BATAAN PENINSULA STATE UNIVERSITY

Dinalupihan Campus
COURSE SYLLABUS
FIRST SEMESTER AY 2018-2019

COURSE INFORMATION:

Course Code: MSED 107

Course Title: Assessment of Student Learning 2
Course Description: This course focuses on the development and utilization of alternative forms of assessment in measuring authentic learning. Emphasis is given two
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

Credit Unit: 3 units

Contact Hours: 3 hours per week
Pre-requisite: MSED 104 (Assessment of Student Learning 1)
Co-requisite: None
Intended for: Bachelor in Elementary Education students (3rd Year)
Class Schedule:

Vision Mission
A university of excellence acknowledge in the country and Provide quality and relevant education that will develop
the Asia-Pacific Region for quality graduates and highly qualified and competitive and human resources
knowledge responsive to socio-economic needs. responsive to national and regional development

PROGRAM OUTCOMES (PO)

On completion of the course, the student is expected to be able to do the following:

Program Outcome Code Program Outcomes

PO1 Articulate the relationship of education to larger historical, social, cultural and political processes.
PO2 Facilitate learning using a wide range of teaching methodologies in various types of environment.
PO3 Develop alternative teaching approaches for diverse learners.
 PO4 Apply skills in curriculum development, lesson planning, material development, instructional delivery and educational assessment.
PO5 Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
PO6 Practice professional and ethical teaching standards to respond to the demands of the community.
PO7 Pursue lifelong learning for personal and professional growth.
PO8B Demonstrate in-depth understanding of the development of adolescent learners.
PO9B Exhibit comprehensive knowledge of various learning area in the secondary curriculum.
PO10B Create and utilize materialsProgram
appropriate to the secondary level to enhance teaching and learning.
Course Outcome
Outcomes
PO11B Design and implement assessment tools and procedures to measure secondary learning outcomes.
After completion of the course, the students should be able to : PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8A/B PO9A/B PO10A/B PO11A/B
develop basic and higher level literacy, communication, numeracy,
CO1
critical thinking and learning skills needed for higher learning
develop deep and principled understanding of the learning
CO2 processes and the role of the teacher in facilitating these processes I I D D I D D
in their students
Develop deep and principled understanding of how educational
CO3 processes relate to larger historical, social, cultural and political
processes
develop meaningful and comprehensive knowledge of the subject
CO4
matter they will teach
apply a wide range of teaching process skills (including
CO5 curriculum development, lesson planning, materials development, I I I D
educational assessment and teaching approaches)
acquire direct experiences in the field/ classroom (classroom
CO6
observations, teaching assistance, practice teaching) I I
demonstrate and practice the professional and ethical
C07 I I I I
requirements of the teaching professions I I I
facilitate learning of diverse types of learners, in diverse types of
CO8 learning environment using a wide range of teaching knowledge
and skills
reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the content and I I D D
CO9 the broader social forces encumbering the school and educational I I I I
processes in order to constantly improve their teaching knowledge,
skills and practices
develop creativity and innovativeness in thinking of alternative
teaching approaches, take informed risks in trying out these I I I
C010 D D D
innovative approaches, and evaluate the effectiveness of such
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Syllabus approaches in improving student learning
Are willing and capable to continue learning in order to better
CO11
fulfil their mission as teachers
COURSE OUTCOMES (CO) AND RELATIONSHIP TO PROGRAM OUTCOMES

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Syllabus
LEARNING PLAN
In order to achieve the outcomes of this course, learners will go through this learning plan:

Course Intended Learning Outcome (ILO) Teaching Learning Instructional Assessment Time
Topics
Outcomes Knowledge Skills Attitudes Activities (TLA) Resources Tools/Tasks Frame
Explain university (VMGO Discussion) Discussion
mission, vision, goals Develop Syllabus
and objectives understanding of Syllabus Distribution and Learning Contract 1 hour
the university’s Discussion Orientation Learning
VM and the Contract
academic unit’s Learning Contact Discussion
GO
Explain the meaning Use clear and
of assessment and its Review of Assessment and its
specific targets in Classroom Power Point Paper and 3 hours
types and importance types and
Discussion Pencil Test
C02, CO5 Of clarifying learning conducting Principles of High Quality Presentation
targets in assessing Assessment
assessment Books
the students/pupils

Identify the Apply the concepts Suggest different

CO2, CO5 Power Point Performance-
Properties of in the preparation assessment tools in Appropriateness of Assessment Lecture-Discussion
based
Assessment Methods of Assessment the different Methods Presentation 3 hours
Assessment
Tools phases of
instruction
Define Authentic Authentic Assessment and its
Assessment types Library Research Power Point
 Meaning Presentation Paper and
C02, CO5 Differentiate  Characteristics pencil Test 6 hours
Authentic and  Practices Small Group Books
Traditional  Phases Interactive
Assessment  Types Activities

Describe the nature Develop /Prepare Cooperative Power Pont Performance –

CO2, of Process-Oriented scoring rubrics to Process-Oriented Performance Learning Approach Presentation based task 5 hours
CO4,CO5 assess performance Based Assessment (Partner Learning)
Performance-based
Handouts
Assessment Reporting

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Syllabus
 Identify and discuss Design a scoring Value the use of Cooperative
CO2, CO5 the components and rubric for a scoring rubric for Scoring Rubrics Learning Activity Performance
process-oriented fairness or based task
types of scoring  Components
performance task objectivity 4 hours
rubrics  types Brainstorming

Discuss the levels Categorize the Library Product

CO2, C05, Of Product Oriented Output or product and Internet Projects Assessment
CO7 Learning as to novice, Research Task
( Scrapbook) 5 hours
Competencies skilled and expert
Power Point
objectives in the levels Product Oriented Performance – Lecture-Discussion Presentation
teaching-learning based Assessment
process Handouts
Design a rubric
To assess product

MIDTERM EXAMINATION
Describe the different Develop
concepts related to instruments for Lecture-discussion Power Point
affective learning assessing affective Presentation Pencil 5 hours
CO2, CO5 learning Interactive Group And
competencies and
competencies Handouts Paper test
assessing affective Affective Learning Reporting
Create affective
learning outcomes Competencies
learning outcome
for different level
Discuss the levels of in the affective Collaborative
Assessment in the Affective learning
Cognitive objectives domain
Domain
Cite examples or
situations to
illustrate the levels
of affective
objectives
Develop Portfolio Assessment Methods
Identify the features assessment tools in  definition Individual/Tandem Portfolio
of portfolio assessing student  Difference between Reporting Sample Assessment

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Syllabus
CO2, CO5, portfolio Portfolio
CO9 Compare and Portfolio and traditional Handout 6 hours
contrast Portfolio and forms of Assessment Lecture-Discussion
Traditional forms of  Types of portfolio Power Point
assessment Presentation
Analyze the Correct possible Information Paper
advantages and errors committed Sharing Handouts And
disadvantages of by teachers in the Engagement Pencil Test
CO2, CO8, portfolio assessment use of portfolio 4 hrs
Purposes of Portfolio Types
CO10 Individual/Tandem
Advantages and Disadvantages
Reporting
of Portfolio

Library and
CO2, CO5, Identify the different Collect samples of Internet Research
CO7 components of grading systems Handouts Product-
grading in used in different Information Assessment
elementary and schools Grading and Reporting Sharing Task 3 hours
secondary levels Engagement

Classroom
Discussion
Differentiate Norm- Cite the Classroom
CO2, CO5 referenced and advantages and Discussion Sample Report Paper
Criterion-referenced disadvantages of Types of Grading System Cards and and 4 hours
grading systems norm and Information Transmutation Pencil Test
criterion- Sharing Table
referenced systems Engagement
Determine the Compute grades of Relate the Classroom
CO2, CO5, different components students correctly implication of Discussion
CO8 of grading and fairly classroom Grading System for Pupils Primer of K-
achievements of management /Students under K-12 Information 12 Program Product
students under K- 12 principles to Curriculum Sharing Assessment 5 hours
Curriculum effective engagement Power Point Task
instruction Presentation
Internet Research

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Syllabus

MAJOR COURSE OUTPUTS (MCO)
As evidence of attaining the above course outcomes, students are required to do and submit the following during the indicated dates of the term. The rubrics for these outputs are
provided.
Required Output
MCO1 Portfolio of the Student’s Task Sheets
Tasks Exemplary
(4)
Documentation All tasks were done with
outstanding quality; works
exceeds expectations
My Analysis Analysis questions were
answered completely; in
depth answers; thoroughly
grounded on theories
Exemplary grammar and
spelling
My Reflection Reflection statements are
profound and clear,
supported by experiences
from the episodes
My Portfolio Portfolio is complete, clear,
well organized and all
supporting documentation
are located in sections
clearly designated
Submission Before deadline
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Syllabus
Over-all Score
FINAL EXAMINATION
Performance Target Course Outcomes it
Represents Due Date
CO2, CO5, CO7, CO8,
3rd week before the end of
90% of the students in the class CO9,CO10
the semester
will pass
Superior Satisfactory Unsatisfactory Sub- RUBRIC FOR ASSESSMENT
(3) (2) (1) Totals
FOR MCO1
All or nearly all tasks Nearly all tasks Fewer than half were done;
were done with high were one with or most objectives met but
quality acceptable quality with poor quality
Analysis questions were Analysis questions Analysis questions were
answered completely; were not answered not answered
clear connections with completely ;
theories Vaguely related to
Grammar and spelling the theories
are superior Grammar and Grammar and spelling
spelling unsatisfactory
acceptable
Reflection statements Reflection Reflection statements are
are clear, supported by statements are unclear and shallow; not
experiences from the shallow; supported by experiences
episodes supported by from the episodes
experiences from
the episodes OTHER COURSE
Portfolio is complete, Portfolio is Portfolio has many lacking REQUIREMENTS
clear, well organized incomplete, clear, components; is
and most supporting supporting unorganized and unclear Aside from the major course
documentation are documentation is outputs, the student will be
located in sections organized but is assessed at other times during the
clearly designated lacking term by the following:
On the deadline A day after the Two days or more after the
deadline deadline
COURSE CODE – Course
Rating
  Learning Engagement
 Short Examinations

 Interactive Individual/ Group Report

GRADING SYSTEM
The following shall be used as basis for giving grades:

Midterm Grade Final Grade

Class Standing 70% Class Standing 70%
Quizzes Quizzes
Attendance Attendance
Performance and Performance and
Learning Learning
Engagement Engagement
Assignment Assignment
Research Works Research Works
Task Sheets Task Sheets

Term Examination 30% Term Examination 30%

The Term Grade will be computed based on the 70-30 policy (70% class standing + 30% term exam)
The Final Grade will be computed based on the 50-50 policy (50% of the Midterm + 50% of the tentative Final Grade).
REFERENCES
BOOKS
De-Guzman-Santos, Rosita ( 2007). Advanced Method in Educational Assessment and Evaluation I: Quezon City: Lorimar Publishing Inc.

Cajigal, Roman and Mantuano, Maria Leflor (2014). Assessment of Leaning 2: Quezon City: Adriana Publishing Co., Inc.

Navarro Rosita (2013). Authentic Assessment of Student Learning Outcomes: Quezon City: Lorimar Publishing Inc.

Gabuyo, Yonardo ( 2013) Assessment of Learning II: Sampaloc, Manila, Rex Bookstore..

Paler-Calmorin, Laurentina ( 2012) Assessment of Student Learning II: Sampaloc Manila: Rex Bookstore.

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Syllabus
INTERNET RESOURCES

http://olga-assessment.blogspot.com/2009/

https://www.scribd.com/doc/Process-Oriented Performance-Based Assessment

www.nclrc.org/portfolio

www.education.com/reference/article/portfolio

COURSE POLICIES AND STANDARDS

Attendance Policy

1. Regular school attendance is important to student’s academic achievement therefore students are expected to attend and be on time for all sessions for which they are registered.
2. Absence due to illness may be excused, a certificate from his attending physician or parent should be submitted by the student to the Dean of the college who shall issue an
excuse slip if the absence is found reasonable. Being excused does not exclude students from the work covered during the absences.
3. Students whose absences are due to participation in intercollegiate functions and other co-curricular activities arranged by the college will be excused from class attendance but
not from the responsibility for the work that they may miss during their absence for approved functions.
4. Student, who has been absent for seven or more days in a grading period without excused letter approved by the Dean of the College will be dropped from the roll.
5. Time lost by late enrollment shall be considered as time lost by absence. A student who is late for more than 15 minutes shall not be admitted to the class.

Make-up Policy

1. It is the responsibility of each student to recover material when she/he is absent. Absences due to illness or family emergency will be excused with a signed note from a
parent. It is the student’s responsibility to make-up any tests missed because of an excused absence the day they return to school (5 days if a medical certificate is enclosed).
There will be NO make-up tests for excused absences.

Homework and exercises / writing assignments/special projects

1. All homework and projects must be submitted on time. Late submission will get corresponding deductions (5 points deduction each day)
2. Written reports should follow a prescribed format (computerized, font size-12, font style-arial, long bond paper, with the top and bottom margin of 1”, left 1 ½” and right
margin 1”)
3. Projects are assigned at least 2 weeks in advance. Any project that extends to more than one day tardiness will not be accepted and will be graded 5.0.

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Syllabus
 Examination (Formative and Summative)

Quiz will be given after each topic discussion. No make up tests are allowed for missed quizzes except for valid reason/ supported with evidences.

Classroom Regulations
1. Respect other people’s opinion and property.
2. Come to class on time.
3. Bring required materials everyday unless you are otherwise directed.
4. Observe entrance and exit policy (advance readings)
5. Keep your books, classroom and homework in good conditions.
6. Observe classroom cleanliness and orderliness.
7. Do your own work.
8. Submit the tasks on time.
9. Cheating, copying or sharing assignments will not be tolerated.
10. Attendance will be monitored regularly.
11. Wearing of your uniform is required.
12. It is a matter of courtesy and being considerate to everyone in class to turn off all cellular phones during class hours
13. Always speak the English language

Prepared by:
TEACHER EDUCATION CLUSTER

Contact Information
e-Mail Address
Contact Number
Consultation Hours

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Syllabus
Modified by:

MARITES F. PASCUAL, Ed.D

Approved by:

GLENDA C. MAGNO, Ed. D.

Dean of Instruction

_____________________
Date Approved

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Syllabus