Revision Status: IST Draft

Republic of the Philippines

Revision Date:
Western Mindanao State University Recommending approval:
College of Teacher Education Concurred:
External Studies Unit Approved:

RESTRUCTURED OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN THE ASSESSMENT OF LEARNING 2

For the 2nd Semester, SY 2020-2021 ONLY

Western Mindanao State University

College of Teacher Education
Vision
GOALS College Goals
The University of Choice for higher learning with strong research orientation
that produces professionals who are socially responsive to and responsible for TheBachelor
The Bachelor ofofSecondary
SecondaryEducation ProgramProgram
Education of the College of Teacher
of the CollegeEducation,
of
human development; ecological sustainability; and, peace and security within Western Mindanao
Teacher StateWestern
Education, University aims to: State University aims to:
Mindanao
and beyond the region.
a.a. develop
develop the knowledge,attitudes,
the knowledge, attitudes, skills
skills andand habits
habits of prospective
of the the prospective
high school
Mission hightoschool
teacher enableteacher to enable
him to harness his him to harness
potentials his potentials
as a human as a human
person, family member,
person, family member, and community organizer.
The Western Mindanao State University, set in a culturally diverse b. cater to the needs of its socio-culturally-pluralistic clientele by
environment, shall pursue a vibrant socio-economic agenda that include: continuously revising/ enriching/ upgrading its curricular offerings;
 A relevant instruction paradigm in the education and training of c. provide adequate training to would-be teachers in evolving a sound
competent and responsive human resource for societal and industry philosophy of life inspired by an abiding faith in God and love for
needs; fellowmen;
 A home for intellectual formation that generates knowledge for people d. instil critical thinking as well as aesthetic and cultural values among
empowerment, social transformation and sustainable development; the prospective high school teachers, and;
and; e. produce a new breed of teachers who are imbued with altruism,
 A hub where science, technology and innovation flourish enriched by dynamics, responsibility and ethics virtues
the wisdom of the Arts and Letters, and Philosophy.

Program Outcomes Specific to a sub-discipline and a major

WMSU-VPAA-FR-032.00 Page 1 of 13
Effective Date: 24-JUN-2020
 Program Outcomes (PO) GOALS
a b c d e
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts

b. Demonstrate mastery of subject matter/discipline

c. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities

d. Pursue life-long learning for personal and professional growth through varied experiential and field-based opportunities

COURSE CODE: PED 108

COURSE NAME: Assessment of Learning 2

PREREQUISITE: Assessment of Learning 1

COURSE CREDIT: 3 Units

COURSE DESCRIPTION: 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 product-oriented learning outcomes
as well as affective learning. Pre-service teachers will experience how to design, 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.

WMSU-VPAA-FR-032.00 Page 2 of 13
Effective Date: 24-JUN-2020
 COURSE LEARNING OUTCOMES:
Program Outcomes
At the end of the semester, the students can:
A B C D

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. an understanding of how professional reflection on assessment feedback can be used to improve practice.

REFERENCES

WMSU-VPAA-FR-032.00 Page 3 of 13
Effective Date: 24-JUN-2020
 Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 1. Adriana Publishing Co. Inc. Quezon City, Philippines.
Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City, Philippines.
Department Order No. 8, series of 2015 – Policy Guidelines on Classroom Assessment for K to 12 Basic Education Program. Available online: http://www.deped.gov.ph/wp-
content/uploads/2015/04/DO_s2015_08.pdf
Frey, Bruce B., Schmitt, Vicki L., & Justin P. Allen (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research & Evaluation, 17(2). Available online:
http://pareonline.net/getvn.asp?v=17&n=2
Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines.
Gabuyo, Y.A. (2012) Assessment of Learning II. Rex Book Store, Inc., Manila, Philippines. Gulikers, Judith T.M., Bastiaens, Theo J., & Kirschner, Paul A. (2004). A five-
dimensional framework for authentic assessment. Educational technology research and development, 52(3), 67. Retrieved from https://sci-hub.tw/10.1007/BF02504676
McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument Development in the Affective Domain. Springer, New York, NY. doi:10.1007/978-1-4614-7135-6
McTighe, Jay (2011) Performance Task PD with Jay McTighe [Blog post]. Retrieved from https://blog.performancetask.com/
Mueller, Jon F. (2016). Authentic Assessment Toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/index.html
Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
Popham, W.J. (2017) Classroom Assessment: What Teachers Need to Know, 8e. Pearson Publishing
Sridharan, Bhavani & Jamie, Mustard. (2016). Authentic Assessment Methods: A Practical Handbook for Teaching Staff Part-I, Deakin University. Retrieved from
https://doi.org/10.13140/RG.2.1.2358.7921.
Stiggins, Rick & Jan Chappuis (2016) An Introduction to Student-involved Assessment FOR Learning, 7 Ed. Columbus OH: Pearson
UCD (2018) An Introduction to ePortfolio. UCD Teaching & Learning. Available online:
http://www.ucd.ie/teaching/resources/technologyenhancedlearning/brightspaceguides/eportfolio/ Wiggins, Grant (1990). The case for authentic assessment. Practical assessment,
research & evaluation, 2(2), 1-6. Available online: https://www.pareonline.net/getvn.asp?v=2&n=2

WMSU-VPAA-FR-032.00 Page 4 of 13
Effective Date: 24-JUN-2020
 GRADE COMPONENT AND CORRESPONDING WEIGHT:
For the 2nd Semester, SY 2020-2021 ONLY Passing Grade = 60%

FINAL RATING
Midterm Grade......................40%
Final term Grade...................60%
100%

MIDTERM GRADE
 Midterm Exam (to be administered face to face).....……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ……………….. 10%

100%
FINAL TERM GRADE
 Final Exam (to be administered face to face)............……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ………………... 10%

100%

SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR

EXAM

Percentage Grade = raw score / total number of items x 100

Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100
= 80%

TOTAL SCORE.................................40 correct out of 50 items

PERCENTAGE GRADE....................80%
NUMERICAL RATING.....................2.00
REMARKS …………………………………. PASSED
WMSU-VPAA-FR-032.00 Page 5 of 13
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 NUMERICAL
% EQUIVALENT
RATING
96-100 1.0
91-95 1.25
86-90 1.5
81-85 1.75
76-80 2.0
71-75 2.25
66-70 2.5
62-65 2.75
60-61 3.0
Below 60 5.0
Lacks requirements and/or final exam INC

Authorized Withdrawal (Dropped with permit) AW

Unauthorized Withdrawal (Dropped from class for non-
attendance/non-appearance for 20% of prescribed UW
attendance)
COURSE REQUIREMENTS
 2 Written Major Exams (Midterm and Final Examination)
 Course output/project

CONDITIONS FOR PERFORMANCE EVALUATION

 Active participation in all class activities.
 At least 60% passing in all exams and other graded requirements.

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 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE
WEEK 1 TOPIC 1 (3 hours):  Exhibit awareness and Individual Rubric score cards of a, b
appreciation of the participation in class class participation
a. WMSU VMGO, University Vision, discussion and group
Classroom Mission & Quality Policy, presentation using a
Policies, Course College Goals, and rubric to assess
Overview, Program objectives. quality of
Course  Demonstrate participation.
Requirements, understanding of the
Grading System classroom policies,
course requirements, and
grading system.
Week 2- Topic 1 - discuss the nature and - Summative quizzes
4 (Authentic characteristics of authentic Insightful Prior Video On line face to Equivalent
Assessment in Understanding. - Unit learning log or 1,4,5 b,d presentation, face coverage through
assessment and related At the outset, pre- reflective journal face to face – on Google class handouts,
the Classroom) terms; service teachers name line meetings, room modules or
and/or present some - Small group Google Video workbook will be
High Quality key words of presentation of classroom or presentation of provided to the
Assessment in - differentiate authentic
relevance to the topic. outputs. Groups choose equivalent the subject students
Retrospect and traditional assessment; Pre-service teachers an appropriate graphic coverage matter
 Purpose will reflect on what organizer to capture the through
 Targets - reflect on the importance they currently think main idea of what handouts,
 Methods and applications of about a prior topic, authentic assessment modules or
 Sampling authentic assessment; and how it relates to a new is, as well as, workbooks will
 Accuracy topic, how they feel differences between be provided to
about it, and why this authentic and the students
- make connections might be the case. traditional assessment.
What is Authentic between the principles of Pre-service teachers Group members take
Assessment? high quality assessment will be asked to turns in presenting
 Nature predict what they will components of their
and the development and
 Characteristics learn about, how they outputs.
 Related terms use of authentic feel about that, and Process: discussion of
assessment techniques and how they expect to concepts and effective
Why use authentic tools within and across feel about the use of charts, diagrams,
teaching areas. experience of learning audio, video,
assessment?
WMSU-VPAA-FR-032.00 Page 7 of 13
Effective Date: 24-JUN-2020
 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE
 Principles about it. animation, multi-media
 Traditional Case-based technologies to
assessment vis-à-vis discussion. immerse audience
Pre-service teachers Output: appropriate
authentic
will be provided with graphic organizer
assessment a real-world case to
study (e.g. a news
Developing article, account of a
Authentic decision or procedure,
Classroom video, etc.).
Assessments Individually, or in
 A framework for small groups, have
authentic pre-service teachers
analyze the case using
assessment
guidelines and a
 Authentic framework provided
assessment by the professor. Pre-
development service teachers may
process be asked to present
their analysis to the
class. Facilitate
discussion such that
pre-service teachers
connect the case with
course material.
Interactive instruction
using flowcharts or
concept maps.
Week Topic 3 - design and develop Interactive Unit learning log or 1,2,3,5, b,d video video Equivalent
5-8 (Performance performance tasks using the instruction and reflective journal presentation on presentation on coverage through
Assessment) Goal, Role, Audience, facilitated cell division cell division handouts,
A. What and why Situation, Products, discussion using Performance Task and modules or
Standards (GRASPS) model; SOLO hexagons or Rubric development. Face to face Face to face workbook will be
of performance
SOLO maps. This will Pre-service teachers online online provided to the
assessment - develop appropriate introduce the pre- will develop a discussions discussions students
 Meaning and
WMSU-VPAA-FR-032.00 Page 8 of 13
Effective Date: 24-JUN-2020
 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE
nature assessment rubrics or service teachers to the performance task and
- Purpose of customize existing ones to fit
SOLO model and scoring rubric, Soft copy of the Soft copy of the
performance the desired outcome; and provide them a containing appropriate module or module or
assessment framework on weighted criteria handouts can be handouts can be
- interpret performance formulating and (indicators), provided to provided to
- Types of
assessment data/ results for developing descriptors for students via students via
performance tasks monitoring and evaluating constructively-aligned interpretation and email; or email
o Process-based learner achievement to outcomes, tasks and aligned standards. student will
o Products-based improve learner performance indicators. (For more Process: aligned and follow the
and inform instruction. information on SOLO objective statement of instructions,
 Principles of Taxonomy, refer to criteria (indicators) guidelines and
performance Supplementary Output: Developed activities in the
assessment Resources.) performance task using module or
Explicit instruction on GRASPS model and handouts
B. Developing the development of corresponding rubric
performance tasks
Performance
and appropriate
Tasks rubrics.
 Designing
performance tasks
 Goal, Role,
Audience,
Situation,
Products,
Standards
(GRASPS) model:
A guide to
developing
authentic
performance tasks
 Differentiating
performance tasks
for diverse
learners

WMSU-VPAA-FR-032.00 Page 9 of 13
Effective Date: 24-JUN-2020
 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE
 Scoring Rubrics
- Types
- Components
- Development
- Interpretation
and utilization
Week 9 MIDTERM EXAM (3 hrs)

Week Unit 3 – - select appropriately Literature review Summative quizzes 1, 2, 4, 6 b,d

10-12 Authentic developed, high quality or research report. Video On line face to Equivalent
Assessment of affective assessment tools; Pre-service teachers Unit learning log or presentation, face coverage through
the Affective will be asked to look reflective journal face to face – on Google class handouts,
Domain - use target- and learner- for recent researches line meetings, room modules or
appropriate affective on the various Poster presentation. Google Video workbook will be
A. Affective Targets assessment methods and affective targets as Pre-service teachers in classroom or presentation of provided to the
 Attitudes tools; and well as researches on small groups will equivalent the subject students
 Interests the selection, succinctly and coverage matter
 Motivation - - interpret performance development, effectively through
 Values assessment data/ results for utilization and communicate their handouts,
 Self-concept monitoring and evaluating research output modules or
 Locus of control learner achievement to selection, development, workbooks will
 Self-efficacy improve learner performance utilization and be provided to
 Anxiety and inform instruction. interpretation of the students
 Creativity affective assessments
 Epistemological using a combination of
beliefs text, graphs and
graphic elements.
B. Appropriate
methods
 Types
 Selection
 Development
 Interpretation
and utilization

WMSU-VPAA-FR-032.00 Page 10 of 13
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 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE

C. Other Affective
Measures and
Assessments
 Non-test
Indicators
 Transversal
Competencies
 21st Century
Skills
Week Unit 4 – - design and develop Jigsaw Summative quizzes 1,2,3,4,5 a, b, d
13-15 Communicating portfolios for authentic collaborative Video On line face to Equivalent
Authentic assessment of learning information Unit learning log or presentation, face coverage through
sharing. reflective journal face to face – on Google class handouts,
Assessment Results outcomes;
Pre-service teachers line meetings, room modules or
are organized into Portfolio Google Video workbook will be
A. Effective - report, punctually and small groups, and development. Pre- classroom or presentation of provided to the
Communication accurately, results of each one is provided service teachers will equivalent the subject students
 What to assessment of learner with one of the design and develop coverage matter
communicate academic performance and smaller parts of their respective through
 Why achievement in the form of
information. Pre- portfolios for the course handouts,
communicate service teachers work based on the learning modules or
grades, marks, descriptors or together to contract. workbooks will
 How to narratives; and understand the be provided to
communicate
information they are Peer review the students
- Managing message
quality - articulate to parents learning provided. They also assessment and
discuss and rehearse feedbacking. Pre-
- Managing needs, progress and behavior
how to share this service teachers are
interpersonal of the learners during a knowledge with allocated work from 2
dynamics parent-teacher conference or others who do not or 3 peers. They are to
other appropriate situation. have the information. assess the work and
B. Portfolio as a Then, new groups are provide objective,
Communication formed, each being accurate, constructive
made up of a single and sincere feedback
Medium
pre-service teacher for improvement.
 Portfolios and
WMSU-VPAA-FR-032.00 Page 11 of 13
Effective Date: 24-JUN-2020
 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE
authentic from each of the Process: ability to
assessment original groups. In evaluate and provide
- Nature and these new groups, feedback on others’
each 'expert' pre- work
characteristics
service teacher shares Output: Portfolio based
- Analyzing the key their knowledge with on agreed-upon
components of the rest of the group artifacts/contents and
portfolios who may ask peer assessment
 Types and uses questions to clarify feedback.
 ePortfolios meaning. Role playing. Pre-
service teachers will be
C. Grading and Learning contract communicating
Reporting for portfolio learners needs,
development role performance and
 Nature, purpose
playing activity. achievement. Pre-
and rationale for A learning contract is service teachers will be
assigning grades an agreement encouraged to
 Grading Systems between a learner and incorporate nuances of
- Letter grades teacher to help direct real-life PT conference
- Percentage grades and monitor students’ for distribution of
learning. This will report cards.
serve as a basis of Process: ability to
setting expectations preside a parent-
and agreement upon teacher conference and
the contents of the communicate
portfolio and details assessment results
of the role playing simulate a parent-
activity. teacher conference
focused on
Week Unit 5 –Assessment - demonstrate reflective self- Colloquium with Summative quizzes 1, 2, 4, 5 a, b, c,
16-17 of One’s Teaching assessment, using learner resource person Video On line face to Equivalent
Practice assessment data and other from the field. A Unit learning log or presentation, face coverage through
basic education reflective journal. face to face – on Google class handouts,
reflection aids, for purposes
master teacher, a line meetings, room modules or
A. Reflective of adjusting one’s teaching school head or a Written narrative. Google Video workbook will be
Practice Using practices and for purposes of
WMSU-VPAA-FR-032.00 Page 12 of 13
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 Syllabus for PED 104 – BSED120938IP

Outcome-Based MODE OF DELIVERY

Desired Student Note: Which ever mode of delivery is applicable to the
(OBA) Activities Evidence of
Course Content Learning Course
Time (Teaching, Outcomes Program students, adapt a flexible learning delivery as
(No. of Hours Per Outcomes/Competencies Learning
Frame Learning (Assessment of Outcomes appropriate to the required activities.
Topic) At the end of each topic and Outcomes
Activities, & Learning Outcome)
semester, the students can PURELY PURELY
Contextualization) BLENDED
ONLINE OFFLINE
Learner Attainment growing in the profession colleague may be Pre-service teachers classroom or presentation of provided to the
Data (advancing in the career invited to give a first- will be asked to write a equivalent the subject students
 Learners’ test stage); hand account on the narrative on what coverage matter
principles and actual transpired in the through
scores
conduct of reflection colloquium capped with handouts,
 Learners’ non- - explain how professional about teaching insights on the different modules or
test data and other reflection and learning can be practice and purposes of workbooks will
information used to improve teaching professional professional reflection. be provided to
practice. development based on Output: Brief written the students
assessment feedback. narrative with insights.
B. Reflective
Practice Through
Performance
Evaluation
 Students as
Evaluators
 Peers as
Evaluators
 Supervisors as
Evaluators
Week 18 FINAL EXAM (3 hrs)

Prepared by: Noted: Recommending Approval Approved:

Joed C. Cabilin Felwyn Lovely R. Natividad Byron B. Go-Silk, Ph. D. Nursia M. Barjose, RN, DNS
Instructor Department Head OIC- Dean, External Studies OIC - Vice President for Academic A`ffairs

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