ASSESSMENT OF STUDENT LEARNING I

Course Syllabus, AY 2012 – 2013

COURSE DESCRIPTION

This course explores the basic principles and concepts of assessment and their application in constructing
traditional forms of high quality assessment, interpreting results, and reporting learners' performance to improve
teaching and learning. Discussions will include current issues in the assessment of student learning pertinent to
the local classroom and school setting.

COURSE OBJECTIVES

At the end of the course, you should be able to:

• Demonstrate a deep understanding of the principles and concepts foundational to educational

measurement and evaluation and their applications;
• Reflect on the role of formal and informal assessment in informing the instructional process and
improving teaching and learning;
• Understand what scores and data from teacher-made and standardized tests indicate about a student’s
ability, aptitude, or performance;
• Apply principles of high quality measurement and evaluation in developing, administering, and
interpreting assessments in educational setting;
• Communicate your own views and ideas on various issues and controversies associated to assessment of
student learning.

COURSE OUTLINE

I. Assessing Student Learning

A. Basic Concepts and Principles
B. Types and Purpose of Assessment Instruments
C. Constructing High Quality Tests

II. Measurement and Evaluation

A. Item Analysis for Teachers
B. Describing and Interpreting Test Scores

COURSE MATERIALS / REFERENCES

Miller, M.D., Linn, R.L. & Gronlund, N.E. (2009). Measurement and assessment in teaching. Upper Saddle
River, NJ: Pearson Education, Inc.
Raagas, E.L. (2007). Assessment and evaluation of student learning: Concepts and applications. CDO: DATStat
Analysis Center.
Santrock, J.W. (2001). Educational psychology. New York: McGraw-Hill Companies, Inc.
Slavin, R.E. (2000). Educational psychology: Theory and Practice. Boston: Allyn & Bacon.
Additional Readings: Journal and Online Articles
COURSE SCHEDULE

Schedule Topics Covered

I A. Basic Concepts and Principles
Guiding Principles in the Assessment of Learning; Validity and Reliability;
Testing, Measurement and Evaluation; Criterion and Norm-Referenced
Interpretations

Quiz 1
I B. Types and Purpose of Assessment Instruments
Informal and Formal Assessment; Teacher-made and Standardized Tests;
Traditional and Authentic Assessment; Formative and Summative Assessment;
Diagnostic, Achievement and Aptitude Tests

Quiz 2
I C. Constructing High Quality Tests
Bloom's Taxonomy of Learning Objectives, Multiple-Choice Items, Alternate-
Choice Items: True-False Type and Other Variations; Matching Type Items,
Completion and Short Answer Items, Essay Items

Quiz 3
Aug 20 – 23 MIDTERMS
II A. Item Analysis for Teachers
Item Difficulty, Item Discrimination, Distracter Analysis

Quiz 4
II B. Describing and Interpreting Test Scores
Frequency Distribution, Histogram, Frequency Polygon, Symmetrical and
Non-symmetrical Score Distribution, Measures of Central Tendency, Measures
of Variability, Kurtosis, Scatterplot, Correlation Coefficients, Raw Score,
Standard Scores, Percentile Rank

Quiz 5
Oct 8 – 11 FINALS

COURSE REQUIREMENTS AND GRADING SCHEME

% Points
Quizzes (5)...................................................................................…....... 15 75
Midterm Exam........................................................................................ 15 75
Final Exam.............................................................................................. 15 75
Reflection / Discussion Log.................................................................... 15 75
Class discussions and activities.............................................................. 15 75
Test Development, Administration and Analysis of Results................... 25 125
TOTAL 100% 500
GRADING SCALE

1.0 98 – 100 2.0 79 – 83 3.0 60 – 64

1.25 93 – 97 2.25 75 – 78 5.0 59 & below
1.5 89 – 92 2.5 70 – 75
1.75 84 – 88 2.75 65 – 69

HOUSE RULES

1. Participate actively in each discussion and activity in and outside of the classroom to maximize your
learning.
2. Where applicable, write as LEGIBLY and as EFFECTIVELY as possible (i.e., with clarity, coherence
and conciseness). Rubrics will be provided for your guidance.
3. All submissions must be your ORIGINAL work. Cite sources properly. Enclose quoted material in
quotation marks or use italics and write the source. But as much as possible, paraphrase, do not lift.
COPYING and PLAGIARISM can be grounds for suspension or expulsion.
4. A grade of INC will be given only if the class standing of the student is passing, but (a) he/she has failed
to submit any of the requirements; or (2) he/she got less than 50% of the total number of items in the
midterms or finals.
5. Observe deadlines. Late submission of reflections, discussion log and final requirements will get a
deduction of 2 points (0.25 of your grade) per day. All other course requirements CANNOT be made up
once missed except for valid excuses and only if you have informed your instructor on or before the
schedule.
6. Use of cellphones and doing homework in other subjects during class hours are NOT allowed.
7. Inquiries about the course will be addressed personally or through phone calls, NOT through text
messaging. Prior appointment should be made for any consultation outside of schedule.

CONTACT INFORMATION CONSULTATION HOURS

JEAN M. MILLARE MW 1:00 – 3:00PM

Prof Ed Dept., CED-USM TTH 4:00 – 6:00PM
Email: jeanmillare@yahoo.com
Mobile: +63.915.3196218