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Republic of the Philippines

PALAWAN STATE UNIVERSITY


Puerto Princesa City
Coron Campus
PSU Vision A premier State University in the Southeast Asia that provides excellent and relevant higher education for sustainable
development.
PSU Mission The Palawan State University is committed to upgrade the quality of life of the people by providing higher education
opportunities through excellent instruction, research, extension, production services, and transnational collaboration and
innovations.
PSU Institutional Outcomes Enhance knowledge, skills and attitudes and values of Filipinos to live productive lives.
College Goal The Palawan State University-Coron is committed to democratize education in the locality by bringing quality tertiary
education at the doorstep of every Calamianon through the offering of courses relevant to the socio-economic progress of the
Calamianes group of Island Municipalities. It aims to produce a workforce that is composed of holistically molded and trained
individuals who possess global skills in the fields of education, criminal justice, business, hospitality and tourism industry.

Program Objectives To meet the demand for competent professional teachers for basic education programs in the Philippines and in other
countries; To develop teacher who have the skills and competencies to teach, undertake research and provide community
service across the different learning in basic education.
Course Title ASSESSMENT OF STUDENT LEARNING 2
Course Number ED 10
School Year and Semester SY 2018-2019 Second Semester
Name of Faculty NIKKI ROSE F. DOMAEL
Department EDUCATION Department
Course Prerequisites None
Course Description This course focuses on the development and utilization of alternative forms of assessment in measuring authentic learning.
Emphasis is given on how to assess process-and-product learning targets as well as affective learning. Students will experience
how to develop rubrics for performance-based and portfolio assessment
Course Outcomes After completing the course, the students are expected to
• Measure and evaluate learning outcomes in the cognitive domain
• Develop and utilize alternative forms of assessment in measuring authentic learning
• Develop assessment tools that will measure students’ performance in terms of affective domain
• Develop rubrics for performance-based and portfolio assessment
Course Format The teaching-learning strategies or activities that will be utilized in the course are lecture, reporting (to develop or enhance
more the knowledge and communication skills of the students), discussion with active participation (to engage the students in
active and collaborative discussion), case analysis (to expose students in different situation/problems and able to deal with it
properly), and writing a journal (to involve students in learning experiences)
LEARNING PLAN
The schedule should include dates for topics as they appear in topic outline, examination dates and other activities. Although the dates for topics and
activities might be modified, examination dates should be more or less fixed. Refer to the University school calendar. Suggested format is given below.
Day/Week Learning Outcomes Content Teaching Learning Strategies/ Instructional Assessment
Activities Resources/References
Week 1 1. Discuss the PSU Vision and a. PSU Vision, Mission Lecture Recitation
Mission. b. Course outline Discussion with active Essay
2. Contribute ideas in the c. classroom policies participation (with rubrics)
formulation of classroom policies.
Week 2 1. Tabulate scores and prepare a a. Measure Central Lecture Book: Assessment of SL Recitation
frequency distribution Tendency Discussion with active -I (Danilo S.Gutierrez); Written
Week 3 2. Calculate the mean, median and b. The Measures of participation Internet Output(quiz)
mode Central Tendency in
3. Interpret test scores Different distribution
4. Describe each kind of
distribution
Week 4 1. Calculate the range and a. Measure of Lecture Book 1: Assessment of SL Recitation
standard deviation variability Discussion with active -I (Danilo S.Gutierrez); Written
Week 5 2. Interpret test scores b. The measure of participation Internet Output(quiz)
3. describe each kind of variability in different
distribution Distribution
4. determine the correlation of the c. Correlation
data compared
Week 7 1. Explain the theory of M.I a. Assessment and the Reporting Book 2: Assessment of SL Presentation output
2. Describe the different kinds of Theory of Multiple Discussion with active -I (Danilo S.Gutierrez); Recitation
Week 8 intelligences Intelligences participation Internet Role play
3. Demonstrate the use of Case analysis Written output
instrument to assess a student’s (w/ Rubrics)
multiple intelligences profile
Week 9 1. Define affective objectives Writing Affective Reporting Book 2: Assessment of SL Presentation output
2. Describe the different levels of Objectives Discussion w/ active -I (Danilo S.Gutierrez); Recitation
Week 10 complexity of affective objectives participation Internet Written output
3. Formulate objectives in the Brainstorming (Small group) (w/ Rubrics)
affective domain
Week 11 1. Describe the methods in Measuring attitudes Reporting Book 2: Assessment of SL Presentation output
measuring attitude Discussion w/ active -I (Danilo S.Gutierrez); Oral output and Written
2. Construct an instrument to participation Internet output (with rubrics)
measure attitude towards Case analysis
something
Week 12 1. Define sociogram Sociograms Reporting Book 2: Assessment of SL Presentation output
2. Explain how to administer Discussion w/ active -I (Danilo S.Gutierrez); Oral output and
sociometric test participation Internet Written output (with
rubrics)
3. Develop a sample of sociogram Small group activity
in the classroom
Week 13 1. Define values Measuring Values Reporting Book 2: Assessment of SL Presentation output
2. Construct an instrument to Discussion w/ active -I (Danilo S.Gutierrez); Oral output and Written
Week 14 measure values participation Internet output (with rubrics)
Small group activity
Week 15 1. Explain the portfolio process Portfolio assessment Reporting Book 2: Assessment of SL Presentation output
2. Design a scoring rubric to Discussion w/ active -I (Danilo S.Gutierrez); Oral output and Written
evaluate a student’s final participation Internet output (with rubrics)
performance through a portfolio Small group activity
Week 16 1. Cite the purpose of writing a Journal as assessment Reporting Book 2: Assessment of SL Presentation output
journal Tool Discussion w/ active -I (Danilo S.Gutierrez); Oral output and Written
2. Construct an instrument to participation Internet output (with rubrics)
evaluate good journal Brainstorming (Small group)
Week 17 1. discuss the basic principles in Educational Reporting Book 2: Assessment of SL Presentation output
educational assessment and Evaluation Discussion w/ active -I (Danilo S.Gutierrez); Oral output and Written
evaluation participation Internet output (with rubrics)
2. Determine the different Brainstorming (Small group)
evaluation approaches

Course References 1. Assessment of Learning Outcomes –book 1 by Danilo S. Gutierrez, Ph.D.


2. Assessment of Learning Outcomes –book 2 by Danilo s. Gutierrez, Ph.D.
3. Advanced methods in Educational assessment and evaluation:
assessment of Learning 2, by dr. Rosita De Guzman-Santos
4. Authentic Assessment of the Child with Special Needs by
Dr. Genevieve Rivadelo-Caballa
Additional Materials Calculator, laptop, projector, etc..
Course Requirements Midterm Grade Tentative Final Grade Final Grade
Quizzes ------15% Quizzes --------15% FG = MG + TFG
Recitation ---15% Recitation------15% 2
Assignment --5% Assignment –--5%
Act. Output/-25% Act. Output----25%
Case Analysis Case analysis
Midterm-------40% Final Exam-----40%
100% 100%
Classroom Policies 1. Only student wearing proper uniform can attend the class.
2. Student who is 20 mins. late will not be admitted in class
3. 5 absences without valid reasons will automatically dropped from class
4. Students should implement the “English speaking” policy inside and outside the classroom
5. Strict implementation for the submission of requirements (ex. project, case study output,
research output). Late submission of requirement will have deduction on grade
Supplementary Material
Consultation Period 11:00-12:00 Fri/5:00-6:00Thurs (Faculty room-JTR Bldg)
* Present an outline of the content / topic that will be covered in the course following a logical / hierarchical / developmental
sequencing. Use at least a two-or three tiered outline. Additional topics may be suggested by the learners.

Prepared by:
NIKKI ROSE F. DOMAEL
Faculty

Checked by:

RON ARCHIE AUSTRIA


Department Chairperson

Recommending Approval:

VINAMAR A. DAGAMI – ODASCO


Chairman on Instruction

Approved by:

ATTY. ALBERT C. GARRAEZ


Acting Director
Republic of the Philippines
PALAWAN SATE UNIVERSITY
CORON CAMPUS
Coron, Palawan

Midterm Exam in ED10: Assessment of Student Learning 2

Name: Date:
Year/Course: Score:

I. MULTIPLE CHOICE. Read the question carefully and write the letter of your answer on space provided before the number.

1. Which tells whether score distribution appears compressed or expanded?


a. Range b. mean c. correlation d. standard deviation
2. It deals with the relationship between the two measures being compared.
a. Correlation c. Measure of Central Tendency
b. Measures of Variability d. Measures of Position
3. This measure of central tendency is affected by extreme scores.
a. mean b. Median c. mode d. Range
4. A set of data is arranged descending order of magnitude and the middle value is obtained. Which of the following corresponds to the middle value?
a. mean b. median c. mode d. midrange

For items 5-8. The scores of 10 students who took the qualifying exam for a major mathematics competition are as follows
is.
Student A B C D E F G H I J
Score 18 32 10 15 27 18 23 28 29 30

5. What is the range scores?


a. 18 b. 22 c. 23 d. 25
6. What is the median score?
a.18 b. 20 c. 23 d. 25
7.What is the mode of the scores?
a.18 b.22 c. 23 d.25
8. What is the computed mean?
a.18 b. 22 c.23 d.25
9. Forty out fifty examinees obtained scores below the mean in a standardized test. A graphic representation of the score distribution is.
a. Negative skewed b. positively skewed c. leptokurtic d. mesokurtic
10. A class is composed of academically bright students. The score distribution will most likely be .
a. Leptokurtic b. Mesokurtic c. Platykurtic d. normal curve
11. When a test yields zero standard deviation, this simply means that:
a. The student’s scores are the sane
b. Fifty percent of the score is 0
c. Less than fifty percent of the scores is zero
d. More than fifty percent of the scores is zero
12. Which of the following is/are the least stable measure/s of central tendency?
a. median b. mean c. mode d. mode and median
13. What is implied by a positively skewed distribution?
a. The mode is high c. Most of the scores are high
b. Most of the scores is low d. The mean, median, and mode are equal
14. What is implied by a negatively skewed distribution?
a. The mode is high c. Most of the scores are high
b. Most of the scores are below d. The mean, median, and mode are equal
15. The computed correlation (r) for Math and Reading scores is -0.79. This means that
a. Math and Reading scores are not related
b. The higher the score in Math, the lower the Reading score
c. The higher the score in Math, the higher the Reading score
d. The lower the score in Math, the lower the Reading score
16. If the class mean is 33.52, Emily’s performance of 40 is considered
a. Below the mean b. above the mean c. within the mean d. A or B
17. What devise or instrument should a teacher use to determine how a student is viewed by his/her peers as he/she interact with his/her
classmates?
a. Checklist b. rating scale c. rubric d. sociogram
18. When a student likes to doodle, paint or draw, he/she possesses ____________intelligence
a. Intrapersonal b. bodily-kinesthetic c. spatial/visual d. musical
19. Which of the following is a spatial assessment?
a. Read a story, then paint a scene c. Read a story, then compose a jingle
b. Read a story, then share it with friend d. Read a story, then write a journal
20. Which of the following is musical assessment?
a. Read a story, then paint a scene c. Read a story, then compose a jingle
b. Read a story, then share it with friend d. Read a story, then write a journal
21. Which of the following is intrapersonal assessment?
a. Read a story, then paint a scene c. Read a story, then compose a jingle
b. Read a story, then share it with friend d. Read a story, then write a journal
22. Which of the following is interpersonal assessment?
a. Read a story, then paint a scene c. Read a story, then compose a jingle
b. Read a story, then share it with friend d. Read a story, then write a journal
23. Student with naturalist intelligence is also called
a. Word smart b. people smart c. body smart d. nature smart
24. What level in the affective domain does the objective “Listen to instructions” belong?
a. Responding b. Valuing c. Receiving d. Organizing
25. This domain includes emotions, feelings, attitudes, interests, values, character development and motivation
a. Cognitive b. Psychomotor c. Affective d. Skills
26. Which of the following objectives is specific?
a. Develop sense of nationalism c. Appreciate Filipino Artwork
b. Read anecdotes about Dr. Jose Rizal d. Show respect to Filipino Heroes
27. The students shows some worth in an idea or value by acting on it independently, willingly and frequently.
a. Receiving level b. responding level c. organization level d. valuing level
28. It is define as the sum total of man’s inclinations and feelings, prejudices or biases, ideas, fear, threat, and convictions about any specific topic.
a. Attitude b. values c. character d. aspiration
29. Which is the best way to determine if students have imbibed punctuality after a lesson on punctuality?
a. Reflection worksheet c. Journal entry
b. Observation d. Debate on use of time
30. Teacher F wants to know how health conscious her students have become after a lesson on Health Tips. Which assessment tool is/are most
appropriate?
I. Checklist on health habits III. Observation
II. Quiz on Health Tips IV. Role Play

a. I and II b. I and III c. II and III d. I and IV Correlation


For items 31-33. Performance in English Test

Class Mean Standard Deviation


IV-1 58.20 2.32
IV-2 57.10 4.58
IV-3 56.08 5.72
IV-4 52.46 6.19
IV-5 50.13 7.14

31. Which class is the most homogeneous as shown in the table?


a. IV-5 b. IV-4 c. IV-3 d. IV-1
32. Which class performed the best in an English test?
a. IV-1 b. IV-2 c. IV-3 d. IV-4
33. Who is the most effective teacher according to the given data.
a. IV-1 b. IV-2 c. IV-3 d. IV-5

For items 34-40. Study the data below.


Pearson-Product-Moment
X-scores Y-scores X² Y² XY
24 18 576 324 432
21 16 441 256 336
18 10 324 100 180
15 16 225 256 240
15 12 225 144 180
15 10 225 100 150
12 10 144 100 120
12 8 144 64 96
9 6 81 36 54
9 4 81 16 36
∑X = ∑Y= ∑X²= ∑Y²= ∑XY=

34. What is ∑X?


a. 130 b. 140 c. 150 d. 160
35. What is ∑Y?
a. 100 b. 105 c. 108 d. 110
36. What is ∑X²?
a. 2460 b. 2466 c. 2510 d. 2516
37. What is ∑Y²?
a. 1396 b. 1398 c. 1399 d. 1416
38. What is ∑XY?
a. 1924 b. 1844 c. 1834 d. 1824
39-40. What is the computed correlation coefficient?
a. +.76 b. +.87 c. -.76 d. -.87

Test II. A. Write only one specific objective under each level of complexity of affective domain.
I. Receiving:
______________________________________________________________________________________________
II. Responding:
______________________________________________________________________________________________
III. Valuing:
______________________________________________________________________________________________
IV. Organization:
______________________________________________________________________________________________
V. Characterization of a Value:
______________________________________________________________________________________________
Test III. Construct a 5-point rating scale that will assess or measure student’s attitude in performing or conducting group activity. Formulate five
behavioral indicators.

Indicator
1.

2.

3.

4.

5.

Prepared by: Checked by: Approved by:

NIKKI ROSE F. DOMAEL VINAMAR D. ODASCO ATTY. ALBERT C. GARRAEZ


Instructor Chairman on Instruction Acting Director
Republic of the Philippines

PALAWAN STATE UNIVERSITY

CORON CAMPUS
Coron, Palawan

Final Exam in ED 10: Assessment of Student Learning 2

Name: ____________________________________ Date: _________________

Year/Course: ______________________________ Score: ________________

I. MULTIPLE CHOICE. Read the question carefully and write the letter of your answer on space provided before the number.
1. Teacher D asks her students to write a summary of their most intimate thoughts about a film viewed to determine how much the film has changed
their thoughts about racial discrimination. Which assessment tool does she employ?
a. Journal entry c. Reflection worksheet
b. Observation sheet d. Theme writing
2. Which is the best way to determine if students have imbibed punctuality after a lesson on punctuality?
a. Reflection worksheet c. observation
b. Journal entry d. Debate on the use of time
3. Which assessment tool offers opportunities to teachers to document students’ growth over time?
a. Anecdotal record c. bibliography
b. Sociogram d. journal
4. Which is an on-the-spot recording that provides an inexpensive, non-threatening, assessable method of gathering a range of information about
learners’ academic, social, and emotional development?
a. Anecdotal record c. sociogram
b. Journal d. Developmental record
5. An appropriate assessment tool for assessing the development of learning in the affective domain is through:
a. Performance assessment c. reading of journal entries
b. Product assessment d. self-assessment
6. Which is the most reliable tool of seeing the development in your pupils’ ability to write?
a. Portfolio assessment c. interview of pupils
b. scoring rubric d. self-assessment
7. Which is one measure of attitude that consists of a value statement where you are asked to express your degree of agreement or disagreement
of a statement?
a. Checklist c. Interview schedule
b. Observation rubric d. Likert scale
8. It is a teacher-made device that determines how a student is viewed by his peers.
a. Journal b. sociogram c. anecdotal record d. portfolio
9. A student chosen by most of his/her classmates or peers is called ___________.
a. Star b. sociogram c. mutual choice d. clique
10. It is defined as an individual’s beliefs about ideal conduct in the pursuit of truth, wisdom and beauty.
a. behavior b. attitude c. values d. character
11. How is portfolio different from a scrapbook?
a. A portfolio contains reflection c. A portfolio contains entries
b. A portfolio contains picture d. A portfolio contains visual appeal
12. What do you call journals that contain the feelings and ideas about certain topic of the students?

a. science journal c. dialogue journal

b. personal journal d. reading response journals

13. What is the correct sequence in designing a portfolio?

a. Select-reflect-exhibit-confer-set-goals c. Collect-set goals-select-reflect-exhibit

b. Set goals-collect-select-reflect-exhibit d. Confer-reflect-set goals-collect-select

14. How many various entries in portfolio be organized?


a. According to sequence c. According to purpose

b. According to categories d. Either A or B

15. It is a collection of student work that has been selected and organized to show student learning progress.

a. Developmental portfolio c. Showcase portfolio

b. Working portfolio d. Documentary portfolio

16. This kind of portfolio consists of day-to-day work of students.

a. Developmental portfolio c. Showcase portfolio

b. Working portfolio d. Documentary portfolio

17. This section provides the names of persons to whom the portfolio is dedicated and to whom the student owes his/her gratitude.

a. greetings b. portfolio entries c. acknowledgement d. reflections

18. This portion of portfolio states the reason the portfolio is made.

a. portfolio entries b. table of contents c. statement of purpose d. title page

Test II. Construct a sociogram based from the given table. Identify the categories of students in that sociogram.

Clara Helen Rose Lily Perla Rita Tess Mila


Clara I
Helen I I
Rose 1
Lily I I
Perla I I
Rita I
Tess I I I
Mila I I
Star: ____________________________________________________________

Mutual Choice: ___________________________________________________

Clique: _________________________________________________________
Test III-A Construct a 5-point rating scale that will measure “Fair Play and Sportsmanship”. Write 5 indicators. (12 points)

Test III-B. Explain briefly the steps in designing a portfolio. (5 points)

Set goals collect select reflect exhibit

Test V. Supply the missing information of the given sample of anecdotal record.

Claudio Sandoval Elementary School

INDIVIDUAL ANECDOTAL RECORD

Name of Pupil: ___________________________________________

Grade: __________________________________________________

Date Incidental Report Action/Remark


March 10, 2018 -(Specify possible incident) Refer the matter to the guidance counselor
for further investigation.
March 15, 2018 Returned a missing cellphone in the lost (Write possible action to take)
and found section.

Prepared by: Checked by: Approved by:

NIKKI ROSE F. DOMAEL VINAMAR D. ODASCO ATTY. ALBERT C. GARRAEZ


Instructor Chairman on Instruction Acting Director