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Course-Outline-Assessment of Learning I

This document outlines the course outline for Assessment of Learning 1 taught by Instructor Nestor Lasala at Sorsogon State University. The 3-unit course focuses on principles and development of assessment tools to improve teaching and learning. It covers test construction, grading systems, providing feedback, and trends in assessment. The 18-week course includes topics like establishing learning targets, preparing classroom assessments, developing assessment items, and grading/reporting practices. Student evaluation is based on examinations, participation, quizzes, and a project.

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231 views3 pages

Course-Outline-Assessment of Learning I

This document outlines the course outline for Assessment of Learning 1 taught by Instructor Nestor Lasala at Sorsogon State University. The 3-unit course focuses on principles and development of assessment tools to improve teaching and learning. It covers test construction, grading systems, providing feedback, and trends in assessment. The 18-week course includes topics like establishing learning targets, preparing classroom assessments, developing assessment items, and grading/reporting practices. Student evaluation is based on examinations, participation, quizzes, and a project.

Uploaded by

Ay Ban
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Republic of the Philippines

SORSOGON STATE UNIVERSITY


Sorsogon City Campus
Sorsogon City

Course Outline

Course code: Instructor: LASALA, NESTOR JR. L.


Course Title: Assessment of Learning 1 E-mail: [email protected]
Prerequisite: None Consultation hrs: By Appointment
Units: 3

I. COURSE DESCRIPTION

This course focuses on the principles, development and utilization of


conventional assessment tools to improve the teaching learning process. It
emphasizes the use of assessment of, as and for learning in measuring
knowledge, comprehension and other thinking skill sin cognitive, psychomotor or
affective domains. It takes pre-service teachers through the standard steps in
test construction and development, the application of grading systems, and the
provision of timely, accurate, and constructive feedback to improve learner
performance. Trends and issues related to assessment are also addressed. The
Gender and Development ideas may be integrated during class discussions
whenever applicable. Disaster Risk Reduction Management issues specifically
adapting to the new normal is also discussed at the start of the term..

II. LEARNING PLAN

Week 1-2: • Orientation & Nature, Principle, And Purpose Of Assessment

INCLUSIVE DATES:
• August 16-27, 2021

Week 3-4: Principle Of High-Quality Assessment (T-4)

INCLUSIVE DATES:
• August 30- September 03 (W3)
• September 06 -10 (W4)
GENERAL OBJECTIVES:
• Identify What Constitutes High-Quality Assessments
• List Down the Productive And Unproductive Uses Of Tests; And
• Classify The Various Types Of Tests

Week 5-6: Social, Legal, And Ethical Implication Of Tests (T-4)

INCLUSIVE DATES:
• September 13-17 (W5)
• September 20-24 (W6)
GENERAL OBJECTIVES:
• Evaluate The Soundness Of The Criticism Of Testing; And
• Cite The Testing Principles As A Teacher Must Observe

Week 7: Factors Influencing Test Construction And Test Performance (T-2)

INCLUSIVE DATES:
• September 27- October 1 (W7)
GENERAL OBJECTIVE:
• Explain The Factors That Influence Test Construction; And
• Identify The Extraneous That Affect Students’ Performance In The
Cognitive Type Of Test

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Week 8: Midterm (October 4-8)

Week 9-10: Establishing Learning Targets (T-4)

INCLUSIVE DATES:
• October 11-15 (W9)
• October 18-22 (W10)
GENERAL OBJECTIVE:
• Differentiate The Types Of Learning Targets
• Give Concrete Examples Of The Different Learning Targets; And
• Discus The Taxonomies Of Learning Objectives

Week 11-12: Preparations Of Classroom Assessments (T-5)

INCLUSIVE DATES:
• October 25-29 (W11)
• November 01-05 (W12)
GENERAL OBJECTIVE:
• ESTABLISH THE RELATIONSHIP AMONG LEARNING OBJECTIVES,
TEACHING AND TESTING
• CITE THE IMPORTANCE OF THE TABLE OF SPECIFICATIONS IN MAKING
THE TEST MORE VALID AND RELIABLE
• CONSTRUCT A SAMPLE OF TABLE OF SPECIFICATION

Week 13-14: Development Of Classroom Assessment (T-7)

INCLUSIVE DATES:
• November 08-12 (W13)
• November 15-19 (W14)
GENERAL OBJECTIVE:
• IDENTIFY THE DIFFERENT TEACHER-MADE TESTS, THEIR ADVANTAGES
AND DISADVANTAGES; AND
• FORMULATE THEIR OWN SAMPLE QUESTIONS

Week 15: Item Analysis (T-4)

INCLUSIVE DATES:
• November 22-26 (W15)
GENERAL OBJECTIVE:
• POINT OUT THE IMPORTANCE OF ITEM ANALYSIS IN THE IMPROVEMENT
OF CONSTRUCTED TEST ITEMS;
• ANALYZE TEST ITEMS IN TERMS OF DISCRIMINATION INDEX AND
DIFFICULTY INDEX;
• IDENTIFY THE VARIOUS WAYS OF INTERPRETING TEST SCORES; AND
• INTERPRET CORRECTLY PRESENTED DATA IN TABULAR AND GRAPHIC
FORM

Week 16-17: Grading And Reporting Practices (T-9)

INCLUSIVE DATES:
• November 29- December 03 (W16)
• December 06- 10 (W17)
GENERAL OBJECTIVE:
• RECOGNIZE THE NECESSITY FOR REPORTING SCHEMES AND DISCUSS
HOW REPORTS CAN BE USEFUL FOR DIFFERENT GROUPS OF PEOPLE
• DISCUSS DIFFERENT SYSTEM FOR REPORTING AND IDENTIFY THE
ADVANTAGES AND DISADVANTAGES OF EACH; AND
• IDENTIFY DESIRABLE REPORTING PRACTICES

Week 18: Final Examination

• December 13-17

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III. Course Requirement/s:
➢ Individual and Group Output (Activities)
➢ Project (Midterm and Final)
➢ Midterm/Final Examination
IV. Course Evaluation:

➢ Examination (Midterm/Finals) - 40%


➢ Participation/ Recitation - 20%
➢ Short Quizzes - 25%
➢ Project - 10%
➢ Attendance - 5% m
100%
Reference: SSC
Student
Handbook
V. References

• ARC (n.d.). Current issues. Retrieved from The Hong Kong Polytechnic University, the
Assessment Resource Centre Web site:
http://www.polyu.edu.hk/assessment/arc/issues/index.htm
• 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.
• Christian Brothers University (2016) Writing perfect learning outcomes. Available online:
https://www.cbu.edu/assets/2091/writing_perfect_learning_outcomes.pdf
• Department Order No. 73, series of 2012 – Guidelines on the Assessment and Rating of
Learning Outcomes Under the K to 12 Basic Education Curriculum. Available online:
http://www.deped.gov.ph/wp-content/uploads/2018/07/DO_s2012_73.pdf
• 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/wpcontent/uploads/2015/04/DO_s2015_08.pdf
• 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.
• 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
• Stiggins, Rick &Chappuis, Jan (2016) An Introduction to Student-involved Assessment FOR
Learning, 7 Ed. Columbus OH: Pearson

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