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vRepublic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao
Central Maguindanao Institute
GANI L. ABPI COLLEGE, INCORPORATED
Buayan, Datu Piang, Maguindanao
COLLEGE DEPARTMENT
OBE SYLLABUS
The Gani L. Abpi College, Incorporated, formerly Central Maguindanao Institute shall provide quality Education for the
School’s Vision: development of the productive individual and the community they serve towards the country’s sustainable growth and
progress.

The Gani L. Abpi College, Incorporated formerly Central Maguindanao Institute aims for the development of a humane
School’s Mission: person with creative, critical mind and diversified skills adaptive to his environment, responsibly participative to the
well – being of the community where he belongs.
1. To produce graduates who are academically prepared.
2. To undertake research which would contribute to the socio – economic growth and development.
Objectives: 3. To develop student’s potential towards the realization of a self – actualized person.
4. To inculcate values of loyalty, honesty, commitment, dedication to service, integrity, self – reliance and love of
God and country.

Core Values: G – God Fearing L – Loving A – Attainable C – Commitment I - Integrity

COLLEGE DEPARTMENT GOALS AND OBJECTIVES

1. Enhance manpower skills development in the field of various educational levels that will lead to self-reliance and
sufficiency among rural communities.
2. Educate individual that, steer Central Maguindanao’s political, economic, social and cultural development.
3. Improve the quality of life of the community and people through utilization of available resources and extension
delivery services.
Goals:
4. Establish sustainable income generating projects.
5. Strengthen/establish linkages, networks and partnership among government line-agencies, and private
organizations at local, national and if possible as well as international level.
To achieve these goals, College Department intents to undertake the following programs:
a) Instruction b) Research c) Extensiond) Production

College Objectives: A four years degree program, which aims to prepare the graduates to teach in elementary school, English,
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social studies, and mathematics. This program provides the student, with the necessary exposure that will
equip them to become teacher who are humane in attributes Godfearing, responsible, productive, effective,
loving, peaceful, caring, just and article thinking.
Program
Objectives:

Instructor’s Information
Contact
Name: JOHN RAY D. GARCIA LPT/MAEd Eng. 09774282673
No.:
Email Consultation
[email protected] 54 hrs
Address: Hours:

Course Details
Course Code: EDUC 5 Descriptive Title: ASSESSMENT ON LEARNING 1
Pre – Course
Credit Units: 3 EDUC 4 TTH : 8:30AM-10:00AM
requisite: Schedule:
This course focuses on the principles, development and utilization of alternative forms of assessment in measuring,
monitoring and evaluating authentic learning and communicating its results. It emphasizes on how to assess process- and
Course product-oriented learning outcomes as well as affective learning. Pre-service teachers will experience how to design,
description: develop, select and use rubrics and other alternative assessment tools for performance-based and product-based
assessment. The course further addresses how to provide accurate and constructive feedback to improve instruction and
learner performance.
Learning Outcomes
At the end of the course, the students are expected to:
1. Demonstrate understanding of the principles of high quality assessment in conceptualizing, organizing and using authentic
assessment techniques in various curriculum teaching areas;
2. Demonstrate skills in designing, developing and using learner-appropriate performance-based, product-based, and affective
assessment tools in monitoring and evaluating learner progress and achievement in various curriculum areas;
3. Demonstrate knowledge and understanding of providing timely, accurate and constructive feedback to improve learner
performance;
4. Demonstrate familiarity with various strategies for communicating authentic learning results;
5. Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs;
and
6. Demonstrate an understanding of how professional reflection on assessment feedback can be used to improve practice.
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TOPIC &
RESOURCES & OUTCOMES –
REFERENCE INTENDED LEARNING TEACHING AND LEARNING
Week INSTRUCTIONAL BASED
(with citations and OUTCOMES ACTIVITIES
MATERIALS ASSESSMENT
page)
Week 1-4 A.Unit 1 – Authentic At the end of the unit, the  Insightful Prior  Laptop  Summative
Assessment in the preservice teacher (PST) can: Understanding. At the  Internet quizzes
Classroom  a. discuss the nature outset, pre-service teachers Connection  Unit learning
 A. High Quality and characteristics of name and/or present some  Moodle log or reflective
Assessment in authentic assessment key words of relevance to the  Hand-outs journal
Retrospect and related terms; topic. Preservice teachers  Small group
1. Purpose  b. differentiate will reflect on what they presentation of
2. Targets authentic currently think about a prior outputs.
3. Methods andtraditional topic, how it relates to a new Groups choose
4. Sampling assessment; topic, how they feel about it, an appropriate
5. Accuracy  c. reflect on the and why this might be the graphic
importance case. Pre service teachers organizer to
 B. What is andapplications of will be asked to predict what capture the
Authentic authentic assessment; they will learn about, how main idea of
Assessment? and they feel about that, and what authentic
1. Nature  d. make connections how they expect to feel about assessment is,
2. Characteristics between the principles the experience of learning as well as,
3. Related terms of high quality about it. differences
assessment and the between
 C. Why use development and use  Case-based discussion. Pre- authentic and
authentic of authentic service teachers will be traditional
assessment? assessment provided with a real-world assessment.
1. Principles techniques and tools case to study (e.g. a news Group
2. Traditional within and across article, account of a decision members take
assessment vis-à teaching areas. or procedure, video, etc.). turns in
vis authentic Individually, or in small presenting
assessment groups, have pre-service components of
teachers analyze the case their outputs.
 D. Developing using guidelines and a Process:
Authentic framework provided by the discussion of
Classroom professor. Pre-service concepts and
Assessments teachers may be asked to effective use of
1. A framework for present their analysis to the charts,
authentic class. Facilitate discussion diagrams,
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assessment such that pre-service audio, video,

2. Authentic teachers connect the case animation,
assessment with course material. multi-media
development technologies to
process  Interactive instruction using immerse
flowcharts or concept maps. audience
Output:
appropriate
graphic
organizer

 Mini case
study. Pre-
service
teachers will
have
individual
reading on
cases or
stories
portraying use
or misuse of
authentic
assessment.
The reflection
paper shall
highlight the
relationship of
principles of
high quality
assessment to
authentic
assessment in
various
contexts and
teaching
areas. Output:
reflection
paper with
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summary of the
story.
Week 5-8 B.Unit 2 – At the end of the unit, the  Interactive instruction  Laptop
Performance preservice teacher (PST) and facilitated discussion  Internet  Summative
Assessment can: using SOLO hexagons or Connection quizzes
 A. What and SOLO maps. This will  Moodle
why of a. design and develop introduce the pre-service  Hand-outs  Unit
performance performance tasks using teachers to the SOLO learning log
assessment the Goal, Role, Audience, model and provide them or reflective
1. Meaning and Situation, Products, a framework on journal
nature Standards (GRASPS) formulating and
- Purpose of model; developing constructively  Performance
performance aligned outcomes, tasks Task and
assessment b. develop appropriate and indicators. (For more Rubric
- Types of assessment rubrics or information on SOLO development.
performance customize Taxonomy, refer to
tasks * Process- existing ones to fit the Supplementary  Pre-service
based * Products- desired outcome; and Resources.) teachers will
based develop a
2. Principles of c. interpret performance  Explicit instruction on performance
performance assessment data/ results the development of task and
assessment for monitoring and performance tasks and scoring
evaluating learner appropriate rubrics. rubric,
 B. Developing achievement to improve containing
Performance learner performance appropriate
Tasks and inform instruction. weighted
criteria
1. Designing (indicators),
performance descriptors
tasks for
interpretatio
2. Goal, Role, n and
Audience, aligned
Situation, standards.
Products, Process:
Standards aligned and
(GRASPS) model: A objective
guide to developing statement of
authentic criteria
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performance tasks
(indicators)
3. Differentiating
Output:
performance tasks
Developed
for diverse learners
performance
task using
4. Scoring Rubrics
GRASPS
- Types
model and
- Components
correspondi
- Development
ng rubric
- Interpretation
and utilization
Week 9-11 C.Unit 3 – Authentic  Laptop  Summative
Assessmentof the  Literature review or  Internet quizzes
Affective Domain At the end of the unit, the research report. Connection
 A. Affective preservice teacher (PST)  Moodle  Unit
Targets can:  Pre-service teachers will  Hand-outs learning log
1. Attitudes  a. select appropriately be asked to look for or reflective
2. Interests developed, high recent researches on the journal
3. Motivation quality affective various affective targets
4. Values assessment tools; as well as researches on  Poster
5. Self-concept the selection, presentation
6. Locus of control  b. use target- and development, utilization . Pre-service
7. Self-efficacy learner appropriate and interpretation of teachers in
8. Anxiety affective assessment affective assessment small
9. Creativity methods and tools; methods and tools in the groups will
10. Epistemological and context of teaching succinctly
beliefs and/or learning. and
 c.interpret Research shall be effectively
 B. Appropriate performance summarized in terms of communicat
methods assessment data/ the Problem, Theories, e their
1. Types results for monitoring Methodology, Findings research
2. Selection and evaluating learner and Discussion of output
3. Development achievement to Results. selection,
4. Interpretation improve learner development
and utilization performance and , utilization
inform instruction. and
interpretatio
n of affective
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assessment
s using a
combination
of text,
graphs and
graphic
elements.
 C. Other
Affective  Process:
Measures and assessment
Assessments of content
1. Non-test and delivery
Indicators using
2. Transversal rubrics
Competencies Outputs:
3. 21st Century Poster,
Skills annotated
bibliography
and
collection of
samples of
affective
assessment
tools
Week 12- D.Unit 4 –  Laptop
16 Communicating  Internet  Summative
Authentic Connection quizzes
Assessment  Moodle
Results  Jigsaw collaborative  Hand-outs  Unit
 A. Effective information sharing. Pre- learning log
Communication At the end of the unit, the service teachers are or reflective
1. What to preservice teacher (PST) can: organized into small journal
communicate  a. design and develop groups, and each one is
2. Why portfolios for provided with one of the  Portfolio
communicate authentic assessment smaller parts of development
3. How to of learning outcomes; information. Pre-service . Pre service
communicate teachers work together to teachers will
- Managing  b. report, punctually understand the design and
message quality and accurately, information they are develop
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- Managing results of provided. They also their

interpersonal assessmentof learner discuss and rehearse how respective
dynamics academic performance to share this knowledge portfolios
and achievement in with others who do not for the
 B. Portfolio as a the form of grades, have the information. course
Communication marks, descriptors or Then, new groups are based on
Medium narratives; and formed, each being made the learning
up of a single preservice contract.
1. Portfolios and  c. articulate to parents teacher from each of the
authentic learning needs, original groups. In these  Peer review
assessment progress and behavior new groups, each 'expert' assessment
- Nature and of the learners during pre-service teacher and
characteristics a parent teacher shares their knowledge feedbacking.
- Analyzing the key conference or other with the rest of the group Pre-service
components of appropriate situation. who may ask questions teachers are
portfolios to clarify meaning. allocated
work from 2
2. Types and uses  Learning contract for or 3 peers.
portfolio development role They are to
3. ePortfolios playing activity assess the
work and
 C. Grading and provide
Reporting objective,
1. Nature, purpose accurate,
and rationale for constructive
assigning grades and sincere
feedback for
2. Grading improvemen
Systems t.
- Letter grades
- Percentage grades  Process:
ability to
evaluate
and provide
feedback on
others’ work
Output:
Portfolio
based on
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agreed-upon
artifacts/co
ntents and
peer
assessment
feedback.

 Role
playing.
Pre-service
teachers will
simulate a
parent-
teacher
conference
focused on
Week 17- E.Unit 5 –Assessment At the end of the unit, the Colloquium with resource  Laptop  Summative
18 of One’s Teaching preservice teacher (PST) can: person from the field. A basic  Internet quizzes
Practice  a.demonstrate education master teacher, a Connection
 A.Reflective reflective school head or a colleague may  Moodle  Unit
Practice Using selfassessment, using be invited to give a first-hand  Hand-outs learning log
Learner learner assessment account on the principles and or reflective
Attainment data and other actual conduct of reflection journal.
Data reflection aids, for about teaching practice and
1. Learners’ test purposes of adjusting professional development based  Written
scores one’s teaching on assessment feedback. narrative.
2. Learners’ non- practices and for Pre-service
test data and other purposes of growing in teachers will
information the profession be asked to
(advancing in the write a
 B.Reflective career stage); narrative on
Practice  b.explain how what
Through professional reflection transpired
Performance and learning can be in the
Evaluation used to improve colloquium
1. Students as teaching practice. capped with
Evaluators insights on
2. Peers as the different
Evaluators purposes of
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professional
reflection.
Output:
3. Supervisors as
Brief written
Evaluators
narrative
with
insights.
Total hours:54 hrs

Course Requirements
Each student is required to:
1. • Major Exams
2. • Summative quizzes
3. • Per unit outputs as specified in the assessment
4. • End of course learning log (reflective journal) and portfolio

Grading System
Written Tasks ----- 20% Attendance ---- 5%
includes: Behaviour ---- 10%
 Quizzes Prelim Examination ---- 10%
 Assignments Midterm Examination ---- 10%
 Term Paper
 Seatwork Semi – Final Examination ---- 10%
 Compilation Final Examination ---- 10%
 Portfolio
Performance Tasks ----- 25%
Total: 100%
includes:
 Class Participation
 Oral presentation
 Creative Performance
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 Demonstration

References, Textbooks and Supplementary Readings

 Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014). Assessment of Learning 2. Adriana Publishing Co., Inc.

Prepared by: Approved by:

JOHN RAY D. GARCIA LPT/MAEd Eng. Felino M.Manipol Ph. D

MVP College Instructor College Dean