Form No.

FM-USeP-PRS-01
Republic of the Philippines

University of Southeastern Philippines Issue Status 04

Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 03

Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 09 July 2019
Email: president@usep.edu.ph
Approved by President

COURSE SYLLABUS IN EDUC 216A - ASSESSMENT OF LEARNING 1

VISION INSTITUTIONAL GRADUATE ATTRIBUTES PROGRAM INFORMATION

Premier Research University in the ASEAN. LEADERSHIP SKILLS

PO CO
Creates and inspires positive changes in the organization; exercises (Based on CMO 75, s. Performance Indicators Align
MISSION responsibility with integrity and accountability in the practice of one’s 2017) ment
profession or vocation. PO1. Design and utilize Design and use assessment
USeP shall produce world-class graduates and relevant research and varied assessment tools in tools for purposes that are 1, 2
extension through quality education and sustainable resource CRITICAL AND ANALYTICAL THINKING SKILLS Mathematics including consistent with curriculum
management. alternative forms of requirements.
Demonstrates creativity, innovativeness, and intellectual curiosity in assessment
GOALS optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies. PO3. Analyze assessment Uses learner data to evaluate
results and use to improve student progress and to 3
At the end of the plan period, the University of Southeastern Philippines SERVICE ORIENTED learning and teaching propose improvements to
(USeP) aims to achieve five comprehensive and primary goals: teaching and learning practice
Demonstrates concern for others, practices professional ethics, honesty,
1. Recognized ASEAN Research University and exemplifies socio-cultural, environmental concern, and PO3. Provide timely Demonstrate knowledge and
2. ASEAN Competitive Graduates and Professionals sustainability. feedback of assessment ability to provide timely, 4
3. Vibrant Research Community results to students accurate and constructive
4. Proactive Research-based Economic Empowering LIFELONG LEARNING feedback
Extension Services
5. Capacity for Innovative Resource Generation Demonstrates enthusiasm and passion for continuous personal and
professional development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and

in conveying information in accordance with global standards.
COURSE SYLLABUS in Educ 216A – Assessment of Learning 1
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 I. COURSE INFORMATION
Workload of Students:
Course Code: Educ 216A
150 contact hours of classroom lecture, workshops and examinations.
Course Title: Assessment of Learning 1
Pre-requisite: None
Credit: 3.0
Level: 2
Semester/Year: First / 2019-2020
Version number: 01
Faculty Information:

Course Description:
Name: ROAR A. CALLAMAN, PhD
This a course that focuses on the principles, development and utilization of conventional assessment tools to Email: racallaman@usep.edu.ph
improve the teaching-learning process. It emphasizes the use of assessment of, as and for in measuring Contact Number: 09222360049
knowledge, comprehension and other thinking skills s. It allows the students to go through the standard steps Office: CED Faculty
in test construction and development and application of grading systems Consultation Hours: Open

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 II. COURSE OUTCOMES (CO):

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

Course Outcomes Graduate Outcomes Aligned to

CO1 Articulate assessment beliefs and ideas that are in consonance with the Principles of High Quality Assessments PO1
CO2 Design conventional assessment tools for different levels of cognitive, psychomotor and affective learning outcomes
- using sound design principles PO1
- following standard steps in test construction
CO3 Propose improvements in the teaching-learning process, based an analysis of assessment data from conventional sources PO2
CO4 Communicates assessment results from conventional assessment tools PO3

III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LE1 Concept Map & Reflection Paper A concept map that shows how assessment is related to teaching and learning together with a brief essay
explaining the concepts in detail
CO1
An initial draft is expected at Week 4 but as concepts get deeper into the course the student is expected to
resubmit a final version on Week 17
LE2 Sample Test Items A collection of various test items using conventional test formats together with specifications derived from
CO2
the K-12 curriculum
LE3 Test and Item Analysis Report Administer a quarterly test and analyze results to
a. Improve the test CO3
b. proposes improvements in the mastery of the learning outcomes
LE4 Simulation Performance In-class simulation of cases in assessment practices involving the use of assessments CO4

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 IV. MEASUREMENT SYSTEM:

Learning Evidence: LE1: Concept Map & Reflection Paper

Area to Assess Beyond Expectation (25)
Articulation of Principles Ideas are clearly explained in
relation to specific or set of
principles
Illustrates ideas using specific
and useful examples
Expected (20)
Ideas are explained in relation to
a specific or set of principles
Illustrates ideas using specific
examples
Satisfactory (15)
Ideas are explained in relation
to a specific or set of principles
No example maybe given. Or if
any this does not illustrate the
principle well
Acceptable (10) Unacceptable (5)
There is some explanation No explanation and examples given to
provided in relation to a Ideas
specific or set of principles,
but this does not describe
well the principle
No example maybe given.
Or if any this does not
illustrate the principle well

Integration of Principles Explains and integrates more Explains and integrates at least Explains and integrates at No integration
than 3 principles in an idea 3 principles in an idea - least 2 principles in an idea

Learning Evidence: LE2: Sample Items

Area to Assess Beyond Expectation (25) Expected (20) Satisfactory (15) Acceptable (10) Unacceptable (5)

Alignment between Items and Specifications All items are designed to meet 8/10 items meets test 7/10 items meets test 6/10 items meets test Less than half of the items meets test
test specifications specifications specifications specifications specifications

Compliance to Design principles All guidelines have been met. 1 or 2 guidelines have not been - 2 or 3 guidelines have not More than 3 guidelines have not been
met been met met

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 Learning Evidence: LE3: Test and Item Analysis Report

Area to Assess Beyond Expectation (25) Expected (20) Satisfactory (15) Acceptable (10) Unacceptable (5)

Analysis Issues on identified items are Issues on identified items are Issues on identified items are Issues & gaps are just identified without
clearly explained beyond satisfactorily explained using explained merely based on - reference to statistical information or
statistical information statistical information statistical interpretations based on wrong interpretation

Learning Gaps are clearly Learning Gaps are clearly Learning Gaps are just
identified and explained identified. Some explanation is identified. Some explanation is
exhaustively provided but not exhaustive provided but does not describe
the gaps well

Improvement Proposals Almost all Improvements & Improvements & proposals Improvements & proposals Improvements & proposals Improvements & proposals rarely (less
proposals addresses the issues addresses the issues in around addresses the issues in around addresses the issues in than 50%) address the issues identified
identified in each item 80-89% of the identified items 60- 79% of the identified items around 50% of the
identified items

Learning Evidence: LE4: Simulation Performance

Area to Assess Beyond Expectation (25) Expected (20) Satisfactory (15) Acceptable (10) Unacceptable (5)

Alignment to Feedback Principles Performance is consistently Performance is based on Performance is somewhat Performance is hardly -
based on feedback principles feedback principles, some of based on feedback principles. based in feedback
discussed in class which maybe inconsistent More than 2 inconsistencies principles
maybe observed

All guidelines have been met. 1 or 2 guidelines have not been - 2 or 3 guidelines have not More than 3 guidelines have not been
Response to Issues in Given Problem met been met met

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 OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)
Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Lesson Outputs Outputs produced from activities in class CO1, CO2, CO3, CO4
AA2 Midterm Examinations 50 items test measuring knowledge of concepts, principles and procedures including its application to real life-teaching
CO1, CO2
and learning situations
AA3 Final Examinations 50 items test measuring knowledge of concepts, principles and procedures including its application to real life-teaching
CO2, CO3, CO4
and learning situations

V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Lesson Outputs 10%
AA2 Midterm Examinations (50) 20%
AA3 Final Examinations (50) 20%
LE1 50 10%
LE2 50 15%
LE3 50 15%
LE4 50 10%

Passing Grade 75
Passing Grade conditions: All Learning Evidences Should be Submitted on or before Final Exams. Otherwise, INC is given

Note: Passing Grade and computation of Grade could be numeric (0-100) or decimal (1.0, 1.25, 1.50, etc.). The choice is with the teacher handling the course. If the course will be working of combination of numeric or decimal
grades then an equivalence table should be provided in the syllabus. There are courses who has a passing grade condition, examples include (a) no grade of 0.0 in any assessment (b) a minimum of a grade of 2.5 is needed to
pass (c) no project – automatic fail in the course.

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 VI. LEARNING PLAN:

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

Course Teaching-Learning Assessment Required

Intended Learning Outcomes (ILO) Weeks Topics Learning Evidences
Outcome Activities (TLA) Activities Reading
1. About the Course
a. How the Course is Related to
Other Assessment Courses
b. How the Course Leads to the
1 Attainment of the Ideal USeP Class Orientation
Graduate

2. Course Policies & Expectations

Discuss and illustrate the interwoven ideas of

“Assessment of, for and as learning”
CO1 3. Assessment of, for and as learning
Concept Mapping
Uses principles to illustrate or explain 4. The Principles of High Quality Assessment
Activities
assessment practices 2-4 5. Assessment in the K-12 Curriculum (Special AA1.1 Concept 1, 2, 3 LE 1 (Initial Draft to be
Focus on DO 8, s. 2015) Mapping Assessment Returned for Revision)
Lecture and Discussion
Articulates how personal beliefs about
assessment are rooted on sound principles

Unpacks curriculum outcomes to facilitate the

6. Unpacking the K-12 Learning Outcomes
design of classroom assessments
CO2 7. The Taxonomy of Cognitive Learning AA1.2 Workshop 4 LE 2
Lecture and Hands-on
5 Outcomes Output: Test DepEd K to 12
Formulate test specifications based on the K- Workshops
8. Designing the Test Specifications Specifications Curriculum
12 curriculum guides
Guides

9. The Test Development Process

CO2 10. Design Principles for AA1.3 Workshop 2 LE 2
Design conventional tests using sound
a. Supplied Short Response Test Workshops and Class Output: Sample Tests
design principles 6-7
Formats Critiquing of Outputs
b. Binary Response Test Formats
Design conventional tests measuring
outcomes from the k-12 curriculum
Midterm Examinations
8

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 Course Teaching-Learning Assessment Required
Intended Learning Outcomes (ILO) Weeks Topics Learning Evidences
Outcome Activities (TLA) Activities Reading
Design Principles for
CO2 a. Matching Type Test Format AA1.3 Workshop 2
Workshops and Class
9 - 10 b. Multiple Choice Test Formats Output: Sample Tests LE 2 (Deadline)
Critiquing of Outputs
c. Essay Type Tests

Analyze test results using various statistical

Data Gathering
tools CO3 5 LE 3 (Deadline)
11. Test and Item Analysis Data Analysis
11 - 12
Workshop
Propose improvements to address learning
gaps based from an analysis of assessment
results

Demonstrate how to give constructive CO4

14-15 12. Giving Constructive Feedback Class Simulations
feedback to students or parents regarding 6, 7 LE 4
assessment results
Study Period and Completion of Final
16
Requirement

17 Final Examination Period LE1 (Deadline)

Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Bloom’s taxonomy in order to see the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-
Order Thinking Skills verbs. For example, if the course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL  UNDERSTAND  SYNTHESIZE  ANALYZE
 DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide in determining essential content or topics and its arrangement in the learning plan.

VII. REFERENCES/ARTICLES TO READ: (Must be written in APA Format)

1. Dep Ed Order No. 8, s. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
2. Darling-Hammond, L., Herman, J., Pellegrino, J., Abedi, J., Aber, J. L., Baker, E., ... & Ho, A. (2013). Criteria for high-quality assessment. Stanford Center for Opportunity Policy in Education, Stanford, CA.
3. Miller, L., & Linn, R. L. Gronlund.(2009). Measurement and assessment in teaching (10th Edition).
4. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
5. Thompson, N.A., Guyer, R. (2010). User’s Manual for Iteman 4.1. St. Paul MN: Assessment Systems Corporation
6. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
7. Hattie, J., & Gan, M. (2011). Instruction based on feedback. In Handbook of research on learning and instruction (pp. 263-285). Routledge.

INTERNET RESOURCES

DepEd K to 12 Curriculum Guides: URL: https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

References Repository: http://tiny.ce/ed216a
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 VIII. CLASSROOM POLICIES:

All policies regarding attendance and workload as prescribed in the Student Handbook.

Prepared by: Reviewed by: Approved:

HENRY C. ENCABO, MSc

EMMIE M. CABANLIT, EdD
ROAR A. CALLAMAN, PhD
GENESESLY R. TAHOY, MA FLORENCE H. GUERRA, EdD REYNALDO M. NOGODULA, EdD
Faculty Coordinator, Professional Education Subjects Dean of College

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