Course Syllabus On Assessment of Student Learning II

Course Syllabus on Assessment of Student Learning I
VISION MISSION
To be a leading science and technological institute focused on ASIATECH shall provide relevant education with a standard of
producing competitive Filipino workforce contemporaneous excellence aimed to ameliorate the life of people and the economy.
with the discerned requirements of global business so as to aid It shall develop and implement curricula of various courses to
in the national development and progress. generate highly skilled, innovative and productive citizens.
COURSE TITLE: Assessment of Student Learning I

DEPARTMENT: Education
DEGREE PROGRAM: Bachelor of Secondary Education- English
COURSE DESCRIPTION:
In response to National Competency-Based Teacher Standards (NCBTS) coupled with seven integrated
domain of the teaching-learning process, Assessment of Student Learning I is then prescribed by
Commission on Higher Education or CHED. As an introduction to Assessment of Student Learning, this
course is focused on theories, principles, and requirements for test construction. Through this course,
education students will be equipped with competence in constructing and deciding assessment tools.
Institutional Graduate Program Graduate Learning Outcome

Outcome Outcome
Solution Provider LO1 Develop responsive application of
concepts, knowledge, principles, and skills
in assessing students’ learning in order to
meet the requisites of assessment;
Life-long Learner LO2 Acquire adequate understanding about
the relevance of well-constructed
assessment tool to students’ learning;
Competitive LO3 Effectively construct assessment tools
considering the required student level of
thinking and other related considerations;
Committed LO4 Establish skilful development of
assessment tools by examining and
criticizing such.
FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the student has to perform the following:
a. Solution Documentation that highlights the following:
1. Understanding and Applying Major Concepts of Assessment (LO1)
Recognize relevance of concepts, knowledge, principles, and skills in assessing students’ learning. They
should show deep understanding of what assessment is and how it plays significant roles in the field of
education.
2. Building Awareness on the relevance of TESTS (LO2)

Show deep acuity to give importance to effective test construction. Aside from identifying the importance,
they should be able to discuss the different methods of assessing students in preparation for a career in
teaching.
3. Constructing good assessment tools (LO3)

Demonstrate accuracy in constructing good assessment tools. Upon construction of such tools, the students
should apply learned ideas about test construction. First-hand experiences on creating assessment tools will
be the opportunity for the students to be good assessors.
4. Developing testing skill (LO4)
Prove that they have the compassion to develop their testing skill and to implement doing this systematic
activity whenever assessment is necessary. To achieve this, they will be tasked to examine other student’s
constructed test thus, providing them the material to be criticized and analyzed.
b. Assessment Report that highlights the following:

1. Assessing the Application of Concepts (LO1)
Students will be given written and oral activities testing their understanding about the tackled topics in the
course. Items on the examinations are situational. In that stance, critical thinking on the application of the
learned concepts and ideas will be examined as well.
2. Appraising Awareness (LO2)

They will be encouraged to understand what Assessment of Learning is and for particularly the construction
of a good test. In this stance, they will result in establishing deep awareness about the course. Accordingly,
these students should be appraised with this achieved behavior. This attribute can be measured by
requiring them to discuss such in the class. Activities (written or oral) will be a means for measuring such.
3. Evaluating Constructed Assessment Tools (LO3)

In lieu of the construction of tests and other assessment tools, students will be required to apply learned
principles. Generally, the principles will be the standards of evaluating criteria.
4. Establishing Skill (LO4)

In lieu of assessing the construction of tests and other assessment tools, students will be entailed to examine
their classmates work. In such activity, students themselves will discover the flaws and commendations of
constructing tests. Since this calls for peer assessment, it will be reassessed by the instructor for objectivity
sake.
c. Personal Realizations the highlights the following:
RUBRICS FOR ASSESSMENT:

Throughout this course, the level of testing skill of each learner will be graded using this rubric. Since good assessment
construction is the requirement of this course, this rubric will serve as the assessment standard.
RUBRICS FOR THE INSTRUCTIONAL MATERIAL
4 3 2 1
CATEGORY SCORE
The instructional material...
Relevance Is very relevant to Is relevant to the Is somewhat Is not relevant to
the lesson so as with lesson. relevant to the the lesson.
the decor. lesson.
Appropriateness Is appropriate for Is appropriate for Is slightly Is not appropriate
the topic and the the topic but not appropriate for the for the topic and
learners. for the learners. topic and the the learners.
learners.
Attractiveness Has good color Has good color Has pleasing and Is not attractive at
combination, combination, appropriate decor, all.
pleasing and pleasing and but with dull color
appropriate decor, appropriate decor, combination. –for
and legible writings. but illegible visual materials
–for visual materials writings. –for visual
materials
Is audible and Is audible but Is appropriate yet

appropriate.- for inappropriate.- for not audible.- for
audio audio. audio
Resourcessfulness is made of easy-to- is made of easy-to- is made of rare Requires too much
and Economy find or available find or available resources and is expenses.
resources, recycled resources, and costly.
materials, and is not recycled materials;
costly. but requires
costing.
Creativeness Is a product of Is a product of is easy to create. Does not seem to
innovation and is innovation and be a product of
easy to create. requires effort to creativity.
be created.
GRADING SYSTEM:
Class Standing (40%) = 50% for the Quizzes, 20% for the Recitation/Seatworks, 20% for the Assignments, and 10% for
the Attendance
Since Oral Presentations is considered as the major analyzing assessment in this course, it will be graded as a quiz
independently. Such will be placed in the Final Period.
Major Exam (60%)
Prelim Period
Prelim exam (60%) + Prelim Class Standing (40%) = Prelim
Midterm Period
Midterm exam (60%) + Midterm Class Standing (40%) = Midterm
Pre-final Period
Prefinal exam (60%) + Prefinal Class Standing (40%) = Prefinal
Final Period
Final exam (60%) + Final Class Standing (40%) = Final
COMPUTATION OF GENERAL AVERAGE GRADE
Prelim Midterm Pre-final Final General
Grade + Grade + Grade + Grade = Average
4
LEARNING PLAN:
Learning Topic Week Learning Activities
Outcome
I. Introduction to the course
1
a. Getting to know the course
Open Forum
LO1 b. Distribution of the course syllabus
c. Overview of the course
II. Basic Concepts on Assessments
a. Measurement, Assessment, and Evaluation
b. Levels of Assessment
LO1/LO2 c. Purposes and Functions of Assessment Lecture
d. Importance, Scope, and Principles of Assessment 2 Seatwork
e. Mode of Interpretation Oral Examination
f. Subjective vs. Objective
g. Roles of Assessment in Making Instructional
Decision
III. History of Assessment in the Philippines
IV. Development of Intelligence Tests
Lecture
LO1 V. Development of Achievement Tests 1
Seatwork
VI. Definition and Uses of Tests
VII. Qualities of a Good Test
VIII. General Types of Tests
a. Multiple Choice
Lecture
b. Completion
LO1/LO2/LO4 2 Constructing Different Types of
c. Alternative Response
Test
d. Matching Type
e. Essay Tests
IX. Non-testing Assessment
a. Performance-based Lecture
1
LO1/LO4 b. Portfolio Constructing Rubrics
c. Developing Rubrics
X. Alternative Testing Modes
a. Take-home tests
LO1 b. Open-book tests Lecture
1
c. Group exams Seatwork
d. Paired testing
XI. KPUP Assessment Lecture
LO1/LO2 1
Seatwork
XII. Bloom’s Taxonomy: Level of Cognitive Domains Lecture
1
LO2 Seatwork
XIII. Table of Specification and Test Construction
a. One-way Lecture
LO3/LO4 b. Two-way 2 Seatworks
c. Three-way Test Construction
OTHER REQUIREMENT:
Portfolio
REFERENCES:
(Reganit, 2010) Reganit, Arnulfo Aaron R., Ed.D., etal. 2010. Assessment of Student Learning 1 (Cognitive
Learning). C&E Publishing Inc.: Quezon City
(Santos, 2007) Santos, Rosita DG. Ph.D. Assessment of Learning 1. 2007. Lorimar Publishing Inc.: Quezon City

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Course Syllabus on Assessment of Student Learning I

COURSE TITLE: Assessment of Student Learning I

Institutional Graduate Program Graduate Learning Outcome

FINAL COURSE OUTPUT:

2. Building Awareness on the relevance of TESTS (LO2)

3. Constructing good assessment tools (LO3)

b. Assessment Report that highlights the following:

2. Appraising Awareness (LO2)

3. Evaluating Constructed Assessment Tools (LO3)

4. Establishing Skill (LO4)

c. Personal Realizations the highlights the following:

RUBRICS FOR ASSESSMENT:

Is audible and Is audible but Is appropriate yet

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