Bukidnon State University
College of Education
ED 134B: Assessment of Learning 2
WEEK TOPIC
6 hours UNIT 1: REVIEW ON THE BASIC
CONCEPTS OF ASSESSMENT
Week A. Basic Terms
1, 2 B. Purposes, uses and functioSSns of
assessments
C. Formal and Informal Assessments
D. Roles of Assessment
E. Basic Principles of Assessment
6 hours UNIT 2: PRINCIPLES OF HIGH QUALITY
ASSESSMENTS
Week A. Clarity of Learning Targets
3, 4, B. Appropriate Method
C. Validity
D. Reliability
E. Objectivity
F. Balance Assessments
G. Fair Assessment
H. Positive Consequences
I. Practicality and Efficiency
J. Ethics of Assessment
6 hours UNIT 3: CONVENTIONAL ASSESSMENTS
TOOLS
Week A. Qualities of Good Tests
5, 6 B. Tests (Types of Test, TOS, Test
Writing
C. Non-Tests Instruments
6 hours UNIT 3: AFFECTIVE ASSESSMENT
TOOLS
Week A. Meaning, Nature, Features and
7, 8 Characteristics
B. Assessment of Values
C. Affective Learning Outcomes
D. Affective Assessment Tools and
Procedures
1. Peer Appraisal
2. Guess-who technique
3. Socio-metric techniques
4. Thematic Apperception Tests
5. Self-Report techniques
a. Self-assessment
b. Response journal
Desired Learning Outcomes
At the end of the learning episode, the students
must have:
Described the various roles, functions and uses
of assessment in the cycle of teaching learning
process
Differentiated basic terms, formal from informal
assessments, formative and summative
assessment
Formulated personal guiding principles of
assessment
At the end of the learning episode, the students
must have:
Demonstrated knowledge of selecting and
determining valid and appropriate assessment
method of any specified learning target
Described the practicability and benefits of
employing validity and reliability in designing
formative and summative assessments
Displayed awareness of the positive
consequences in executing the ethical and
moral practices of assessment concerning fair
and balance assessments
At the end of the learning episode, the students
must have:
Discussed the guidelines of making teacher
made tests, and non test instruments
Classified the ways of thinking from the revised
blooms taxonomy of learning per item number /
question
Critiqued and improved erroneous tests items
Shows skill in writing self-made exams based
on the TOS
At the end of the learning episode, the students
must have:
Identified key ideas of affective assessment, its
tools and varied procedures
Demonstrated wide range of knowledge and
skills facilitating affective assessment activities
that will promote camaraderie, boost self-
esteem and motivate greater learning of
learners
Shows knowledge and skills in dealing with
self- report techniques
Week 9 MIDTERM EXAMINATIONS
9 hours UNIT 5: PERFORMANCE BASED
ASSESSMENTS
Week 1. Overview of Alternative and
10, 11, Authentic Assessments
12 2. Performance Based Assessments
a. Definitions, Features, and
characteristics
b. Advantages, Limitation and
Issues
3. Performance-based Strategy
a. Performance task
b. Exhibition / Demonstration
c. Classroom Presentation
4. Designing Performance based
Assessments based on the K-12
Curriculum Framework
6 hours UNIT 6: SCORING PERFORMANCE
ASSESSMENTS
Week 1. Anecdotal Record
13, 14 2. Learning Log
3. Checklist
4. Rating Scale
5. Rubrics (Analytic and Holistic
Rubrics)
6. Designing and Creating Scoring
Performance Assessments
3 hours UNIT 7: PORTFOLIO ASSESSMENT
A. Meaning and Elements
Week B. Types of Portfolio
15 C. Portfolio Development
6 hours UNIT 8: GRADING AND REPORTING
PRACTICES
Week A. Nature and Functions of Grades /
16, 17 Marks
B. Types of Grades / Marks
C. Grading problems
D. Guidelines for Effective Grading
and Reporting
E. Computing Final Grades
Week
FINAL EXAMINATIONS
18
Prepared by:
Eugine Paul D. Rubin
At the end of the learning episode, the students
must have:
Stated the key concepts of alternative
assessment and authentic assessment
discussed the advantages, limitations and
resolved issues of performance based
activities
demonstrate knowledge and skills on the
varied performance base strategies
Construct self-made performance base
activities thru K-12 Curriculum framework
At the end of the learning episode, the students
must have:
Differentiated descriptions of the different
scoring performance assessments and
recording devices
Show skills in designing and innovating an
appropriate scoring performance based tool
Analyzed a performance task activity
At the end of the learning episode, the students
must have:
Identified the elements of Portfolio and
Portfolio development
determined the importance of employing
portfolio assessment to learners, parents,
teachers and administrators as proof and
evidence of learning
At the end of the learning episode, the students
must have:
Demonstrated knowledge and skill in
computing and interpreting grades
Shows skill in reporting grades to learners and
learners parents
Examined different existing laws and
regulations concerning DepEd grading system
and private institutions
Resolved grading problems and issues thru
case study analysis
Examined sample grading specimens