EDUC 62 and FS 5:

Assessment of Learning II with Field Study 5

Course Description:

The course focuses on the development and utilization of

alternative forms of assessment in measuring authentic learning.
Emphasis is given to ways of assessing process-and product-oriented
learning targets as well as affective learning. Students will experience
how to develop rubrics for performance-based and portfolio
assessment.

Course General Learning Outcomes: At the end of the

course, the students must have:

1. Applied the principles of assessment in conceptualizing

techniques for assessing authentic learning
2. Designed performance-based assessment tools
3. Designed assessment tools for affective learning
4. Developed portfolio to assess one’s learning
5. Demonstrated skills in preparing and reporting grades
6. Derived information from alternative forms of assessment in
making instructional decisions.

Week Topics FS Activities

/Portfolio Entry/
REPORTERS
Week 1  Presentation of the Course INTRO

Objectives, Grading Policy and

Requirements
 Review of Some assessment terms
 Describing and Interpreting Scores
Naringahon
regidor
Week 2  Frequency Distribution: Polygons and
Histograms, Characteristics of
Frequency Polygons---symmetry,
skewness, modality and kurtosis
 Measures of Central Tendency: Mean,
Median, Mode
Week 3  Describing and Interpreting Scores guzman

 Measures of Variability: Standard

Deviation
 Percentage and Percentile Ranks
Week 4  Frequency Distribution: Grouped Data lofranco

 Organization of Data
 The Fractiles (extensions of the
median)
 Quartiles, Deciles, Percentiles
Week 5  Grading and Reporting Systems of Villar

Student Performance
 Reporting and Grading Systems:
 Percentage Grades, Letter Grades,
Pass- Fail Marks, Checklists, Written
Descriptions, Parent Conferences
 Establishing Grading Criteria
 Nature and number of Assessments
 Determining the weight to be given
each assessment and Grade
Computation
 Establishing Performance Standards
Week 6  Role of Grades in Motivating and drilon

Disciplining Students
 Handling Parents, Parent’s
Consultation Communicating Students’
Performance to Parents
 Communication Techniques
Week 7  Guidance and Counselling alagao

 Responding and helping failing

Students
 The Student who needs learning skills
 Posture/Body Language of Teacher-
Counselor
 Reflective Listening Techniques
 Techniques in Counseling
Week 8  The Art of Questioning Palapar
ariesgado
 Classification of Questions
 Levels of Classroom Questions
 Types of Questions
 Questioning Techniques
Week 9 Midterm Exam
Week 10  Oral Questions and Informal
Observations Characteristics of
Informal Observations and Questions
 Guidelines for Using Informal
Observations
 Basic Techniques to Document
Observations
 Anecdotal Records
 Checklist and rating scales
Week 11  Performance and Authentic
Assessments
 Characteristics of Performance and
Authentic Assessments
 Categories of Performance
Assessments
 Process vs Product measures
 Simulated vs real settings
 Natural vs structured stimuli
  Advantages of Performance
Assessments
 Limitations of Performance
Assessments
 Scoring Performance Assessments
 Checklist and rating scales
 Rubrics
 Requirements prior to creating a
performance
 Establishing The Capability to be
Assessed and Observed
 Establishing the Performance to be
Observed
Week 12  Portfolio Assessment
Week 13  Definition and Characteristics of
Portfolio
 Design of Student Portfolios
 Establish how portfolio will be used
 Center the content of portfolios on
instructional goals
 Determine the type of portfolio to be
used
 Establish procedures for organizing
the portfolio
 Choose a range of authentic classroom
Products
 Record significance of items in
portfolios
 Sample Rubrics to Evaluate Student
Portfolio
 Challenges and Benefits
Week 14  Rubrics
Week 15  Definition of Rubrics
  Rubrics for Performance Assessments
 Types of rubrics: Holistic and
Analytic
 Steps in the design of scoring rubrics
 Sample Scoring Rubrics
Week 16  Affective Assessments
 Affective Traits and Learning Targets
 Classification of Educational
Objectives
 Related to Affective Domain
 Bloom’s Affective Taxonomy
 Methods of Assessing Affective
Targets
 Affective Assessments
 Attitude Scales
 Likert Scales
 Semantic-Differential Scales
 Stapel Scales
Week 17  Review and Application of Concepts
 Paper-pencil test, oral questioning,
informal
 observations, portfolio assessment,
performance assessment or affective
assessment

 Part A: Oral Examinations

Week 18 Final Exam

Grading Policy:
30% = Major Exams (Midterm and Finals)
45% = Portfolio/ FS requirements
25% = Quizzes/Participation/Recitation