Department of Teacher Education

ENG 48 – Course Syllabus

COURSE INFORMATION
1. Course Number : English 48
2. Course Name : Language and Literature Assessment
3. Course Description:
This course sensitizes future teachers to current and future trends in education and
assessments into three types – diagnostic, formative and summative. It trains the
student to construct well designed test that yield valid and reliable measure on how
well they teach and how well their students learn. Furthermore, this course equips
students opportunity to judge the advantages and limitations of test and test scores
so that they will be to use tests results appropriately and effectively.

4. Pre-requisite : None
5. Co-requisite :None
6. Course Credit :3 units
7. Class/Lec Schedule : 1 hour/day

8. Program Educational Objectives (PEO) of BEED/BSED:

After 5 years, the graduates of Teacher Education Program shall be able to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development,
teaching approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.

9. Student Outcomes (SO) of BSED and their links to PEO

PEO
Upon graduation, the BEED/BSED students are expected to:
A B C D
 SO a Have the basic and higher level literacy, communication, numeracy,    
critical thinking, learning skills needed for higher learning.
 SO b* Have a deep and principled understanding of the learning process and the    
role of the teacher in facilitating these processes of their students.
 SO c* Have a deep and deep principled understanding of how educational    
process relate to larger historical, social cultural and political processes.
 SO d* Have a meaningful and comprehensive knowledge of the subject matter    
they will teach.
 SO e* Can apply a wide range of teaching process skills (Including curriculum    
development, lesson planning, material development, educational
assessment and teaching process).
 SO f Have direct experience in the filed / classroom (classroom observations,    
teaching assistance, practice teaching).
 SO g Can demonstrate and practice the professional and ethical requirements    
of the teaching professions.
 SO h* Can facilitate learning of diverse types of learners, in the diverse types of    
learning environments, using a wide range of teaching knowledge and
skills.
 SO i Can reflect on the relationship among the teaching process skills, the    
learning process skills, the learning processing of the students, the nature
of the content/subject and the broader a social force encumbering the
school and educational process in order to constantly improve their
teaching knowledge, skills and practices.
 SO j Can be creative and innovative in thinking of alternative teaching    
approaches take informed risks in trying out these innovative approaches
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 Department of Teacher Education
ENG 48 – Course Syllabus

and evaluate the effectiveness of such approaches in improving student

learning; and
 SO k Are willing and capable to continue learning in order to better fulfil their    
mission as teacher and sustain the development of scholarly and
coherent that compliment student learning and answer community
needs.
Note: * SO being addressed in this course

10. Course Outcomes (CO) of ENG 47 and their links to SO

SO
Upon completion of the course, BSED students are expected to:
a b c d e f g h i j k
 CO 1 Understand the emergence of Language and
I D
Literature Assessment and its demand to the
changing world in education and employment.
 CO 2 Demonstrate understanding on the different
D D
course design according to theories of learning and
the needs of the learners.
 CO 3 Exhibit different Course designs according to the I E D
needs of the discipline.
 CO 4 Demonstrate skills in learning Language and E E
Literature Assessment - a discipline-based output.

Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

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 Department of Teacher Education
ENG 48 – Course Syllabus
PROGRAM EDUCATIONAL OBJECTIVES (PEO)

Vision: By 2022, a globally recognized institution providing quality, affordable and open education.
1. Pursue continuing professional alumni after three to five (3-5)
Mission: Provide a dynamic and supportive academic environment through the highest standard of years will:
instruction, research and extension in a non-sectarian institution committed to democratizing access to 2. Demonstrate expertise and professionalism in the practice of the
education.
profession.
3. Demonstrate leadership and competence and initiate in the
Values:
Excellence profession and community.
Honesty and Integrity
Innovation
Teamwork

Core Competency:
Quality Affordable Open Education

COURSE OUTCOMES OF BS 9L
SO1. Articulate the relationship of education to larger historical, social, cultural and political processes;
SO2. Facilitate learning using a wide range of teaching methodologies in various types of environment;
SO3. Develop alternative teaching approaches for diverse learners; 1. Integrate the fundamental of the basic laws in different biological
SO4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery concepts that are operative in the structure and behavior of living
and educational assessment; organism in relation to the physical and biological environment.
SO5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting; 2. Generate and test hypothesis using current biochemical and
SO6. Practice professional and ethical teaching standards to respond to the demands of the community; molecular techniques to plant and carry out experiments
SO7. Pursue life-long learning for personal and professional growth; 3. Comprehend the different chemical and molecular structure of
SO8. Demonstrate in-depth understanding of the development of elementary/secondary learners;
amino acids, proteins and nucleic acids.
SO9. Exhibit comprehensive knowledge of various learning areas in the elementary/secondary curriculum;
4. Demonstrate skills in using biochemistry approach in understanding
S10. Create and utilize materials appropriate to the elementary/secondary level to enhance teaching and
learning; the process of digestion and functions of vitamins.
SO11. Design and implement assessment tools and procedures to measure elementary/secondary learning
outcomes.

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 Department of Teacher Education
ENG 48 – Course Syllabus

CO and Assessment task alignment

Assessment Task

CO Theory-based Practice-based Assessment Schedule Coverage

1. Identify competencies and relating Output based Output based First Exam  New dimension on Assessment
principles of teaching English and  Purpose and methods of language testing
identify the different types of
 The Principal Educational uses of
instructional materials in English.
language tests
 The Principal Language Techniques
 The Language skill and their
competencies

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 Department of Teacher Education
ENG 48 – Course Syllabus

2. Prepare and develop instructional Course Design

materials appropriate to the
levels, needs, and culture of the  Alternative response rules for
students and manifest familiarity constructing alternative response items
with the devices use of technology Output based OUTPUT-BASED Second Exam
 Constructing and improving multiple
in the preparation of audio visual ACTIVITY choice type
materials.
 General consideration in
improving/preparing good essay type

Application

 Contrastive analysis and language testing

 Implications for Test planning
 Table of Specification (TOS)
 Oral production
 Test writing
 Reading and writing comprehension

3. Evaluate instructional materials in Output in multiple choice

English suitable to teaching and
learning of a specific language. Output based OUTPUT-BASED Third Exam Output in TOS
ACTIVITY Testing the oral, writing and reading comprehension

Output in scored interview assessment

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 Department of Teacher Education
ENG 48 – Course Syllabus

4. Develop a lesson using Output based OUTPUT-BASED Fourth Exam Outputs on language and literature test items.
instructional materials based on ACTIVITY
the different competencies of Results on test administered of interpretation
English and apply them through analysis.
teaching demonstration.

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice Questions

Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details

Schedule

First Exam  New dimension Multiple Choice 1. You are expected to develop shared understanding of the new dimensions in
on assessment Questions assessment and discuss the purposes and methods of language testing ad also
 Purposes and the students should understand the concept of the principal educational used of
(70% of the exam) language tests, techniques and their components.
methods of
language
testing
 The principal
educational
uses of
language test
 The principal
language test
 The language
skill and their
components

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 Department of Teacher Education
ENG 48 – Course Syllabus

Second Exam Course Design Multiple Choice 2. You are expected to evaluate the supply type item and alternative response as
Questions an effective tools in English Language Testing
-Language Descriptions
(70% of the exam) Assess matching exercises multiple choice type as essay type tests as an effective
Types of test: tools in language and literature assessment

 Alternative
response rules for
constructing
alternative
response
 Matching exercises
multiple choice type
 Guidelines for
constructing and
improving multiple
choice type
 Essay examination

Third Exam 1. Testing oral Multiple Choice 3. You are expected to discuss contrastive analysis and language testing and
production/testing Questions explain the implication for test planning
2. Testing auditory Assess the importance of TOS in contrasting test items
discrimination and (70% of the exam)
comprehension
(listening)

Final Exam  Rubric to improve Multiple Choice 4. You are expected to build a repertoire of understanding concepts on
proficiency Questions assessments of language and literature for sharing learning goals. And
 Providing feedback perform thinking tools using graphic organizers.
(70% of the exam)

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 Department of Teacher Education
ENG 48 – Course Syllabus

Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Task Details

Schedule

First Exam  New Multiple Choice You are expected to develop shared understanding of the new
dimension on Questions dimensions in assessment and discuss the purposes and methods of
assessment language testing ad also the students should understand the concept of
Question and the principal educational used of language tests, techniques and their
 Purposes and
answer components.
methods of
language
Brainstorming
testing
 The principal Small group activity
educational
uses of
language test
 The principal
language test
 The language
skill and their
components

Second exam  Alternative Multiple Choice You are expected to evaluate the supply type item and alternative response
response rules for Questions as an effective tools in English Language Testing
constructing
Small Group work Assess matching exercises multiple choice type as essay type tests as an
alternative
(SGW) effective tools in language and literature assessment
response

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 Department of Teacher Education
ENG 48 – Course Syllabus

 Matching Oral recitation

exercises multiple
choice type Pair work activity
 Guidelines for
constructing and
improving multiple
choice type
 Essay examination

Third exam  Testing oral Pair work You are expected to discuss contrastive analysis and language testing and
production/testing activity explain the implication for test planning
 Testing auditory Pair work Assess the importance of TOS in contrasting test items
activity
discrimination and
comprehension
(listening)
Final exam
 Rubric to improve Individual work You are expected build a repertoire of understanding concepts of assessments of
proficiency language and literature for sharing learning goals
 Providing feedback Perform thinking using graphic organizers

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 Department of Teacher Education
ENG 48 – Course Syllabus

1. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1  Classroom orientation (University Policies;  Lecture 1. Student Handbook
to UM VMV, Rules and Regulations, PEOs,  Question and
Week 3 SOs, COs; Core values; and G-Factor) answer
 Lecture with
 New dimension on Assessment
 Purposes and methods of language oral
testing recitation
 The principal educational uses of  Brainstormin Go, M. B. And Pocesion O.T.
language test g (2010). Language Literature
 The principal language techniques  Small group Assessement . Metro Manila,
 The language skills and their activity Philippines: Lorimar
components
 Characteristics of a good test

Second Examination
Week 4 Type of test:
to
Week 5 The Supply type Item

 Alternative response Rules for  Outputs on

Asan, R.F.: Module in language
Constructing Alternative Response the supply
type item and testing DepEd Barayong NHS
items
alternative
 Matching choice type
response
 Guidelines for constructing and
improving Multiple Choice type  Outputs on the Go, M. B. And Pocesion O.T.
 Essay examination types of test
(2010). Language Literature
 General consideration in
Assessement . Metro Manila,
improving/preparing good essay
Philippines: Lorimar
type test
 Essay examination
 Quiz
 Basic qualities of effective questions  Graded
 Contrastive analysis and language recitation
testing
 Implications for test planning

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 Department of Teacher Education
ENG 48 – Course Syllabus

 Table of Specification (TOS)

 Output on
TOS

Third Examination
Week 6  Testing oral production/ testing  Pair work activity http://www.slideshare.net/rect/
 Test writing how-to-test-oral-production
To  Test reading comprehension
 Testing reading and writing
Week 7 combination
 Testing auditory discrimination and Go, M. B. And Pocesion O.T.
comprehension (listening) (2010). Language Literature
 Testing vocabulary Assessement . Metro Manila,
 Testing review
Philippines: Lorimar
 School interview

Fourth examination
Week 9  Effective assessments and learning Marzano, et al.: Classroom
to principles in an understanding based instruction that works. ASCD
classroom
Virginia, USA
Week 9  Transfer ability goal
 Understanding classroom
assessment
 Principles of effective classroom
assessment
 Assessment evidence purposes
 Assessments designing of multiple
kinds of assessments
Brookhart, S.M. Exploring
 Student self assessment
Formative Assessment. ASCD
 Rubric to improve proficiency
 Providing feedback  Individual Virginia, USA
Summative ASS work
 Authentic task
 Analytic rubric
 Holistic rubric

AMT learning

 Graphic organizers as an authentic Asan, R.F.: Module in language

assessment tool testing DepEd Barayong NHS
 Administration of test

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 Department of Teacher Education
ENG 48 – Course Syllabus

1. Textbook:.

Go, M.B. and Pocesion O.T. (2010). Language and Literature Assessment. Metro Manila, Philippines: Lorimar
2. Suggested References
Asan, R.F.: Module in language testing DepEd Barayong NHS
Marzano, et al.: Classroom instruction that works. ASCD Virginia, USA
Brookhart, S.M. Exploring Formative Assessment. ASCD Virginia, USA
3. Online References:
http://www.slideshare.net/rect/how-to-test-oral-production

2. COURSE EVALUATION

Assessment Methods
Weights
EXAMINATIONS
A. Exam 1 – 3 30%
B. Final Exam
- MCQ and Performance-based 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%

3. Policies and guidelines

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
e. Base-15 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

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 Department of Teacher Education
ENG 48 – Course Syllabus

Prepared by: Reviewed by:

Maria Basilia Flores, MATE MELANIE M. PECISION, MAST-BIO

Faculty Department Chair

References reviewed by:

AUGUSTINA G. PEREZ, RL, MLIS Approved by:

Chief Librarian, UM Digos College

EUGENIO S. GUHAO, Jr., DM

VP, Academic Planning and Services

Recommending approval:

RYAN DALE B. ELNAR, Ph.D, RPm

Dean of College

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