OBE Syllabus – Assessment of Learning 1

WCC VISION WCC MISSION

By year 2020, the WCC educational system
envisions itself as one of the leading
producers of industry-relevant, highly
competent graduates with a passion for
improving society through:
High quality specialized education
A culture of excellence
WCC educational system is committed to
produce World Citizens who contribute to the
advancement of humanity by providing
excellent and holistic education that is global
in scope; nationalistic in perspective; and
culturally diverse in orientation with a firm
Christian foundation by adapting relevant and
responsive outcomes-based curricula.

Strengthened values formation

CORE VALUES

Christ-centered. In my heart and mind, Christ’s love and sacrifice is treasured. In words and in
deeds, the love that was given to me through the cross is shown to my fellowmen. The truth that
has set me free remains the light that guides me in my walk.

Servant-leader. Inspired by the words of Christ, “I came not to be served but to serve,’ I help the
community through an excellent, competent, humble and righteous direction. Marked by my
deep desire to look after those who are in need, as a World Citizen, I plant the seed of my youth
to the fertile soil of authentic Christian leadership.

Excellent and Creative. In all toil and labor, I give my best effort. For every opportunity I will be
the best innovator and rejoice in the success of my pursuits.

Compassionate. I am a person of strength, yet my heart remains broken before Jesus. I realize
that God-given might shall be for those who need it the most. I am always ready to give a helping
hand, no matter how costly the sacrifice maybe. I am gentle in spirit, an epitome of
unconditional love and tenderness.

Person of Integrity. The love of God has made me a complete person. Being such, I cherish a life
that shows the virtues of Christianity. In home and school, in every work or play, wherever and in
whatever circumstances I am in, I become the salt and light that Christ commands everyone to
be. I set the example of a Godly attitude.

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 INSTITUTIONAL INTENDED LEARNING
GRADUATES ATTRIBUTES
OUTCOME

1. Competent Professional Demonstrate understanding and mastery of

Professional Excellence the fundamental knowledge and skills
required for effective professional practice in
the field of specialization in pursuit of
continuous improvement.
Communication Skills Communicate effectively across a vast range
of context and audiences
Adapt readily and appreciate technological
Modern Technology Usage
advancement.
2. Critical and Creative Thinker Practice critical thinking and creative thinking in
providing solutions to discipline related
problems
3. Reflective Lifelong Learner

Christ-Centeredness Imbibe Christ –like character in words, actions

and service to fellowmen.

Servant Leadership
Shows humility in serving others, community
and society as a whole

Compassionate Shows empathy and willingness to offer oneself

in helping others

Integrity
Act in honest, trustworthy and responsible
manner
4. Culturally Adaptable Learner

Interpersonal Skills Work harmoniously with people of varying

social and cultural backgrounds

Pride being a Filipino Maintains pride in being a Filipino amidst

cultural diversity

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 INSTITUTIONAL GOALS

Goal 1: Provide high quality and responsive specialized academic programs relevant to the
needs of the industry integrating values on Christ Centeredness, Servant Leadership, Excellence,
Compassion and Integrity to produce top-notch and well- rounded graduates

Goal 2: Maintain and develop a pool of qualified, multi-skilled and values oriented faculty and
staff that are primary designers of learning methods, competencies and environment to
produce lifelong learners.

Goal 3: Redesign and ensure completeness and reliability of learning environment for effective
and efficient delivery of services taking into account integrity and accountability.

Goal 4: Develop and strengthen mutually beneficial partnership/linkages both national and
international for the promotion of industry relevant instruction, meaningful research and
effective transmission of useful knowledge.

Goal 5: Provide relevant community extension programs in technology, education, health and
livelihood skills towards poverty reduction and empowerment of the poor and marginalized
sectors of society

Goal 6: Produce and conduct quality researches on education, health, ecology and
environment , technology , humanities and social sciences that are geared towards the
improvement of the quality of life and advancement of Filipinos and global community.

Goal 7: Implement efficient and effective management and administration of organizational

resources, programs and management system.

Goal 8: Formulate and implement viable and relevant business and other academic ventures
that will generate income to support instruction, research and extension programs.

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 COLLEGE VISION COLLEGE MISSION

The WCC College of Education envision every
student in World Citi Colleges to be functionally
equipped with academic excellence, imbued with
social responsibility and desirable values, thus
producing the best teachers in service to
humankind.
To provide access in the preparation of highly
competent teachers imbued with the ideals,
aspirations and tradition in the teaching
profession. The College of Education trains
teachers who are rooted and grounded in the
wealth of Philippine Culture and Heritage.

COLLEGE OBJECTIVES

OBJECTIVE 1: To develop competent and compassionate professional corporate leaders who can
contribute solutions to the emerging corporate and economic problems.

OBJECTIVE 2: To link academic requirements with business environmentwhich can be achieved by

effective cooperation and participation between the school and local business firms

OBJECTIVE 3:To develop organizational decision makers using quantitative and qualitative models that
produce sound judgment in solving a particular issue.

OBJECTIVE 4: To provide industry relevant seminars, training, and related learning experiences that will
help students picture out the real industry environment.

OBJECTIVE 5: To maintain and increase the level of expertise of faculty members by sending them into
trainings and seminars that can give benefits to the students of the college.

OBJECTIVE 6: To train students build good character by emphasizing team work, meeting deadlines,
professional conversation, and discipline.

OBJECTIVE 7: To maximize and optimize utilization of college resources.

OBJECTIVE 8: To conduct research that will continuously improve the college.

OBJECTIVE 9: (supporting WCC Core Values) To inculcate the proper social, spiritual and moral values to
face whatever incidences they may encounter in the practice of their profession.

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 COURSE SYLLABUS
PROGRAM : BACHELOR IN SECONDARY EDUCATION/BACHELOR IN ELEMENTARY EDUCATION
COURSE CODE: Educ 103 PLACEMENT:
COURSE TITLE: Assessment in Learning 1 1st Semester; 2nd Year and 3rd Year
COURSE DESCRIPTION:
PRE-REQUESITE/S None
Is one of the theory and concept courses. It
NO. OF UNITS: 3
provides the broad framework within which
the methods, strategies, processes, issues, and
other matters related to teaching are included.
It aims to help students understand
measurement evaluation and assessment as
means of evaluating student learning.
Lecture – 3 hours/week LEVEL OUTCOMES:
CONTACT HOURS:
At the end of the level, the students experience test
construction using Bloom’s Taxonomy of Educational
objectives. Students would learn how to prepare a table of
specification, describe differences between criterion and norm-
referenced tests and their uses, and identify grade
descriptions.

ALIGNMENT OF PROGRAM OUTCOMES, COURSE OUTCOMES AND LEARNING OUTCOMES

PROGRAM OUTCOMES
COURSE OUTCOMES
Program: Secondary and LEARNING OUTCOMES
Course: Assessment in Learning 1
Elementary Education

Knowledge (Intellectual Differentiate measurement, LO1 Explain the difference

Competencies) assessment, and evaluation. between measurement,
assessment, and evaluation.
1.Analyze “texts” (written,
visual, oral, etc.) critically. Understand what is measurement; LO2 Explain what is measurement,
the steps in the process of the steps in the process of
2. Demonstrate proficient and measurement; the methods of data measurement, the methods of data
effective communication collection, and the uses of collection, and the uses of
(writing, speaking and use of educational measurement. educational measurement.
new technologies).

3. Use basic concepts across the Understand what is evaluation; LO3 Explain what is evaluation,
domains of knowledge. educational evaluation, feedback, educational evaluation, feedback,
control, research, intervention, and control, research, intervention, and
4.Demonstrate critical, analytical power. power.
and creative thinking.
Understand what is assessment; the LO4 Discuss what is assessment,
5.Apply different analytical six assessment and grading practices the six assessment and grading
mode in problem solving. for effective learning; the functions practices for effective learning, the
of assessment; the seven principles functions of assessment, and the
Values (Personal and Civic and indicators of assessment of seven principles and indicators of
Responsibilities) student learning. assessment of student learning.

1.Appreciate the complexity of Understand what is alternative LO5 Explain what is alternative
the human condition. assessment, performance assessment, performance
assessment, and portfolios. assessment, and portfolios.
2. Interpret the human
experience from various
perspectives.

WORLD CITI COLLEGES OBE SYLLABUS / College of Business / MKTG 100 Page 5 of 13
3. Examine the contemporary Explain the advantages as well as the LO6 Explain the advantages as well
world from both Philippines and disadvantages of using portfolio in as the disadvantages of using
global perspectives. assessment. portfolio in assessment.

4.Take responsibility for Explain the types of assessment LO7 Summarize the types of
knowing and being Filipino. portfolios; the five stages of assessment portfolios, the five (5)
portfolio development; the stages of portfolio development,
5.Generate innovative practices elements of a portfolio. and the elements of portfolio.
and solutions guided by ethical
standards. Explain the characteristics of an LO8 Report to the class the
effective portfolio. characteristics of an effective
6.Appreciate various art forms portfolio.
and contributes to aesthetics.
Understand the relationship LO9 Discuss to the class the
7.Contribute personally and between instruction and assessment. relationship between instruction
meaningfully to the country’s and assessment.
development.
Understand the ways how LO10 Identify the ways how
8. Apply WCC Core Values in assessment enhance instruction. assessment enhance instruction.
their personal endeavor as
effective and responsible World Explain the seven criteria for LO11 Summarize the seven (7)
Citizens. performance assessment. criteria for performance
assessment.
Skills (Practical Skills)
Understand other methods of linking LO12 Explain the other methods of
1.Apply computing tools to assessment to instruction i.e. linking assessment to instruction
process information effectively. behavioral assessment, mastery i.e. behavioral assessment, mastery
learning, and curriculum-based learning, and curriculum-based
2. Use current technology to measurement. measurement.
assist and facilitate learning and
research. Understand the three key features of LO13 Discuss the three key
performance assessment. features of performance
3.Negotiate the world of assessment.
technology responsibly.
Interpret the number of decisions LO14 Discuss the number of
4.Create solutions to problems made by teachers that require them decisions made by teachers that
in various fields. to supplement their informal require them to supplement their
observations of students with informal observations of students
5.Manage one’s knowledge, systematic measures of aptitudes, with systematic measures of
skills and values for responsible achievements, and personal aptitudes, achievements, and
and productive living. development (eleven items). personal development.

6.Organize one’s self for lifelong Summarize the four steps as LO15 Report the four (4) steps as
learning. measures of maximum performance measures of maximum
for effective instructional decisions. performance for effective
Apply Christian Values in their instructional decisions.
personal endeavors as effective
and responsible World Citizen Explain what is diagnostic LO16 Discuss what is diagnostic
assessment; the nature of diagnostic assessment, the nature of
assessment, and progress diagnostic assessment, and
monitoring. progress monitoring.

Understand what is formative LO17 Identify what is formative

assessment; the suggestions for
improving formative assessment;
the benefits of formative assessment
for students.
WORLD CITI COLLEGES OBE SYLLABUS / College of Business / MKTG 100
assessment, the suggestions for
improving formative assessment,
and the benefits of formative
assessment for students.
Page 6 of 13
 Explain the characteristics of the LO18 Discuss the characteristics of
eight effective formative assessment the eight (8) effective formative
of 21st Century. assessment of the 21st Century.

Understand what is summative LO19 Explain what is summative

assessment. assessment.

Explain the eight guidelines for LO20 Interpret the eight (8)
effective student assessment. guidelines for effective student
assessment.

Explain the shift of educational focus LO21 Discuss the shift of

from content to learning outcomes. educational focus from content to
learning outcomes.

Explain what is Outcomes-Based LO22 Identify the factors leading to

Education and its three a greater integration of the Asian
characteristics. region.

Explain the three (3) recommended LO23 Report to the class the three
procedures to implement outcomes- recommended procedures to
based education on the subject or implement outcomes-based
course level. education on the subject or course
level.

Differentiate the two-types of LO24 Analyze the two types of

outcomes of education (immediate outcomes of education (immediate
outcomes and deferred outcomes). outcomes and deferred outcomes).

Understand measurement, LO25 Discuss measurement,

assessment and evaluation in assessment, and evaluation in OBE.
outcomes-based education.

Understand the need to redefine and
clarify the terms used to determine
the progress of students towards
attainment of the desired learning
outcomes (measurement,
evaluation, and assessment) in
connection with the change of focus
in instruction from content to
learning outcomes.
LO26 Discuss the need to redefine
and clarify the terms used to
determine the progress of students
towards attainment of the desired
learning outcomes (measurement,
evaluation, and assessment) in
connection with the change of
focus in instruction from content to
learning outcomes.

Understand the outcomes of student LO27 Identify the outcomes of

learning; the three types of learning student learning, the three types of
(cognitive, psychomotor, and learning (cognitive, psychomotor,
affective) and affective).

Understand how to assess student LO28 Discuss how to assess student

learning outcomes; the principles of learning outcomes, the principles of
Good Practice in assessing learning good practice in assessing learning
outcomes. outcomes.

Explain the different varieties of LO29 Report to the class the

assessment instruments (objective different varieties of assessment
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 examinations, essay examinations, instruments (objective exams,
written work, portfolio assessment, essay, written work, portfolio
and assessment rubrics. assessment and assessment
rubrics).
Understand the assessment of
learning outcomes in the K to 12
Program, the level of assessment
(knowledge, process or skills,
understanding, and
product/performances) and their
respective percentage weight.

Understand the development of

varied assessment tools.

Understand how to plan a test and

construction of Table of
Specifications (TOS).

Understand how to construct a True

or False Test, multiple choice test,
matching type and supply type
items, and essays.

Understand Item Analysis and

validation.

Understand performance-based
tests.

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 LEARNING PLAN

LEARNING TEACHING LEARNING ACTIVITIES ASSESSMENT TASK

WEEK TOPIC/CONTENT TIME TIME RESOURCES
OUTCOMES CLASSROOM ALLOTMENT
LABORATORY/RLE ALLOTMENT
ASSESSMENT TOOL
LO1 Explain the difference Measurement, Lecture/Discussion Recitation Quiz Textbook
1 between measurement, assessment, and 3hrs/week
assessment, and evaluation. evaluation.
LO2 Explain measurement, Measurement, steps in Lecture/Discussion 3hrs/week Recitation Written report Textbook
the steps in the process of the process of
measurement, the methods measurement, methods
2 of data collection, and the of data collection, and
uses of educational uses of educational
measurement. measurement.

LO3 Explain what is Evaluation, educational Lecture/Discussion 3hrs/week Recitation Quiz Textbook
evaluation, educational evaluation, feedback,
evaluation, feedback, control, control, research,
3
research, intervention, and intervention, and
power. power.

LO4 Discuss what is Assessment, six Lecture/Discussion 3hrs/week Recitation Quiz Textbook
assessment, the six assessment and grading
assessment and grading practices for effective
practices for effective learning, functions of
learning, the functions of assessment, and the
4
assessment, and the seven seven principles and
principles and indicators of indicators of
assessment of student assessment of student
learning. learning.

LO5 Explain what is Alternative assessment, Lecture/Discussion 3hrs/week Recitation Written report Textbook
alternative assessment, performance
5
performance assessment, assessment, and
and portfolios. portfolios.
6 PRELIMINARY EXAMINATION
LO6 Explain the advantages The advantages and Lecture/Discussion Recitation Quiz Textbook
7 and disadvantages of using disadvantages of using 3hrs/week
portfolio assessment. portfolio assessment.
LO7 Summarize the types of Types of assessment Lecture/Discussion Recitation Quiz Textbook
assessment portfolios, the portfolios, five stages of
8 five stages of portfolio portfolio development, 3hrs/week
development, and the and the elements of
elements of portfolio. portfolio.
LO8 Report to the class the The characteristics of an Lecture/Discussion Recitation Quiz Textbook
9 characteristics of an effective effective portfolio. 3hrs/week
portfolio.
10 LO9 Discuss the relationship Relationship between Lecture/Discussion 3hrs/week Recitation Quiz Textbook

WORLD CITI COLLEGES OBE SYLLABUS / College of Nursing / NCM 103 Page 9 of 13
 between instruction and instruction and
assessment. assessment.
LO10 Identify the ways how Ways how assessment Lecture/Discussion Recitation Quiz Textbook
11 assessment enhance enhance instruction. 3hrs/week
instruction.
12 MIDTERM EXAMINATION
LO11 Summarize the seven Criteria for performance Lecture/Discussion Recitation Quiz Textbook
13 criteria for performance assessment. 3hrs/week
assessment.
LO12 Explain the other Methods of linking Lecture/Discussion Recitation Quiz Textbook
methods of linking assessment to
assessment to instruction i.e. instruction.
14 behavioral assessment, 3hrs/week
mastery learning, and
curriculum-based
assessment.
LO13 Discuss the three key Three key features of Lecture/Discussion Recitation Quiz Textbook
features of performance performance
15 3hrs/week
assessment. assessment.

LO14 Discuss the number of Decisions made by Lecture/Discussion Recitation Quiz Textbook
decisions made by teachers teachers that require
that require them to them to supplement
supplement their informal their informal
16 3hrs/week
observations of students with observations of
systematic measures of students.
aptitudes, achievements, and
personal development.
17 LO15 Report the 4-steps as Four steps as measures Lecture/Discussion 3hrs/week Recitation Quiz Textbook
measures of maximum of maximum
performance for effective performance for
instructional decisions. effective instructional
decisions.

LO16 Discuss what is Diagnostic assessment. Lecture/Discussion Textbook

diagnostic assessment, the 3hrs/week Recitation Quiz
nature of diagnostic
assessment, and progress
monitoring.

LO17 Identify what is Formative assessment. Lecture/Discussion

formative assessment, the
suggestions for improving 3hrs/week Recitation Quiz Textbook
formative assessment, and
the benefits of formative
assessment for students.

LO18 Discuss the Characteristics of the Lecture/Discussion

characteristics of the 8- eight effective 3hrs/week Recitation Quiz
effective formative formative assessment Textbook
assessment of the 21st of the 21st Century.
Century.
.
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 LO19 Explain what is Summative assessment Lecture/Discussion Recitation Quiz Textbook
summative assessment. 3hrs/week

LO20 Interpret the eight Eight guidelines for

guidelines for effective effective student Lecture/Discussion Recitation Quiz Textbook
student assessment. assessment. 3hrs/week

LO21 Discuss the shift of Shift of educational

educational focus from focus from content to Lecture/Discussion Recitation Quiz Textbook
content to learning learning outcomes. 3hrs/week
outcomes.

LO22 Identify the factors Factors leading to a

leading to a greater greater integration of Lecture/Discussion Recitation Quiz Textbook
integration of the Asian the Asian Region. 3hrs/week
region.

LO23 Report to the class the The three Lecture/Discussion Recitation Quiz Textbook
three recommended recommended 3hrs/week
procedures to implement procedures to
outcomes-based education implement OBE on the
on the subject or course subject or course level.
level.

LO24 Analyze the two-types Two-types of outcomes Lecture/Discussion 3hrs/week Recitation Quiz Textbook
of outcomes of education of education.
(immediate outcomes and
deferred outcomes).

LO25 Discuss measurement, Measurement, Lecture/Discussion 3hrs/week

assessment, and evaluation assessment, and Recitation Quiz Textbook
in OBE. evaluation in OBE.

LO26 Discuss the need to The need to redefine

redefine and clarify the terms and clarify the terms
used to determine the used to determine Lecture/Discussion 3hrs/week Recitation Quiz Textbook
progress of students towards progress of students
attainment of the desired towards attainment of
learning outcomes the desired learning
(measurement, evaluation, outcomes.
and assessment) in
connection with the change
of focus in instruction from
content to learning
outcomes.

LO27 Identify the outcomes Outcomes of student

of student learning, the three learning, the three Lecture/Discussion
types of learning (cognitive, types of learning. 3hrs/week Recitation Quiz Textbook
psychomotor, and affective).

LO 28 Discuss how to assess How to assess student Lecture/Discussion 3hrs/week Recitation Quiz Textbook
student learning outcomes, learning outcomes.
WORLD CITI COLLEGES OBE SYLLABUS / College of Nursing / NCM 103 Page 11 of
13
 the principles of good
practice in assessing learning
outcomes.

LO29 Report the different Different varieties of

varieties of assessment assessment instruments Lecture/Discussion Recitation Quiz Textbook
instruments (objective (objective exams, essay,
exams, essay, written work, written work, portfolio
3hrs/week
portfolio assessment and assessment and
assessment rubrics. assessment rubrics).

18 FINAL EXAMINATION
COURSE POLICIES

1. ATTENDANCE: A student is required to attend his classes regularly. Punctuality is an essential part of class attendance. When a student accumulates absences that are
equivalent to 20% or more of the required number of hours in this subject, he/she automatically obtains a grade of 5.0.
2. CLASS PARTICIPATION: All students are strongly encouraged to ask questions during class sessions. Students can also present their ideas on topic regardless of whether
they are consistent with those of the instructor or author of the textbook they are using. Students are not free to talk or whisper with individual during class session.
3. MISSED EXAMS AND ASSIGNMENT: Students who will miss any major examination will be given a chance to take the said examination after a week of the scheduled
major examination and will be required to present a special permit from the cashier’s office. No make up for any missed quizzes nor assignment
4. ACADEMIC HONESTY: All students are to adhere to high standards of integrity in their academic work. Plagiarism and cheating are not acceptable and will not be
condoned by the college. Students involved in such activities are subject to serious disciplinary action. For further explanation on this topic, please refer to the WCC
Student Handbook.

GRADING SYSTEM
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Prelim Exam
PRELIM GRADE
3
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Midterm Exam
MIDTERM GRADE
3
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Pre FinalExam
PRE-FINAL GRADE
3
Prelim Grade + Midterm Grade + Pre Final Grade
FINAL GRADE
3
REFERENCES
TEXTBOOKS Flordeliza C. Buendicho, Ph.D, Rex Bookstore
JOURNALS
WEBSITE
OTHER REFERENCES Rosita L. Navarro, Ph.D and Rosita G. Santos, Ph.D., Lorimar Publishing
PREPARED BY: REVIEWED BY: APPROVED BY:

JUANITO F. IGNACIO

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 Faculty OBE College Committee Representative OBE Core Committee Representative

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