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COLLEGE OF TEACHER EDUCATION

Osmea Colleges
Masbate City
Course Code
Course Title
Units
Prerequisite
Term
School Year
Schedule
Instructor
Consultation Schedule
E-mail/ Contact no.

COURSE INFORMATION
PROF ED 10
Assessment of Student Learning 2
3
PROF ED 8
2nd
2015-2016
DR. JONALD B. SIA
09298120301/09102624511

RATIONALE
With the implementation of the K-12 Basic Education Enhanced Program, innovations in assessment need to be considered by teachers both in the
elementary and secondary levels. Educational researchers and theorists promoted alternative assessment to traditional approach. The systematic
development of standards and alternative assignments aligned to those standards is now being considered on the national level of basic education. As more
teachers in basic education, following the lead of the K-12, come to the value of authentic assessment, more training are needed to equip to be competent
assessor of authentic learning.
COURSE DESCRIPTION
This course focuses on the development and utilization of alternative forms of assessment in measuring authentic learning. Emphasis is given to
ways in assessing process and product-oriented targets as well as effective learning. Students will experience how to develop rubrics for performancebased and portfolio assessment.
COURSE LEARNING OUTCOMES
At the conclusion of the course, it is intended the following instructional objectives will have been attained. The students will be able to:
1.
2.
3.
4.

demonstrate and apply the basic and higher level of literacy, communication, numeracy, critical thinking skills needed for higher learning;
establish and maintain an environment needed for holistic development of learners;
identify and describe educational philosophies that influence modern teaching methods and practices;
create an environment conducive to learning;

5.
6.
7.
8.

demonstrate mastery of the subject matter;


apply familiarity with the learners knowledge and experience in appropriate situations;
facilitate learning of diverse types of learners; and
apply a wide range of teaching skills

COURSE POLICY
On Attendance
1.
2.
3.
4.
5.

Attendance will be checked by the instructor and the class beadle every meeting.
15 minutes would be the grace period for the latecomers. Beyond the grace period, s/ he would be considered as absent.
Three times tardy in class would be equivalent for one absence.
Attendance would be considered when rating class participation.
Attendance would be checked to monitor if a student is still part of the class. For absentee student, the institutions policy in dropping a student
from the course would be strictly observed.

On Class Participation
1. If one is scheduled to do oral presentation but failed to come on time, the class will not wait for him/her so s/he loses the chance to report unless
s/he made prior arrangement with the course or with his/ her classmates regarding his/ her absence or tardiness.
2. During ones scheduled presentation, s/he should also take the responsibility to facilitate the routines of the class.
3. In case the instruction is not around 15 minutes after the start of the class time without any notice for the class, the presenters could proceed to
the presentation under the supervision of the instructor.
On Course Requirements
1. Projects must be strictly submitted as scheduled.
2. Failure to submit projects on the set deadline may not be accepted or would have corresponding demerits.
3. If the final project is not submitted during the agreed upon-deadline, the student will receive a grade of 4.0(conditional). The student must resubmit the said project not later than a week before midterm of the next semester.
On Examinations
1. The course uses pen and paper exams.
2. Students who failed to take the examination can have a special examination and have to pay the corresponding amount at the cashier but the
instructor may allow him/ her to take the examination without paying the fee for the said examination if s/he has a valid reason.
Textbook

Navarro, Rosita L. and De Guzman-Santos Rosita. (2013). Authentic Assessment of Student Learning Outcomes. Quezon City: Lorimar Publishing,
Inc.
Articles
Assessment as a Tool for Learning: Jill Hearne. An Introduction to the Topic.
Assessment as Feedback. Grant Wiggins: A renowned expert in the field of assessment defines feedback and its role in assessment and learning.
Journals
Birky, B. (September/ October 2012). Rubrics: A good solution for assessment. Strategies, Vol. 25, Issue 7, p.19-21, 3p.
Panadero, E., et.al., (December 2012). Rubrics and Self-assessment script effects on self regulation, learning and self-efficacy in Secondary
Education. Learning and Individual Differences, Vol. 22, Issue 6, p. 806-813, 8p.
Websites
http://www.teacgers.tv/videos/secondary-assessment-formative-assessment
http://edutopia.org/assessment
http://www.teach-nology.com/web_tools/rubrics/
http://www.edutopia.org/authentic-assessment-grant-wiggins
Course Requirements (Your grade for the course will be determined as follows)
REQUIREMENTS
ATTENDANCE
ASSIGNMENT/ QUIZZES
CLASS PARTICIPATION
PROJECT
EXAMINATION
TOTAL
MARKING SYSTEM

PERCENTAGE
15%
15%
30%
10%
30%
100%

Under the College new grading system, letter grades are assigned according to a seven level scale with the indicated point values and descriptions.
These are:
Numerical Grade
99-100
96-98
93-95
90-92
87-89
84-86
81-83
78-80
75-77

Point Value
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
4.0
5.0
6.0

Description
excellent

Very good

Good

Fair
Passed
Conditional
Failed
dropped

COURSE OUTLINE
Course
Learning
Outcomes
Demonstrate and
apply the basic
and higher level
of literacy,
communication,
numeracy, critical
thinking skills
needed for
higher learning

Intended Learning Outcomes

Learning Content

Identify the characteristics of a good 1. Student learning


outcomes(SLO)
student learning outcome
Give examples of a good SLO from
a given source

Instructional
Deliver(TLA)
Discussion
using
powerpoint
presentation

Instructional
Resources
Navarro, Rosita l.
And de Guzmansantos rosita.
(2013). Authentic
Assessment of
Student Learning
Outcomes.
Quezon City:
Lorimar
Publishing, inc.

Assessment
Tasks
Selfassessment
Quiz
Assignment

Time
Allotment

Apply a wide
range of
teaching skills

Demonstrate
mastery of the
subject matter
Identify and
describe
educational
philosophies that
influence modern
teaching
methods and
practices
Apply familiarity

with the learners


knowledge and
experience in

appropriate
situations
Facilitate
learning of
diverse types of
learners

Determine whether an assessment 2. Authentic assessment:


meaning, characteristics and
activity or strategy is traditional or
principles
authentic
Differentiate assessment, eveluation,
testing and mark

Identify assessment tools as


observation, performance sample,
or actual performance
Explain the three modes of
authentic assessment

3. Authentic assessment tools


3.1. Observationsbased assessment
tools
3.2. Performance
samples
assessment tools
3.3. Performance
assessment tools

Exercise

-do-

-d0-

-do-

-d0-

Quiz

Interview with
teachers
about
classroom
decision
making based
on: kinds of
students, their
characteristics
, major
decisions
made in
planning
instruction,
assessment of

Prelim
period

Demonstrate and
apply the basic
and higher level

of literacy,
communication,
numeracy, critical
thinking skills
needed for
higher learning

Identify process-oriented learning


competencies
Construct a scoring rubric: holistic
and analytical

4. process-oriented
performance-based
assessment
4.1. Process-oriented
learning
competencies
4.1.1. Learning
competencies
4.2. Task designing
4.3. Scoring rubrics

Apply familiarity
with the learners
knowledge and
experience in
appropriate
situations

student
learning
Chapter test
Graded
recitation
Creating a
scoring rubric/
rating scale
-d0Visiting a
classroom
where processlearning
assessments
are used.

-d0-

Facilitate
learning of
diverse types of
learners
Demonstrate
mastery of the
subject matter
Demonstrate and
apply the basic
and higher level
of literacy,

communication,
numeracy, critical

Prelim examination
Differentiate process-oriented and 5. Product-oriented
performance-based
a product-oriented performanceassessment
based assessment
5.1. Process-oriented
Differentiate general and specific
learning
task oriented scoring rubrics
competencies
State the factors that determine the

Discussion
using
powerpoint
presentation
Reporting

-d0-

Quiz
Writing
performance
criteria for
their products

thinking skills
needed for
higher learning
Apply familiarity
with the learners
knowledge and
experience in
appropriate
situations

use of a scoring rubric


Identify and describe the process of
developing a scoring rubrics for
product-oriented performancebased assessment
Develop a scoring rubric

5.2. Task designing


5.3. Scoring rubrics
5.3.1. Criteria setting

Facilitate
learning of
diverse types of
learners
Demonstrate
mastery of the
subject matter
Apply familiarity
with the learners
knowledge and
experience in
appropriate
situations
Facilitate
learning of
diverse types of
learners
Demonstrate
mastery of the
subject matter

Enumerate and discuss the different 6. Assessment in the affective


domain
levels in the taxonomy of the
6.1. The taxonomy in
affective domain
the affective
Give examples of learning
domain
competency objectives in the
6.2.
Affective learning
affective domain for each of the
competencies
levels in the taxonomy of kratwohl
6.3. Development of
Describe the potential of tapping the
assessment tools
affective domain in enhancing the
learning of students
Construct a rating scale and a
checklist

Construction
of assessment
tools
Chapter test

-do-

-d0-

Graded
recitation

Identify and

describe
educational
philosophies that
influence modern
teaching

methods and
practices

Create an

environment
conducive to
learning

Define portfolio assessment in


terms of its purpose, principles,
types, development and evaluation
Enumerate and discuss the various
types of portfolios
Discuss the importance of studentteacher conferences in light of
portfolio assessment
Create sample portfolio
Construct an assessment of a
portfolio

Establish and
maintain an
environment
needed for
holistic
development of
learners
Demonstrate and
apply the basic
and higher level
of literacy,
communication,
numeracy, critical
thinking skills
needed for
higher learning;
Demonstrate

Interpret and use assessment


results to improve teaching and
learning
Demonstrate mastery of concepts,
principles on interpretation and
utilization of assessment results
Manifest fairness in the
interpretation of test results
Distinguish between desirable and
undesirable practices in conducting
a parent-teacher conference

MIDTERM EXAMINATION
7. Portfolio assessment
methods
7.1. Features and
principles of
portfolio
assessment
7.2. Purposes of
portfolio
assessment
7.3. Essential elements
of the portfolio
7.4. Stages in
implementing
portfolio
assessment
7.5. Types of portfolio
7.6. Assessing and
evaluating the
portfolios
7.7. Student-teacher
conferences
PRE-FINAL EXAMINATION
8. Grading and reporting
8.1. Functions of
grading and
reporting systems
8.2. Types of grading
and reporting
systems
8.3. Development of a
grading and
reporting systems
8.4. Assigning letter

Quizzes
Assignment
Creation of a
portfolio
assessment
Chapter test
-do-

-d0-

-do-

-d0-

Quizzes
Assignments
Develop a
lesson based
on the
assessment
results
Symposium/ta
lk

mastery of the
subject matter

Demonstrate and
apply the basic
and higher level
of literacy,
communication,
numeracy, critical
thinking skills
needed for
higher learning;

Define statistics in terms of its


types, characteristics, and methods
Describe the use of statistics in the
chole process of outcomes-based
teaching and learning
Enumerate and discuss the levels
of measurement
Differentiate and identify examples
of indexes, scales and typologies

grades and
computing grades
8.5. Norm or criterionreferenced grading
8.6. Distribution of
grades and
guidelines for
effective grading
8.7. Conducting
parent-teacher
conferences
9. The use of statistics in
outcomes assessment
9.1. General concepts
on statistics and
learning inquiry
9.2. Conceptualization,
operationalization
and measurement
9.3. Indexes, scales,
typologies

Demonstrate
mastery of the
subject matter
FINAL EXAMINATION

Graded
recitation
Chapter test

-do-

-d0-

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