FM-AA-CIA-13 Rev.

01 06-Sep-2022

PANGASINAN STATE UNIVERSITY

Alaminos City, Pangasinan
BACHELOR OF SECONDARY EDUCATION-MATHEMATICS

COURSE SYLLABUS
1st Semester, A.Y. 2024-2025
COURSE INFORMATION
COURSE CODE MATH 124
COURSE TITLE ASSESSMENT AND EVALUATION IN MATHEMATICS
COURSE TYPE ■ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 units
CLASS HOURS 54 hours
COURSE PREREQUISITE/
Assessment of Learning 1 and 2
CO-REQUISITE
COURSE SCHEDULE Monday/Tuesday/Wednesday 8:00-9:00 and 10:00-11:00
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030
The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic envirnment to produce dynamic,
UNIVERSITY MISSION
responsive, and future-ready individuals capable of meeting the requirements of the local and global communities and industries.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing

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quality outputs leading to inclusive growth;

4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion PO a. Articulate and discuss the latest Show the connections between mathematical concepts that are related to one
development in the specific field of another
practice.

PO c. Work effectively and Demonstrate skills in various methods of learning in mathematics such as, conducting
independently in multi-disciplinary and investigations, modeling, and doing research.
multi-cultural teams

PO d. Act in recognition of Practice ethical standards for professional teachers.

professional, social, and ethical
responsibility.

PO f. Articulate the rootedness of Develop lessons that can help students appreciate the use of mathematics in daily
education in philosophical, socio- life.
cultural, historical, psychological, and
political contexts.

PO l. Practice professional and ethical Takes responsibility with his actions and decisions.
teaching standards sensitive to the
changing local, national, and global
realities.

PO n. Exhibit competence in Provide examples to illustrate the application of mathematical concepts and
mathematical concepts and procedures.
procedures.

PO o. .Exhibit proficiency in relating Create a curriculum guide that shows how mathematics can be integrated with other
mathematics to other curricular areas. curricular areas.

PO p. Manifest meaningful and Demonstrate skills in various methods of learning in mathematics such as, conducting
comprehensive pedagogical content investigations, modeling, and doing research.

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knowledge (PCK) of mathematics

PO s. .Use effectively appropriate Utilizes a variety of student-centered approaches and methods in the classroom.
approaches, methods, and techniques
in teaching mathematics.
2. Continuous Innovative Learner PO b. Effectively communicate orally Work in a way that creates openness and communicate information without
and in writing using both Mother reservations.
Tongue and English and Filipino

PO g. Demonstrate mastery of subject Manifest creativity and critical thinking when selecting examples and problems to be
matter/discipline. used in the classroom and in the assessment of students’ learning.

PO h. Facilitate learning using a wide Demonstrate knowledge and skills in varied approaches and methods of teaching
range of teaching methodologies and mathematics
delivery modes appropriate to specific
learners and their environments.

PO i. Develop innovative curricula, Create a curriculum guide that shows how mathematics can be integrated with other
instructional plans, teaching curricular areas.
approaches, and resources for diverse
learners.

PO j. Apply skills in the development Demonstrate skills in the use of common mathematical software for teaching and
and utilization of ICT to promote quality, learning mathematical concepts e.g. Graphmatica, Geogebra, etc.
relevant, and sustainable educational
practices.

PO k. Demonstrate a variety of thinking Utilizes a variety of student-centered approaches and methods in the classroom.
skills in planning, monitoring,
assessing, and reporting learning
processes and outcomes.

PO m. Pursue lifelong learning for Demonstrate skills in various methods of learning in mathematics such as, conducting
personal and professional growth investigations, modeling, and doing research.
through varied experiential and field- Design and utilize varied assessment tools in mathematics, including alternative
based opportunities. forms of assessment.

Design and utilize varied assessment tools in mathematics, including alternative

PO q. .Demonstrate competence in forms of assessment.
designing, constructing, and utilizing
different forms of assessment in

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mathematics

PO r. Demonstrate proficiency in Demonstrate skills in various problem solving heuristics

problem-solving by solving and creating
routine and non-routine problems with
different levels of complexity.

PO u. Contribute to the generation of Demonstrate skills in various methods of learning in mathematics such as, conducting
new knowledge by participating in investigations, modeling, and doing research.
various research and development
3. Community Developer PO e. Preserve and promote “Filipino Create a curriculum guide that shows how mathematics can be integrated with other
historical and cultural heritage” curricular areas.

PO t. Appreciate mathematics as an Develop lessons that can help students appreciate the use of mathematics in daily
opportunity for creative work, moments life.
of discovery, and gaining insights of the
world.

COURSE DESCRIPTION

This course is designed to provide students an in-depth knowledge and understanding of the principles of valid and useful assessment and evaluation
practices and their role in the educative process. The course gives emphasis on the use and development of modified traditional type of assessment,
authentic and alternative assessment strategies to gauge the extent of learning in Mathematics. Moreover, it discusses issues and trends in assessment in
mathematics teaching. As a requirement, the students are to construct test types aligned with the competencies and performance standards of K to 12 as
well as construct evaluation tools for performance-based assessment.

COURSE OUTCOMES

PROGRAM OUTCOMES CODE (PO)

COURSE OUTCOMES (CO)
At the end of the course, the student should be able to: POg POn POo POp POr POt
CO1 Exhibit knowledge and skills in designing formative and summative assessment on P P P P P I
mathematics concepts and problem solving.
CO2 Display proficiency in integrating assessment practices in Mathematics with other subject P P I P P I
area or disciplines.
CO3 Demonstrate understanding of meaningful assessment by aligning assessment with P P I P P I
learning competencies and learning experiences.

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CO4 Demonstrate competence and skills in implementing different assessment techniques to P P I P P I

facilitate student success in learning
Mathematics using learner attainment data;
CO5 Show appreciation in using authentic and alternative assessment methods in D D D P D P
Mathematics learning.

I. (Introduced) P. (Practiced) D. (Demonstrate)

COURSE LEARNING PLAN

Course
Learning Outcomes Topics Hours Learning Activities Learning Materials Assessment
Outcome/s

At the end of the unit, the Vision, Mission, Goals and Core 1
student should be able to: Values  Orientation  Copy of the course  Recitation
syllabus
state the class policies, course Quality Policy
requirements, grading system,
etc. Policies inside the classroom;

state and explain the LMS Orientation;

University’s Vision, Mission,
Goals and Objectives Remote Learning Preference of
Students
CO1, CO2 1. discuss the significance of I. Outcomes-based Assessment 3 :
assessment and evaluation of 1. Assessment and Evaluation of  Independent learning  E-book (Traffic Lights
learning in Mathematics Learning in Mathematics through assigned  Microsoft LMS Cards)
2. Discuss the DepEd policies 2. DepEd Policies on Assessment reading task  Laptop • Yellow-
on assessment of learning in especially on Mathematics K-12  Extended concepts  Books teacher is
Mathematics 3. Skills and Attitudes in K-12 activity  Lecture notes (ppt) going fast
3. Describe the skills and Mathematics Learning Outcomes  Interactive Discussion  Video Lecture • Red- student
attitudes to be achieved in K  Individual and group ask questions
 Modified Hand-outs
to 12 Mathematics learning activity • Green –
 E-book
outcomes student would
like to
answer the
question

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Short Quiz:
Select-
Response Type
Short Quiz:
Select-
Response
Type

CO1,CO2 2.1a. construct program II. Program, Course and Intended 3

learning outcomes, course Learning Outcomes  Independent learning  E-book Written Work:
learning outcomes, and 2.1 Construction of: through assigned  Microsoft LMS Assessment
intended learning outcomes ▪ Program Learning Outcomes reading task  Laptop Grid
2.2a. map the program ▪ Course Learning Outcomes  Interactive Discussion  Books (Mapping
learning outcomes with course ▪ Intended Learning Outcomes  Individual and group  Lecture notes (ppt) Course
learning outcomes 2.2 Mapping Program Learning activity  Video Lecture Learning
2.3. map the course learning Outcomes with Course Learning competencies
 Modified Hand-outs
outcomes with intended Outcomes based on the DepEd Write-shop: with Intended
 E-book
learning outcomes Mathematics Curriculum Guide  Construction of Learning
2.3 Mapping Course Learning Learning Outcomes Outcomes)
Outcomes with Intended Learning
Outcomes based on the DepEd
Mathematics Curriculum Guide

CO1, CO2, 3.1a. articulate performance III. Performance Standards, 3 Written Work:
CO5 standards into competencies Competencies, and Learning  Independent learning  E-book Performance
3.2a. articulate competencies Targets in Mathematics through assigned  Microsoft LMS Standards into
into learning targets 3.1 Performance Standards, reading task  Laptop Competencies;
Competencies, and Objectives  Interactive Discussion  Books Competencies
3.1 Articulation of Performance  Individual and group  Lecture notes (ppt) into Learning
Standards into Competencies activity  Video Lecture Targets
3.2 Articulation of Competencies
 Modified Hand-outs
into Learning Targets Writeshop:  E-book
Articulations of Standards
into Competencies and
Learning Targets

4.1. identify various authentic IV. Authentic Assessment 3  Independent learning  E-book Sample
assessment methods in Methods in Mathematics through assigned  Microsoft LMS Authentic
Mathematics education Education reading task  Laptop Assessment
4.2. select appropriate 4.1 Designing Authentic Strategies

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authentic assessment method Assessment  Interactive Discussion  Books Assessment

that can be utilized in ▪ Project-based Learning  Individual and group  Lecture notes (ppt) tool:
Mathematics teaching and ▪ GRASPS Framework activity  Video Lecture Observation-
learning ▪ Three modes of Authentic  Modified Hand-outs based
4.3. design authentic Assessment (Observation,  E-book Assessment
assessment method that Performance Tasks, Actual tools
integrates other discipline Performance) Oral Response
(Sciences, Social Studies,
etc.) in Mathematics project

5.1a. design a project-based V. Summative Tests 3  Independent learning  E-book Written Work:
using GRASPS framework (Performance-based) through assigned  Microsoft LMS GRASPS
5.2a. present real life issues 5.1. Writing of Project-based in a reading task  Laptop Analytical
and concerns in GRASPS GRASPS Framework  Interactive Discussion  Books Rubric
5.2. Presentation of Real-life  Individual and group  Lecture notes (ppt)
Problems in GRASPS activity  Video Lecture
 Modified Hand-outs
 E-book

6.1. discuss how individual or VI. Evaluation Tools Used in 3  Independent learning  E-book Written Work
group checklist is utilized in Authentic Assessment through assigned  Microsoft LMS Sample
problem-solving in 6.1 Individual or Group Checklist in reading task  Laptop Assessment
Mathematics Problem-Solving in Mathematics  Interactive Discussion  Books Tools
6.2. describe how interview 6.2 Interview Sheet  Individual and group  Lecture notes (ppt)
sheet can be utilized in 6.3 Assessment Tools activity  Video Lecture
enhancing Mathematics
 Modified Hand-outs
learning
 E-book
6.3. construct assessment
tools appropriate in assessing
students’ learning in
Mathematics
3 Written Work
7.1. discuss process-oriented VII. Other formative Assessment  Independent learning  E-book Concept Note
assessment is utilized 7.1 Process-oriented Assessment through assigned  Microsoft LMS on Process-
Mathematics teaching and 7.2 Analytical Scoring Rubric vs. reading task  Laptop Oriented
learning Holistic Rubric  Interactive Discussion  Books Assessment
7.2. differentiate analytical 7.3 Construction of Holistic and  Individual and group  Lecture notes (ppt) Samples:
scoring rubric and holistic Analytical Scoring Rubric activity  Video Lecture Holistic Rubric
rubric Analytical
 Modified Hand-outs

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7.3. construct holistic and  E-book Rubric

analytical scoring rubric
VIII. Exhibit of the Students
Written Works on Authentic  Gallery Walk
Assessment and Tools

IX. MIDTERM EXAMINATION 2

Total no. of Hours – 27 hours
CO1, CO2
CO3, CO5 10.1a. Identify the learning X. Development of Varied Paper 3  Independent learning  E-book Written Work:
outcomes of a quarter in and Pencil Tests in Mathematics through assigned  Microsoft LMS Sample Table
certain grade level 10.1 Planning and Constructing of reading task  Laptop of Specification
10.1b. decide on the type of Table of Specification for a Quarter  Interactive Discussion  Books for a Quarter
objective test  Individual and group  Lecture notes (ppt)
10.1c. identify total number of activity  Video Lecture
sessions  Workshop: Constructing
10.1d. compute for the TOS
number of items per learning
 Modified Hand-outs
outcome.
 E-book

11.1a. identify what needs to XI. Test Items in Mathematics 3  Independent learning  E-book Written Work:
be improved given a simple assessment through assigned  Microsoft LMS Sample
multiple-choice test item in 11.1. Multiple Choice reading task  Laptop Multiple Choice
Mathematics i. Traditional Multiple Choice   Books Test Items
(in reference with guidelines in ii. Modified Multiple Choice  Lecture notes (ppt) Written Work
multiple choice instructions  Video Lecture Sample 1:
11.2b. construct a multiple-  Interactive Discussion Multiple Choice
choice Item  Individual and group (Traditional)
11.2c. construct a modified activity Written Work
 Modified Hand-outs
multiple choice (2 or 3 tiered Sample 2:
 E-book
questions) Modified
First- Applications of Concepts Multiple Choice
Second- Reason for the
Choice
Third- if possible the principle
or concepts that support the
answer

11.2a. identify what needs to 11.2. True or False Items  Independent learning  E-book Written Work:

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be improved in True or False i. Traditional True or False 3 through assigned  Microsoft LMS Sample 1:True-
Items given a sample ii. Modified True or False reading task  Laptop False Items
Teacher-constructed test  Interactive Discussion  Books (Traditional)
items (in reference from the  Individual and group  Lecture notes (ppt) Sample 2:
guidelines in True or False activity  Video Lecture True-False
Constructions  Modified Hand-outs Items
11.2b construct True-False (Modified)
 E-book
Items (traditional)
11.2c construct Modified True
or False Items using If-then
Prompt

11.3a. discuss the formulation 11.3. Supply Type or Constructed 3  Independent learning  E-book Written Work:
of Completion type of test Response Type through assigned  Microsoft LMS Sample
11.3b. construct completion reading task  Laptop Completion
type of test in Problem-Solving  Interactive Discussion  Books Type of Test
 Individual and group  Lecture notes (ppt)
activity  Video Lecture
 Modified Hand-outs
 E-book

11.4a. describe the two types 11.4. Supply Type of Test: Essay 3  Independent learning  E-book Visual Map:
of essay i. Restricted Essay through assigned  Microsoft LMS Tchart/ Venn
11.4b. discuss the different ii. Non-restricted Essay reading task  Laptop Diagram
higherorder thinking skills  Interactive Discussion  Books Oral Response
assessed in essay and the  Individual and group  Lecture notes (ppt) Type
question prompt for each activity  Video Lecture Written Work:
thinking skill (e.g. Application Sample
Question- Using the given Student
mathematical model, solve for Constructed
 Modified Hand-outs
its Response Type
 E-book
discriminant and explain why
the discriminant is real,
rational, or irrational)
11.4c. construct sample essay
test in Mathematics

At the end of the week, the XII. Construction of Test Draft of 3  Independent learning  E-book Written Works:
pre-service 12. TOS and test draft through assigned  Microsoft LMS • TOS with test

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teacher (PST) should be able construction reading task  Laptop item Location
to:  Interactive Discussion  Books • Sample Test
12.1a. construct a test draft of  Individual and group  Lecture notes (ppt) Items
a activity  Video Lecture
quarter  Modified Hand-outs
 E-book

At the end of the week, the XIII. Interpreting Formative and 3  Independent learning  E-book Written Work
pre-service teacher (PST) Summative Results through assigned  Microsoft LMS Student Profile
should be able to: 13.1. Validation Rate for reading task  Laptop of an Exam
13.1a. discuss the significance Instructional Decision in Formative  Interactive Discussion  Books Result
of validation rate instructional Assessment  Individual and group  Lecture notes (ppt) Written Work:
decision in formative E.g. Q1 : 50-50 (50% of the class activity  Video Lecture • Student’s
assessment got 50% of the items Performance in
 Modified Hand-outs
13.1b. profile student’s Decision: Proceed to the next Formative
 E-book
performance based on the lesson Exam
results utilizing appropriate Q2: 60-40 (60% of the class got • One Sentence
ICT tools 60% of the items summary
13.2a. profile students’ Decision: Proceed to the next (describing the
performance based on the Lesson instructional
summative examination result 13.2 Students’ Performance in decision of the
13.3 generate some Summative Examination into: teacher based
instructional decision • Beginner (79 and below) on the result)
regarding the result • Developing (80 to 84)
• Approaching Proficiency (85-89)
• Proficient (90-94)
• Outstanding (95 -100)
CO1, 14.1. show steps in grade XIV. Grade Computations 3 Written Work
CO2, CO3, computation using 14.1. Grade Computations  Independent learning  E-book Students’
CO4 Spreadsheet following the DepEd policy through assigned  Microsoft LMS Achievement
reading task  Laptop Profile in
 Interactive Discussion  Books Summative
 Individual and group  Lecture notes (ppt) Examination
activity  Video Lecture Written Work
Concept Notes
 Modified Hand-outs
 E-book

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FINAL EXAMINATION:
Performance-based Examination: Exhibit of Sample Assessment Strategies
Capstone Project: Exhibit of the validated TOS and Quarter Exam (The student 3
will exhibit the TOS and Quarter Exam validated and administered to JHS students.
Also, a report of the ‘test analysis’ of the summative exam will be included.)
Total no. of Hours – 27 hours

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books C. Electronic Sources

 Costa, Gabriel B. & Bronson, Richard (2014), Differential Equations (Fourth https://www.mathsisfun.com/calculus/differential-equations.html
https://www.cuemath.com/calculus/differential-equation/
Edition), Schaum’s Outlines, McGraw Hill Education https://tutorial.math.lamar.edu/classes/de/de.aspx https://www.youtube.com/watch?
 Tattao, Luis A. (2010), Differential Equation (Worktext), Rex Bookstore, Inc. v=hiL356ExeIw
 https://www.youtube.com/watch?v=C7nuJcJriWM

B. Textbook

COURSE REQUIREMENTS
Midterm and Final Examinations
Quizzes
Regular Attendance
Active class participation/Recitation
Problem Sets

Grading System

Final Grade = ½ Midterm Grade + ½ Final Grade

Midterm Grade=
Midterm Exam = 40%
Attendance/ Recitation/ Quizzes = 30%
Home Based Requirements = 30%
Final Term Grade

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Final Exam = 40%

Attendance/ Recitation/ Quizzes = 30%
Home Based Requirements = 30%
Problem Solving
RUBRICS Demonstrates excellent comprehension of the mathematical concepts and principles behind the problem and uses appropriate
mathematical terminology or notation to perform the algorithms correctly. Contains no grammatical and technical errors.
Develops solution with exceptional care, including all illustrations assigned in a seamless manner; provides a balanced
5
presentation of relevant illustration and shows a thoughtful, in-depth analysis of the problem; Ideas are supported effectively;
shows clear evidence of having understood and synthesized mathematical concepts

Demonstrates adequate comprehension of the mathematical concepts and principles underlying the problem and uses
nearly appropriate mathematical vocabulary and notation to execute algorithms entirely. Contains one to two grammatical and
technical errors. Develops general solution as assigned, including an acceptable illustration of the problem assigned; displays a
4
clear analysis of the significant parts of the solution; Ideas are generally supported; shows evidence of having read, understood, and
correctly applied appropriate mathematical concepts

3 Demonstrates minimal comprehension of the mathematical concepts and principles behind the problem; uses some
appropriate mathematical terminology or notation to perform the algorithms. Contains few grammatical and technical errors.
Does not fully develop solution as assigned and may ignore one of the major steps; analysis is basic or general; Some ideas
are incomplete and unsupported; may not be clear whether the concepts were understood or synthesized;

Demonstrates inadequate comprehension of the mathematical concepts and principles. Misuses or omits mathematical
terminology that produces significant computational errors. Contains substantial grammatical and technical errors.
2 Solution is undeveloped; analysis is vague or not evident; Several ideas are unsupported.

Demonstrates no comprehension of the problem's mathematical concepts and principles. Attempts to employ unnecessary
1 external knowledge but fail to specify which aspects of the situation are pertinent. Does not attempt a solution, replicates a
portion of the problem.

COURSE POLICIES AND EXPECTATIONS

Class Attendance (Article 2, Section 14 of PSU Student Handbook)

1. If you have a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours without any
valid reason, you will be automatically dropped from the subject.
2. Approved absences are limited only to illness as certified by a physician, death of a family member, official and authorized representation of Campus/University in
official function/ activities and other reasons as may be deemed justified by your instructor.

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3. For excused absences, it is your responsibility to seek out missed assignments. You should check the official PSU LMS, official class FB page/group messenger and
your classmates for notes, handouts, etc.

Classroom Expectations
1. Be Prepared. Your grade is your sole responsibility. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and other
homework before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit and always bring
your book, notebook, paper and writing materials. You are not allowed to borrow anything from your classmates to ensure avoidance of virus
transmission. This is for your health’s safety. Also, each of you is assigned to be the prayer leader for the day. If you are assigned to lead, please
be ready with your prayer. (Accountability, Credibility and Integrity, Spirituality)
2. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions. Do not hesitate to ask questions during
class discussions. Remember, you came to school to learn. (Competence and Commitment to Achieve Excellence)
3. Be Punctual. Seat plan will be used for the checking of attendance. If you are not on your designated area once the class has started, you will be considered
late/absent. Submit your homeworks/problem sets/ class activities on time too. (Accountability, Competence and Commitment to Achieve
Excellence)
4. Be Respectful. Any action that bothers another student or the teacher, or any disruptive behavior in class, is considered disrespectful. Demonstrate proper respect
for teachers, your classmates, other university personnel and all university property. Listen to others and evaluate ideas on their own merit.
(Social Responsiveness)
5. Be Tidy. Cleanliness is next to Godliness. Wear your complete proper uniform. Likewise, your activities must be clean and properly stapled. Loose leaves are prone
to be misplaced. Your clean work reflects that homeworks/problem sets are well-prepared. Before leaving the classroom, please make sure that your place
is clean. Pick up litters and throw them on the designated trash bins. (Accountability, Credibility and Integrity, Competence and Commitment to
Achieve Excellence, Social and Environmental Responsiveness)

Technology Agreement
1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Charging of your electronic
devices is prohibited inside the class. Please make sure they are fully charged before bringing them to class.
2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

1. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):
1st Offense : Automatic grade of 5.00 in the particular examination where cheating occurred; referral to guidance counselor.
nd
2 offense : Automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester.
3rd offense : Automatic grade of 5.0 in the subject/s and suspension of one semester to dismissal from the institution.

Guidelines on Late Submissions of Requirements and Late Examinations

1. The dates of the submission for all home-based requirements are based on classroom agreement during in-person classes. Five points will be deducted for every
day of failure to submit said requirements (except for approved absences).
2. You are only allowed to take missed examinations due to approved absence. Please fill up the Request for Special Examination before taking the missed exam.

Lecture Class Policies

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.
2. Attendance in the class signifies readiness to participate in class discussions and activities.

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3. A student is responsible for his/her absence

4. Requirements must be submitted within the designated date of submission.
5. NO CELL PHONES OR ELECTRONIC DEVICES AT ANY TIME. All school rules will be followed as stated in the student handbook
6. Late work: Deductions will be given.
7. Others (agreed upon by the class)

Additional Information:
1. To immediately answer queries regarding your asynchronous class activities, kindly message your instructor through MS teams during your scheduled
asynchronous class schedule only and faculty consultation schedule.
2. All assignments/activities during asynchronous classes shall be submitted during the next scheduled in-person class.
REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
Updated the Learning Activities (All Face-to-face)
August 9, 2024 August 19, 2024
Updated the important dates, consultation time
PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED
Prepared by the:
Focal Person (Common Program) BJ V. ABUBO, MEd August 14, 2023
Faculty (Stand-alone Program)

Reviewed by the Committee for Common

Programs

Endorsed by the Council of Deans and Department Chairs on : ________________

FACULTY CONTACT INFORMATION

COURSE SYLLABUS IN MATH 124 - ASSESSMENT AND EVALUATION IN MATHEMATICS 14

 FM-AA-CIA-13 Rev.01 06-Sep-2022

NAME BJ V. ABUBO
DESIGNATION Faculty
E-MAIL ADDRESS [email protected]
CONSULTATION SCHEDULE Monday to Friday 9:00 – 10:00
OFFICE LOCATION Science and Math Deparment Faculty Room, RSDC

Prepared by: Checked by: Recommended by: Approved:

BJ V. ABUBO, MEd NELDA J. GARCIA, Ph. D. MITZY M. MACARAEG, Ph D. GUDELIA M. SAMSON, DPA
Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y._2024-2025_

WEENALEI T. FAJARDO, PhD

Director for Curriculum and Instruction MANOLITO C. MANUEL, EdD
Vice President for Academic and Student Affairs

COURSE SYLLABUS IN MATH 124 - ASSESSMENT AND EVALUATION IN MATHEMATICS 15