Republic of the Philippines CvSU Mission

CvSU Vision Cavite State University shall provide

The premier university in
historic Cavite recognized for
excellence in the development
of morally upright and globally
competitive individuals.
CAVITE STATE UNIVERSITY
Bacoor City Campus
Phase II, Soldiers Hills IV, Molino VI,
City of Bacoor
 (046) 476 - 5029
www.cvsu.edu.ph
excellent, equitable and relevant educational
opportunities in the arts, science, and
technology through quality instruction and
relevant research, and development activities.
It shall produce professional, skilled, and
morally upright individuals for global
competitiveness.

DEPARTMENT OF TEACHER EDUCATION

COURSE OUTLINE
1st SEMESTER (Academic Year: 2019 - 2020)

Course Code EDUC 75 Type Lecture

Course Title Assessment of Learning Credit Units 3 Units

Course Description
This course aims to provide students an understanding of the complex nature of assessment of
learning outcomes which will enable the students to measure significant learner achievement, growth and
development and reflect what learners can do and cannot do, and develop productive assessment and
accountability systems through authentic experiential learning.
This course covers explanation of the nature, roles and principles pf assessment, development of
varied assessment tools, test construction and administration, interpretation pf assessment results and
understanding large scale assessment. This includes how tests are develop and test items are improved, how
educational and described are described and test results are interpreted, and more importantly how grades
are computed and how grades are reported.
At the end of this course, students are expected to apply the principles in constructing quality
classroom-based assessment tools and interpret performance to improve teaching.

CONTENT STRUCTURE
Orientation FINALS COVERAGE
 Vision, Mission, Goals, and Objectives of (Lecture)
Cavite State University (CvSU), campus, and
department; V. Development of Varied Assessment Tools
 Course Guidelines and Policies A. Types of Objective Tests
B. Planning a Test and Constructing A Table of
MIDTERM COVERAGE Specification (TOS)
(Lecture) C. Constructing a True – False Test
I. Shift of Educational Focus from Content to D. Multiple Choice Test
Learning Outcomes E. Matching Type Test
A. Outcome – Based Education: Matching F. Supply Type or Constructed – Response
Intentions with Accomplishment Type
B. The Outcome of Education G. Types of Essays
C. Sample Educational Objectives and Learning VI. Item Analysis and Validation
Outcomes A. Item Analysis and Validation
II. Measurement, Assessment and Evaluation in B. Basic Item Analysis Statistics
Outcome – Based Education C. Sophisticated Discrimination Index
A. Measurement D. Validation
B. Assessment E. Reliability
C. Evaluation VII. Performance - Based Test
D. Assessment FOR, OF and AS learning A. Performance Based Test
III. Program Outcomes and Student Learning B. Performance Tasks
Outcomes
A. Program Outcomes and Student Learning
Outcomes
B. Program Outcomes for Teacher Education
C. The Three Types of Learning
D. Domain I: Cognitive (Knowledge)
E. Domain II: Psychomotor (Skills)
F. Domain III: Affective (Attitude)
G. Kendall’s and Manzano’s New Taxonomy
IV. Assessing Student Learning Outcomes
A. Principles of Good Practice in Assessing
Learning Outcomes
B. Sample of Supporting Student Activities
C. The Outcomes Assessment Phases in the
Instructional Cycle
D. Constructive Alignment
E. Variety of Assessment Methods, Tools and
Tasks
F. Portfolio
G. Scoring Rubrics
H. Assessment Methods and Multiple Intelligences
I. Assessment of Learning Outcomes in the K to
12 Program
C. Rubrics and Exemplars
D. Creating Rubrics
E. Writing and Selecting Effective Rubrics
F. Tips in Designing Rubrics
G. Automating Performance – Based Tests
VIII. Grading Systems
A. Norm – Referenced Grading
B. Criterion – Reference Grading
C. Four Questions in Grading
D. What Should Go Into a Student’s Grade
E. Standardized Test Scoring
F. Cumulative and Averaging Systems of
Grading
G. Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education DepEd
Order no. 8, s. 2015
H. Steps in Grade Computation
I. Grade Computation
J. Reporting the Learner’s Progress
K. Promotion and Retention at the End of the
School Year
Alternative Grading System

Course Requirements
 Attendance
 Individual and Group Activities’ Output
 Class Participation on
 Research Activities
Discussions/Activities/Homework
 Research Presentation and Manuscript (Research
 Related readings and reports
Proposal)
 Quizzes, Long Tests, Task Sheets, and Homework
 Midterm and Final Examinations

Grading System

Lecture Class: 100%

Attendance 10%
Behavior 5%
Class Participation/Presentation/Activity 20%
Quiz/Chapter/Long Examinations 15%
Portfolio/Research Papers 25%
Major Examinations 25%
TOTAL 100%

Passing Rate: 70%

Computation for Final Grade:

(Lecture Class x 0.60) + (Laboratory Class x 0.40) = 100%
Example: Lecture 95% x 0.60 = 57%
Laboratory 87% x 0.40 = 34.80%
91.80% or 1.50 (Rate)

Computation for Quantitative Assessment:

 Raw Score/Number of Items x 70 + 30 = %
Example: 20/25 x 70 + 30 = 86%

For non-quantitative assessment, an instructor-made rubric will be used accordingly.

RATE PERCENTAGE REMARKS

1.00 96.72 – 100 Passed (Highest Grade)
1.25 93.38 – 96.71 Passed
1.50 90.04 – 93.37 Passed
1.75 86.70 – 90.03 Passed
2.00 83.36 – 86.69 Passed
2.25 80.02 – 83.35 Passed
2.50 76.68 – 80.01 Passed
2.75 73.34 – 76.67 Passed
Passed (Lowest Passing
3.00 70.00 – 73.33
Grade)
INC Incomplete Lack of Requirements
4.00 66.67 – 69.99 Conditional Failure
66.66 and
5.00 Failed
below
References

Basic Readings:
Basic Readings
Balagtas, M. (2013). Assessment in the K to 12 Curriculum. Retrieved from
http://pacu.org.ph/wp2/wp-content/uploads/2014/07/Assessment-Framework-of-K-to-
12-Dr-Marilyn-Balagtas.pdf
Bloom’s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes
Statements. (2016). Retrieved from https://iacbe.org/wp-
content/uploads/2017/09/Blooms-Taxonomy-of-Educational-Objectives-partial.pdf
Department of Education. (2015). DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program. Retrieved from https://e
turo.weebly.com/uploads/3/0/2/0/30202475/assessment_in_the_k_to_12_basic_educati
on_program_april_1.pdf
Navarro, R. L., & Santos, R. (2017). Assessment of Learning Outcomes 1. Quezon City:
Lorimar Publishing, Inc.
Teacher’s Guide to Performance-Based Learning and Assessment. (2017). Retrieved from
http://www.ascd.org/publications/books/196021.aspx

Prepared by:

CHRISTIAN M. CATAJAY, LPT

Instructor
Christian.catajay25@gmail.com
#09289099426

Date:
Evaluated by:

CHRISTIAN MARK G. LORENZANA, LPT

Chairperson, Teacher Education Department
lorenzana.christianmark@yahoo.com

Date:______________________

Approved:

RONAN M. CAJIGAL, MAEd.

OIC
Office of the Campus Dean
ronanm_cajigal@yahoo.com

Date: __________________