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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.
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
Learning Content
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
appropriate
situations
Facilitate
learning of
diverse types of
learners
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
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
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
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
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
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;
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-