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TECHNICAL-TEACHER EDUCATION DEPARTMENT

Outcomes-Based Education (OBE) Course Syllabus in ED 108 (Assessment of Learning 1)
Date Enhanced: August 2023

I. Capiz State University

Vision: Center of Academic Excellence Delivering Quality Service to All

Mission: Capiz State University is committed to provide advanced knowledge and innovation; develop skills, talents and values; undertake
relevant research, development and extension services; promote entrepreneurship and environmental consciousness; and enhance
industry collaboration and linkages with partner agencies.

Goals: Globally competitive graduates

Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration

Core Values: God- Centered, Excellence, Integrity, Transparency and Accountability and, Dedication to quality Service

Guiding Principles: Academic Freedom, Responsibility, Academic Standards

Institutional Graduate Outcomes

A CAPSU graduate is a knowledgeable, innovator, researcher, master of change, a leader entrepreneur, environmentalist and effective collaborator in
their respective fields of discipline.

II. Campus: Sigma Satellite College

Technical Education Program Outcomes:
To produce teachers who REIGNS
R – Relevant researches
E – Exemplary “extensionists” and entrepreneurs
I – Innovative instructors, ICT literate
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G – God-fearing, goal-oriented, globally competitive

N – Nature lovers, networks, and team players
S – Service-oriented

III. Program/Degree: Bachelor of Technical-Vocational Teacher Education

IV. Program Outcomes: Based on CMO. No. 79 series of 2017
The minimum standards for the BTVTED program are expressed in the following minimum set of learning outcomes:
A. Common to all programs in all types of schools
The BTVTED graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams(PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote ‘ Filipino historical and cultural heritage”(based on RA 7722)

B. Common to Teacher Education

f. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
g. Demonstrate mastery of subject matter/discipline.
h. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
i. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
l. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
m. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

C. Program Outcomes for BTVED

n. Demonstrate the competencies required of the Philippine TVET Trainers- Assessors Qualifications Framework (PTTQF);
o. Demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education.
p. Apply with minimal supervision specialized knowledge and skills in any specific fields in technical and vocational education.
q. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
r. Manifest a deep and principled understanding of the learning processes and the role of the teaching in facilitating these processes in their students;
s. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes.
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t. Apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials developments, educational
assessment , and teaching approaches);and
u. Reflect on the relationships among teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other
factors affecting educational processes in order to constantly improve their teaching knowledge , skills and practices.

V. Course No. and Title: ED 108 – Assessment of Learning 1

Pre-requisite: None
VI. Semester/School Year Offered: First Semester, SY 2023-2024
VII. Course Description:
This is a course that focuses on the principles, development and utilization of conventional assessment tools to improve the
teaching-learning process. It emphasizes on the use of assessment; of, as and for in measuring knowledge, comprehension and other
thinking skills in the cognitive, psychomotor or affective domains. It allows students to go through the standard steps in test construction
and development and the application in grading systems.

VIII. Course Credit/Unit: 3 units/3 hours

IX. Course Outcomes with Curriculum Map
Course Outcomes Program Outcomes
After the completion of the course, the students should be able to: a b c d e f g h i j k l m n o p q r s t u
CO1- explained how the change of emphasis from content to outcomes in education led I
to the shift of focus in teaching from the subject matter to the learner;
CO2 - illustrated examples of measurement, assessment and evaluation in determining D
the progress of students towards attaining the desire learning outcomes;
CO3 - differentiated program outcomes from student learning outcomes through D
examples;
CO4 - given examples of learning outcomes in the cognitive, psychomotor, and I
affective domain;
CO5 - explain the principles in assessing learning outcomes through example and I D D D
illustrations;
CO6 - a) distinguished the meanings and uses of item analysis, validity, reliability, D D D
difficulty index, and discrimination index;
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b) determined the validity and reliability of the given test items;

CO7 - explained the meaning and uses of Measures of Central Tendency and of E E
Dispersion – mean, median, mode, and standard deviation; and
CO8 - demonstrated understanding of the principles in assigning grades and D D D
implementing grading system.

Where: E – Enabling I – Introductory D - Demonstrated

X. Course Design Matrix

References and Instructional Time

Topics Most Essential Learning Outcomes Learning Activities Assessment Tasks
Materials Frame
Orientation CapSU: At the end of the chapter, the students Class discussion Quizzes ▪ Student Handbook Week 1
▪ Introduction of Vision, must have: ▪ Course Outline
Mission, Goals, ▪ Course Requirement
Objectives and core 1) demonstrated understanding of the
values. vision, mission, goals objectives
▪ Getting to know each and core values of CapSU; and
other 2) have the overview of the course
▪ Presentation of course expectation and requirements.
syllabus, requirements
and grading system
Chapter 1. Shift of At the end of the chapter, the students • Interactive discussion • Quiz Navarro, R.L. Santos, R.G. Week 1
Educational Focus from must have have: • Group discussion • Reflection essay on subject Corpus, B.B. (2019). –2
Content to Learning subject matter-centered matter-centered teaching and Assessment in Learning 1.
Outcomes 1. explained 3 outstanding vs. Learner-centered learner-centered teaching Quezon City. Lorimar
characteristics of outcome-based teaching • Presentation of group Publishing, Inc.
education; • Exercises on translating discussion outcomes
2. distinguished among institutional educational objectives Balagtas, M. et. Al. (2020).
outcomes, course outcomes and into learning outcomes Assessment in Learning 1.
learning outcomes; Manila, Philippines. Rex
Book Store Publishing
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3. distinguished between immediate Laguing, D. (2023) Teaching

outcomes and deferred outcomes; Guide in ED 108 Assessment
and of Learning 1.
4. differentiated educational
objectives and learning outcomes.
Chapter 2. Measurement, At the end of the unit, the students • Interactive discussion • Quiz Navarro, R.L. Santos, R.G. Week 3
Assessment and Evaluation must have: • Group presentation of • Essay test on the Corpus, B.B. (2019). -4
in Outcomes-Based different measuring distinction among Assessment in Learning 1.
Education 1. differentiated measurement, instruments assessment “of” learning, Quezon City. Lorimar
evaluation and assessment; • Group presentation of assessment “for” Publishing, Inc.
2. listed activities or processes objects that can be learning, and assessment
involved in measurement, assessed “as” learning Balagtas, M. et. Al. (2020).
assessment and evaluation; and • Discussion on the • Group presentation of Assessment in Learning 1.
3. explained the meaning of distinction between abstracts of published Manila, Philippines. Rex
assessment for, of, and as learning. formative and evaluative studies Book Store Publishing
summative evaluation
Laguing, D. (2023) Teaching
Guide in ED 108 Assessment
of Learning 1.
Chapter 3. Program At the end of the unit, the students • Interactive discussion • Quiz Navarro, R.L. Santos, R.G. Week 5
Outcomes and Learning must have: • Group presentation of • Essay test on the Corpus, B.B. (2019). -6
Outcomes the levels of cognitive relationship between Assessment in Learning 1.
1. clarified the program outcomes for domain program outcomes and Quezon City. Lorimar
teacher education; • Group presentation of student learning Publishing, Inc.
2. distinguished the six levels of the levels of outcomes
knowledge under the cognitive psychomotor domain • Submission by group of Balagtas, M. et. Al. (2020).
domain; • Group presentation of matrices of the levels of Assessment in Learning 1.
3. discussed the psychomotor the levels of affective cognitive, psychomotor, Manila, Philippines. Rex
categories in the psychomotor domain and affective domain Book Store Publishing
domain of objectives contributed • Group crafting of • First quarter
by Simpson, Dave and Harrow; matrices to simplify • Summative Test Laguing, D. (2023) Teaching
the domain levels Guide in ED 108 Assessment
of Learning 1.
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4. discussed the six levels of learning

objectives in the affective domain;
and
5. discussed Kendall’s and
Manzano’s new taxonomy.
Chapter 4. Assessment At the end of the unit, the students • Interactive discussion • Quiz Navarro, R.L. Santos, R.G. Week 7
Student Learning must have: • Group presentation to • Crafting of rubrics to Corpus, B.B. (2019). –8
Outcomes clarify the principles assess the group Assessment in Learning 1.
1. explained the principles in of assessing learning presentation of the Quezon City. Lorimar
assessing learning outcomes; outcomes principles of assessing Publishing, Inc.
2. explained the phases of outcomes • Discussion of learning outcomes
assessment; assessment tools • Submission of rubrics Balagtas, M. et. Al. (2020).
3. determined the alignment of • Group samples of the • Group presentation of the Assessment in Learning 1.
learning outcomes and assessment various types of types of portfolios Manila, Philippines. Rex
tasks; portfolios • Reaction paper on the use Book Store Publishing
4. discussed various assessment • Crafting of scoring of rubrics
methods, tools and tasks including rubrics Laguing, D. (2023) Teaching
portfolios; • Discussion of learning Guide in ED 108 Assessment
5. constructed a scoring rubric; and outcomes in K to 12 of Learning 1.
6. gived sample assessment tasks for
each MI.
MID -TERM EXAMINATIONS (Week 9)
Chapter 5. Distinguishing At the end of the unit, the students • Interactive discussion • Quiz Navarro, R.L. Santos, R.G. Week
and Constructing Various must have: of the different types • Critique of the examples Corpus, B.B. (2019). 10 - 11
Paper-and-Pencil Tests of test of test types Assessment in Learning 1.
1. constructed paper-and-pencil test • Writing of examples of • Group presentation of Quezon City. Lorimar
in accordance with the guidelines the different types of table of specifications by Publishing, Inc.
in test construction; test in the different field of specialization
2. answered specific questions fields of specialization • Crafting of scoring Balagtas, M. et. Al. (2020).
referring to the different test types; • Constructing a table of rubrics for essay Assessment in Learning 1.
and specifications for the examination Manila, Philippines. Rex
different types of test Book Store Publishing
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3. constructed a Table of Laguing, D. (2023) Teaching

Specifications and made a paper- Guide in ED 108 Assessment
and-pencil test based on the TOS. of Learning 1.
Chapter 6. Item Analysis At the end of the unit, the students • Exercises on the • Problem solving on the Navarro, R.L. Santos, R.G. Week
and Validation must have: interpretation of: item following; item validity, Corpus, B.B. (2019). 11 - 12
analysis, item validity, reliability, difficulty Assessment in Learning 1.
1. explained the meaning of item reliability, difficulty index, and discrimination Quezon City. Lorimar
analysis, item validity and index, and index Publishing, Inc.
reliability, item difficulty, and discrimination index
discrimination index; Balagtas, M. et. Al. (2020).
2. determined the validity and Assessment in Learning 1.
reliability of the given test items; Manila, Philippines. Rex
and Book Store Publishing
3. determined the quality of a test
item by its difficulty index, Laguing, D. (2023) Teaching
discrimination index and Guide in ED 108 Assessment
plausibility of options (for of Learning 1.
selected-response test).
Chapter 7. Performance- At the end of the unit, the students • Interactive discussion • Quiz Navarro, R.L. Santos, R.G. Week
Based Tests must have: on performance-based • Critique of the examples Corpus, B.B. (2019). 13 - 15
tests and creating of rubrics Assessment in Learning 1.
1. developed performance-based test rubrics. Quezon City. Lorimar
to assess selected learning Publishing, Inc.
competencies from k-12
curriculum guide; and Balagtas, M. et. Al. (2020).
2. constructed appropriate scoring Assessment in Learning 1.
rubrics for given students’ Manila, Philippines. Rex
products/performances. Book Store Publishing

Laguing, D. (2023) Teaching

Guide in ED 108 Assessment
of Learning 1.
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Chapter 8. Grading At the end of the unit, the students • Exercises on • Quiz Navarro, R.L. Santos, R.G. Week
Systems and the Grading must have: o Exercises on norm- • Problem-solving on Corpus, B.B. (2019). 16 - 17
System of the Department referenced and o Norm-referenced Assessment in Learning 1.
of Education. 1. distinguished between norm- criterion- grading Quezon City. Lorimar
referenced and criterion-referenced referenced o Criterion referenced Publishing, Inc.
grading; cumulative and averaging gradings grading
grading system; and o Exercises on o Averaging system Balagtas, M. et. Al. (2020).
2. computed grades of students in averaging and o Cumulative system Assessment in Learning 1.
various grade levels observing cumulative grading Manila, Philippines. Rex
DepEd guidelines. systems Interactive Book Store Publishing
discussion of
DepEd Order No. Laguing, D. (2023) Teaching
8, s. 2015 Guide in ED 108 Assessment
of Learning 1.
FINAL EXAMINATION (WEEK 18)

XI. Criteria for Grading

Midterm and Final Performance Mid-Term Grade 30%

Class Standing 40% Final Term Grade 70%
Assignment (research outputs) 5% Final Grade 100%
Participation/Oral Recitation 20%
Output/Projects,Portfolio and others 15%
Quizzes 20%
Written Examination 40%
TOTAL 100%

XII. Rubrics (see attach rubrics in separate sheet)

XIII. Course Requirements: Attendance, participate in class discussion, outputs, assignments and examination.
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XI. Course Policies

a. Absences. Maximum allowable cuts: 6 absences for 1.5 hours classes.

b. Dress Code. The prescribed dress code for students of the college should be strictly observed. A student not properly attired will be marked absent and not
allowed to take quizzes, exams, etc..
c. Plagiarism. Each piece of assessable work must be demonstratively the student’s own. In this class, the copying, borrowing or the unacknowledged use of another
person’s ideas or written languages one’s own weather published or unpublished will be penalized. Any piece of work that is plagiarized in whole or in part will
not be assessed.
d. The student handbook will serve as a guide for all. Additional guidelines may be issued by individual faculty to respective classes.

XII. Consultations:

Consultation hours will be announced individually by each lecturer, with a view to the concept of mentoring and nurturing the ideas of the students. The students are
encouraged to regularly seek the advice of their lectures/course facilitator.
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XIII. Remarks: This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.
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Prepared by:

DHAREEN O. LAGUING, MAT

Course Facilitator

Noted: Recommending Approval:

JOCELYN A. MAGALLANES, EdD FORTUNATO A. AZARCON, EdD

Quality Assurance Chairperson Program Chairman, TTEd

Approved:

ANNALIE G. CAMPOS, PhD

Satellite College Director
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RUBRIC FOR STUDENT REFLECTIONS

4 – Above Expectations 3 – Meets Expectations 2 - Approaching Expectations 1 – Below Expectations

The reflection explains the The reflection explains the The reflection attempts to The reflection does not address
Reflective student’s own thinking and student’s thinking about his/her demonstrate thinking about learning the student’s thinking and/or
Thinking learning processes, as well as own learning process. but is vague and/or unclear about the learning.
implications for future learning. personal learning process.
The reflection is an in-depth The reflection is an analysis of the The reflection attempts to analyze The reflection does not move
analysis of the learning learning experience and the value the learning experience but the value beyond a description of the
experiences, the value of the of the derived learning to self or of the learning to the student or learning experience.
Analysis derived learning to self or others, others. others is vague and/or unclear.
and the enhancement of the
student’s appreciation for
discipline.
The reflection articulates The reflection articulates The reflection attempts to articulate The reflection does not articulate
multiple connections between connections between this learning connections between this learning any connection to other learning
Making this learning experience and experience and content from other experience and content from other or experiences.
Connections content from other courses, past courses, past learning, life courses, past learning experiences, or
learning, life experiences and/or experiences and/or future goals. personal goals, but the connection is
future goals. vague and/or unclear.

RUBRIC FOR PORTFOLIO-BASED ASSESSMENT

Does not meet Expectations Partially Meets Expectations Meets Expectations Exceeds Expectations
Assessment Ratings Score
(0) (1) (2) (3)
Sources of Learning Documentation and Documentation and description Documentation and Documentation and
Experiences relevant to description of learning of learning experiences related description of learning description of learning
learning outcomes. experiences related to course to course learning outcomes are experiences related to course experiences related to course
learning outcomes are lacking not effectively or completely learning outcomes are learning outcomes exceed
or substantially inadequate. presented. appropriate and effectively expectations.
presented.
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Demonstration of The portfolio’s materials and The portfolio materials and The portfolio includes The presentation of artifacts
Learning artifacts are not appropriate artifacts are not fully supported appropriate artifacts that is convincing, with strong
Artifacts and/or adequate, and are not by or connected to the course’s support the demonstration of support for the course’s
supported by the presentation. learning outcomes. learning outcomes. learning outcomes.
Evidence of Learning The portfolio shows little or The portfolio documents some, The portfolio adequately The portfolio provides clear
Competencies no evidence of learning tied to but not sufficient, learning tied documents learning tied to evidence of learning tied to
sound educational theory. to sound educational theory (or sound educational theory (or sound educational theory (or
grounded in appropriate grounded in appropriate grounded in appropriate
academic frameworks) academic frameworks). academic frameworks).
Mastering Knowledge The portfolio provides little The portfolio demonstrates the The portfolio documents the The portfolio demonstrates
& Skills evidence of the student’s student’s ability to use the acquisition of knowledge and the student has mastered the
Application ability to use knowledge and knowledge and skills for the skills for the course learning knowledge and skills for the
skills for the course’s learning course learning outcomes in outcomes, with some ability to course learning outcomes
outcomes in practice. practice is limited. apply them in practice. and can apply them in
practice.
Reflection on Learning The portfolio provides little or The portfolio provides The portfolio provides The portfolio shows that the
Aligned with course no evidence of reflection to inadequate evidence of evidence of reflection to student has reflected with
learning outcomes increase learning aligned with reflection to increase learning increase learning aligned with substantial depth upon how
the course learning outcomes aligned with the course learning the course learning outcomes the prior learning experience
for which credit is being outcomes for which credit is for which credit is being is aligned to the course
sought. being sought. sought. learning outcomes for which
credit is being sought.
Presentation Assembly instructions have Most of the expected elements The portfolio is well The portfolio is well
Completeness and not been followed with critical are included; the quality of organized with all critical organized with all critical
quality of the portfolio portfolio elements not written, visual and/or digital elements included; the quality elements included; learning
presentation included; the quality of presentation does not meet of written, visual and/or is well documented with
written, visual and/or digital postsecondary standards with digital the presentation is writing and production skills
presentation does not meet too many errors in spelling, competent with minor errors that exceed those of most
postsecondary standards. grammar and punctuation. in spelling, grammar and college students
punctuation.
Overall Assessment