. I will not accept any late submission over one week after the deadline.
3. Exam. Any student who fails to take the exam for valid reason will be given a grace period to file for taking special exam.
4. Students are responsible to keep their graded work until the semester has ended.

Prepared by: Checked by: Reviewed by: Approved by:

ANGELICA ROSE C. BAUTISTA, LPT DANIEL BAUTISTA, LPT MR. JAN DILLERA RHEZA MAUREEN JOY Y. GABINETE, MBA,
Name of faculty Program Head Dean, IOE LPT
Vice President for Academic Affairs
LUZVIMINDA O. MILLARES, MAT Eng
Name of faculty

Date Date Date Date

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