FM-AA-CIA-13 Rev.

06-Sep-2022

PANGASINAN STATE UNIVERSITY

Alaminos City, Pangasinan
COLLEGE OF TEACHER EDUCATION

ASSESSMENT IN LEARNING 2
COURSE SYLLABUS
2nd Semester, A.Y. 2022-2023

COURSE INFORMATION
COURSE CODE PROF ED 107
COURSE TITLE Assessment in Learning 2
COURSE TYPE ■ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 Units
CLASS HOURS 54
COURSE PREREQUISITE/
NONE
CO-REQUISITE
III – BSE English (Tuesday 09:00AM – 11:00AM (F2F), Thursday 09:00AM – 10:00AM (Online))
COURSE SCHEDULE
II – BSE English (Tuesday 01:00PM – 02:00PM (Online), Thursday 12:00 – 02:00PM (F2F))
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University in 2025

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
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;

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 1

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

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
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  Practice spiritual values and morally upright  Identify various types of learners and provide them with
behavior which promote and inspire greater appropriate, culturally-relevant learning activities and
harmony to project a credible public image. (PO.f.) experiences.

 Manifest positive personal and professional qualities of a

 Demonstrate positive attributes of a model teacher, teacher.
both as individual and as a professional. (PO.x.)
 Observe integrity and professionalism in handling issues,
 Display, socially and environmentally responsive conflicts and controversies related to student’s welfare as
organizational culture, which ensures higher well as parent’s and community concerns.
productivity among the university constituents and
elevates the welfare of the multi-sectoral  Provide timely feedback of assessment results to parents
and other stakeholders.
communities. (PO.e.)
 Act according to the norms of the teaching profession in
 Act in recognition of professional, social, and dealing with students, parents, colleagues and other
ethical responsibility. (PO.j.) stakeholders.
 Work effectively and independently in multi-  Participate actively in the school’s community outreach
disciplinary and multi-cultural teams (PO.i.) activities.
 Demonstrate through institutional mechanisms,
system, policies, and processes which are
reflective of transparency, equity, participatory
decision making, and accountability. (PO.a.)

 Engage in relevant, comprehensive, and

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 2

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

sustainable development initiatives through

multiple perspectives in decisions and actions that
build personal and professional credibility and
integrity. (PO.b)

2. Continuous Innovative Learner  Articulate the rootedness of education in  Identify various types of learners and provide them with
philosophical, socio-cultural, historical, appropriate, culturally-relevant learning activities and
psychological, and political contexts (PO.l.) experiences.

 Keep abreast with educational issues, trends, and practices

 Demonstrate mastery of subject matter/discipline. vis-à-vis local and global context to provide relevant learning
(PO.m.) experiences.

 Demonstrate in-depth understanding of the  Pursue personal growth and professional development
diversity of learners in various learning areas. through attendance in seminar-workshops, participation in
(PO.t.) demo-fests, conducting action research, and other education-
related activities.
 Exhibit life-long learning and global competence  Develop and utilize relevant materials that match the learners’
proficiency in communication skills, learning styles, goals and culture.
intra/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production  Select instructional strategies for the development of learners’
initiatives and capability in meeting industry critical and creative thinking skills.
requirements of local, ASEAN and international
 Utilize developmentally appropriate activities in teaching the
human capital market through relevant and
different learning areas.
comprehensive programs. (PO.d.)
 Utilize appropriate technologies to achieve the learning
 Pursue lifelong learning for personal and outcomes.
professional growth through varied experiential and
field-based opportunities. (PO.s.)  Apply theories of learning in designing learning-teaching
experiences.
 Manifest meaningful and comprehensive
pedagogical content knowledge (PCK) of the
 Explain subject matter content, accurately and
different subject areas. (PO.u.)
comprehensively.

 Manifest a desire to continuously pursue personal

and professional development. (PO.y.)  Relate current content with past and future lessons.

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 3

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

 Facilitate learning using a wide range of teaching

methodologies and delivery modes appropriate to  Integrate recent developments in education and in the specific
specific learners and their environments. (PO.n.) field to enrich learning.
 Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse
 Provide examples from real life to make learning meaningful.
learners. (PO.o.)

 Manifest skills in communication, higher order  Utilize appropriate teaching-learning methods and technology
thinking and use of tools and technology to for specific subject matter content.
accelerate learning and teaching. (PO.w.)

 Set challenging goals and tasks with determination  Design authentic assessment, evaluation instruments and
and sense of urgency which provide continuous alternative assessment tools.
improvement and producing quality outputs leading
to inclusive growth. (PO.c.)
 Interpret assessment results and use these to improve
 Apply skills in the development and utilization of learning and teaching.
ICT to promote quality, relevant, and sustainable
educational practices. (PO.p.)  Keep accurate and updated records of the learners’
performance using technology tools where feasible and
 Articulate and discuss the latest development in appropriate.
the specific field of practice. (PO.g.)

 Demonstrate a variety of thinking skills in planning,  Create learning experiences that develop the learners’ higher
monitoring, assessing, and reporting learning order thinking skills.
processes and outcomes. (PO.q.)

 Contribute to the generation of new knowledge by  Use tools and technology to enhance learning and teaching.
participating in various research and development
projects. (PO.z.)
 Provide timely feedback of assessment results to parents and
other stakeholders.
 Utilize appropriate assessment and evaluation
tools to measure learning outcomes. (PO.v.)
 Provide opportunities that develop the learners’
communication skills.

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 4

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

3. Community Developer  Display, socially and environmentally responsive  Identify various types of learners and provide them with
organizational culture, which ensures higher appropriate, culturally-relevant learning activities and
productivity among the university constituents and experiences.
elevates the welfare of the multi-sectoral  Manifest positive personal and professional qualities of a
communities. (PO.e.) teacher.

 Practice spiritual values and morally upright  Observe integrity and professionalism in handling issues,
behavior which promote and inspire greater conflicts and controversies related to student’s welfare as well
harmony to project a credible public image. (PO.f.) as parent’s and community concerns.

 Provide timely feedback of assessment results to parents and

 Demonstrate positive attributes of a model teacher,
other stakeholders.
both as individual and as a professional. (PO.x.)
 Act according to the norms of the teaching profession in
 Work effectively and independently in multi- dealing with students, parents, colleagues and other
disciplinary and multi-cultural teams (PO.i.) stakeholders.

 Engage in relevant, comprehensive, and  Participate actively in the school’s community outreach
sustainable development initiatives through activities.
multiple perspectives in decisions and actions that
build personal and professional credibility and
integrity. (PO.b)

COURSE DESCRIPTION
This is a course that focuses on the principles, development and utilization of alternative forms of assessment in measuring authentic learning. It emphasizes on how
to assess process and product-oriented learning outcomes as well as affective learning. Students will experience how to develop rubrics and other 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.
COURSE OUTCOMES

PROGRAM OUTCOMES CODE (PO)

COURSE OUTCOMES (CO)
a b c d e f g h i j k l m
At the end of the course, the student should be able to:
n o p q r s t u v w x y z
CO1 demonstrate understanding of the principles of high quality assessment in Dn Dp De Dg Du Dj Dx Dl Dm
conceptualizing, organizing and using authentic assessment techniques in various

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 5

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

curriculum teaching areas;

CO2 demonstrate skills in designing, developing and using learner-appropriate
Dn
performance-based, product-based, and affective assessment tools in monitoring Da
Dp De Dg Du Di Dl Dm
and evaluating learner progress and achievement in various curriculum areas;
CO3 demonstrate knowledge and understanding of providing timely, accurate and
Da Db De Df Du Di Dx Dl Dm
constructive feedback to improve learner performance;
CO4 demonstrate skills in using various strategies for communicating authentic
Dn Db Dp De Df Dg Dj Dx Dl Dm
learning results;
CO5 demonstrate an understanding of the role of assessment data as feedback in
Dn Db Dp De Dg Dx Dl Dm
teaching and learning practices and programs; and
CO6 demonstrate skills on how assessment feedback can be used to improve practice. Db Dd De Df Dg Du Di Dj Dx Dl Dm

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

COURSE LEARNING PLAN

Course Learning Activities Learning Materials and

Learning Outcomes Topics Hours Assessment
Outcome/s (Online and Face to Face) Platform

At the end of the session/s, Orientation Online Class  Course Syllabus Recitation
the pre- service teachers 1. University Vision and Mission  Lecture on syllabus  Student Handbook
should be able to: 2. University Philosophy  Lecture/discussion
1. recite the university 3. University Core Values Face to Face Class  Reflection
vision, mission, core 4. Campus Goals and Objectives  Lecture on syllabus
values, and objectives; 5. School and Classroom Policies
2. reflect to the university’s 6. Grading System
vision, mission, core 7. Course Requirements 1
values, and objectives, to Course Overview
realize their roles as a
student; and
3. understand the scope and
nature of the course and
the outcomes to be
achieved.
CO1 1. discuss the nature and Unit 1 – Authentic Assessment in 12 Online Class Online Class Online Class
characteristics of authentic the Classroom ● Library Research ● Hand-outs ● Unit
assessment and related ● Worksheets learning
terms; A. High Quality Assessment in ● Response Card log
Retrospect ● Reflective

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 6

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

2. differentiate authentic and 1. Purpose Face to Face Face to Face journal

traditional; 2. Targets ● Interactive instruction ● Hands-out ● Essay
3. Methods ● Facilitated discussion ● Worksheets with rubric
3.reflect on the importance 4. Sampling  Socratic Method Textboook (Navarro,
and applications of 5. Accuracy et.al.) Face to Face
authentic assessment; and B. What is Authentic ● Oral
Assessment? recitation
4. make connections between 1. Nature ● Small
the principles of high quality 2. Characteristics group
assessment and the 3. Related terms presentati
development and use of C. Why use authentic ons
authentic assessment assessment? ● Unit quiz
techniques and tools within 1. Principles  Objective
and across teaching areas. 2. Traditional assessment test
vis-à-vis authentic
assessment
D. Developing Authentic
Classroom Assessments
1. A framework for authentic
assessment
2. Authentic assessment
development process

CO2 5. design and develop Unit 2 – Performance Assessment 13 Online Class Online Class Online Class
performance tasks using the A. What and why of performance ● Library Research ● Hand-outs ● Unit
Goal, Role, Audience, assessment ● Group activity on ● Worksheets learning
Situation, Products, 1. Meaning and nature development of log
Standards (GRASPS) - Purpose of performance Process- and product- ● Reflective
model; assessment oriented performance- journal
- Types of performance based assessment ● Performan
tasks ● Group activity on ce Task
6. develop appropriate o Process-based rubric designing (Designin
assessment rubrics or o Products-based ● Designing g and
customize existing ones to 2. Principles of performance performance-based developin
fit the desired outcome; and assessment assessment using g Product-
B. Developing Performance Tasks GRASPs model and
1. Designing performance process-
7. interpret performance tasks Face to Face Face to Face oriented
assessment data/ results for 2. Goal, Role, Audience, ● Interactive instruction ● Hands-out performan
monitoring and evaluating Situation, Products, ● Facilitated discussion ● Worksheets ce-based
learner achievement to Standards (GRASPS) model:  Textboook (Navarro, assessme

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 7

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

improve learner A guide to developing ● Socratic Method et.al.) nt)

performance and inform authentic performance tasks ● Rubric
instruction. 3. Differentiating performance Guide the students on how designing
tasks for diverse learners to develop and use ● Workshee
4. Scoring Rubrics product-oriented t on
- Types performance-based designing
- Components assessment tools Performan
- Development ce task
- Interpretation and  Creative Brainstorming using
utilization  Question for discussion GRASPS
 Video presentations model
 Facilitation of assigned
Face to Face
topics ● Oral
 Collaborative learning recitation
 Cooperative learning ● Small
task group
 Research-based presentati
presentation ons
● Unit quiz
● Group
report
MIDTERM EXAMINATION (1 HOUR)
CO2 8. select appropriately Unit 3 – Authentic Assessment of 10 Online Class Online Class Online Class
CO4 developed, high quality the Affective Domain ● Library Research ● Hand-outs ● Unit
affective assessment tools; A. Affective Targets ● Demo-teaching ● Worksheets learning
1. Attitudes showing the use of log
9. use target- and learner- 2. Interests appropriate affective ● Reflective
appropriate affective 3. Motivation assessment methods journal
assessment methods and 4. Values and tools ● Compilatio
tools; and 5. Self-concept n of
6. Locus of control Face to Face Face to Face researche
10. interpret performance 7. Self-efficacy ● Interactive instruction ● Hands-out s about
assessment data/ results for 8. Anxiety ● Facilitated discussion ● Worksheets the use of
monitoring and evaluating 9. Creativity  Socratic Method  Textboook (Navarro, various
learner achievement to 10. Epistemological beliefs et.al.) affective
improve learner performance B. Appropriate methods assessme
and inform instruction. 1. Types nt tools
2. Selection ● Rubric for
3. Development demo-

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 8

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

4. Interpretation and utilization teaching

C. Other Affective Measures
and Assessments Face to Face
1. Non-test Indicators ● Oral
2. Transversal Competencies recitation
3. 21st Century Skills ● Small
group
presentati
ons
● Unit quiz
● Group
report
CO3 11. design and develop Unit 4 – Communicating 11 Online Class Online Class Online Class
CO4 portfolios for authentic Authentic Assessment Results ● Library Research ● Hand-outs ● Unit
assessment of learning A. Effective Communication ● Development of ● Worksheets learning
outcomes; 1. What to communicate paper-based portfolio log
2. Why communicate ● Reflective
12. report, punctually and 3. How to communicate - Face to Face Face to Face journal
accurately, results of Managing message ● Interactive instruction ● Hands-out ● Portfolio
assessment of learner quality ● Facilitated discussion ● Worksheets assessme
academic performance and - Managing interpersonal ● Socratic Method  Textboook (Navarro, nt
achievement in the form of dynamics et.al.)
grades, marks, descriptors B. Portfolio as a Face to Face
or narratives; and Communication Medium ● Oral
1. Portfolios and authentic recitation
13. articulate to parents assessment - Nature and ● Small
learning needs, progress characteristics group
and behavior of the - Analyzing the key presentati
learners during a parent- components of portfolios ons
teacher conference or 2. Types and uses ● Unit quiz
other appropriate situation. 3. ePortfolios ● Group
C. Grading and Reporting report
1. Nature, purpose and
rationale for assigning
grades
2. Grading Systems -
Letter grades
- Percentage grades
o Averaging
o Cumulative
- Verbal descriptors

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 9

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

- Checklists
- Narrative reports
- Report cards
- Parent-teacher
conference
- Other communications
CO5 14. demonstrate reflective Unit 5 –Assessment of One’s Online Class Online Class Online Class
CO6 self-assessment, using Teaching Practice ● Library Research ● Hand-outs ● Unit
learner assessment data * Importance ● Interview of ● Worksheets learning
and other reflection aids, for * Effect successful classroom log
purposes of adjusting one’s * Benefits teacher local and ● Reflective
teaching practices and for A. Reflective Practice Using international journal
purposes of growing in the Learner Attainment Data ● Making reflection ● Portfolio
profession (advancing in the 1. Learners’ test scores based on the results assessme
career stage); 2. Learners’ non-test data of interviews nt
and other information ● Accomplis
15. explain how professional B. Reflective Practice Through Face to Face Face to Face hment of
reflection and learning can Performance Evaluation 5 ● Interactive instruction ● Hands-out interview
be used to improve teaching 1. Students as Evaluators ● Facilitated discussion ● Worksheets forms
practice. 2. Peers as Evaluators Socratic Method  Textboook (Navarro,
3. Supervisors as et.al.) Face to Face
Evaluators ● Oral
recitation
● Small
group
presentati
ons
● Unit quiz
● Group
report
FINAL EXAMINATION 1

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A.B. Books and E-books C. Electronic Sources

Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 1. Adriana Publishing Co. Inc. Program. Available online:
Quezon City, Philippines. http://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf

Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Frey, Bruce B., Schmitt, Vicki L., & Justin P. Allen (2012). Defining

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 10

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

Quezon City, Philippines. Authentic Classroom Assessment. Practical Assessment, Research &
Evaluation, 17(2). Available online: http://pareonline.net/getvn.asp?
Gabuyo, Y.A. (2016) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines. v=17&n=2

Gabuyo, Y.A. (2016) 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
McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument Development in the Affective Domain. Springer, research and development, 52(3), 67. Retrieved from
New York, NY. doi:10.1007/978-1-4614-7135-6 https://sci-hub.tw/10.1007/BF02504676

Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes (Assessment 1), 2e. McTighe, Jay (2011) Performance Task PD with Jay McTighe [Blog post].
Lorimar Publishing, Inc., Quezon City, Philippines. Retrieved from https://blog.performancetask.com/
Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning Outcomes (Assessment 2), 2e. Mueller, Jon F. (2016). Authentic Assessment Toolbox. Retrieved from
Lorimar Publishing, Inc., Quezon City, Philippines. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
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
Stiggins, Rick & Jan Chappuis (2016) An Introduction to Student-involved Assessment FOR Learning, 7 Ed. University. Retrieved from https://doi.org/10.13140/RG.2.1.2358.7921.
Columbus OH: Pearson
UCD (2018) An Introduction to ePortfolio. UCD Teaching & Learning.
Available online:
B. Textbook http://www.ucd.ie/teaching/resources/technologyenhancedlearning/brights
paceguides/eportfolio/

Wiggins, Grant (1990). The case for authentic assessment. Practical

assessment, research & evaluation, 2(2), 1-6.

https://www.cmu.edu/teaching/assessment/basics/alignment.html

https://www.researchgate.net/publication/
228410377_Guiding_Reflective_Practice_An_Auditing_Framewor
k_to_Assess_Teaching_Philosophy_and_Style

COURSE REQUIREMENTS
1. 2. Pass all quizzes and Examinations.
3. Participate actively in class discussions and activities.
4. Pass Compilation of worksheets/Rubrics/Checklist/other performance-based assessment
5. Accomplish Paper-based Portfolio/ePortfolio

RUBRICS

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 11

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

Category Scoring Criteria Score

Scoring The type of presentation is appropriate for the topic and

Rubric audience.
Organization
for Oral Information is presented in a logical sequence.
Presenta (20 points)
tions Presentation appropriately cites requisite number of
references.
Introduction is attention-getting, lays out the problem
well, and
establishes a framework for the rest of the presentation.
Technical terms are well-defined in language
Content appropriate for
the target audience.
(20 points)
Presentation contains accurate information.
Material included is relevant to the overall
message/purpose.
Appropriate amount of material is prepared, and points
made
reflect well their relative importance.
There is an obvious conclusion summarizing the
presentation.

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 12

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

Speaker maintains good eye contact with the audience

and is
appropriately animated (e.g., gestures, moving around,
etc.).
Presentation
Speaker uses a clear, audible voice.
(10 points)
Delivery is poised, controlled, and smooth.
Good language skills and pronunciation are used.
Visual aids are well prepared, informative, effective,
and not
distracting.
Length of presentation is within the assigned time
limits.
Information was well communicated.
Score Total Points

Scoring Category Scoring Criteria Score

Rubric for
Written Topic mastery, including technical correctness
Reports
Appropriate level of detail and thoroughness of
Technical Content
documentation
(25 points)

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 13

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

Clearly identified purpose and approach

Organization Content is clearly organized and supports the objective
(15 points) Transitions between topic/s

Easy to read
Presentation Grammatically correct
(5 points) Uniform writing style

Uniform document design and layout

Layout/Visuals
(5 points)

Score Total Points

COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Residential Class)
1. Students are to wear face masks at all times. Bring their own alcohol, soap, ball pen, paper and other materials. Strictly no borrowing of things.
2. Students are to stay at home if unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. Students must arrive for class on time.
5. Students are expected to conduct themselves in a respectful manner during class which includes appropriate attire, language, behavior and attitude.
6. A student is responsible for his/her absence.
7. Dropping and changing of subjects must conform to university policies
8. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
9. Requirements must be submitted within the designated date of submission. Late work: Deductions will be given however; leniency will be observed.
10. Any form of cheating will not be allowed.
11. All school rules will be followed as stated in the student handbook.
12. Others (agreed upon by the class)

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 14

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

Lecture Class Policies (Online Class)

1. Wear a decent clothing (smart-casual) during web conferences.
2. No foul words during online discussions.
3. Observe punctuality and courtesy (group of 5 individuals per batch; usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed at all times, for the teacher and students.
6. Cheating and plagiarism are not tolerated.
7. On-time submission of requirements as agreed during class orientation.

Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used for immediate answering of queries.
2. MS Teams/Class will be created for posting of announcements, syllabus, assignments, rubrics, directions, modules/manuals, videos or links of instructional materials.
3. Online activities and assignments shall be submitted to MS Teams or to the teacher’s email (@psu.edu.ph) or unless otherwise indicated by the instructor. The students
must indicate their names and the activity in the subject of the email.
4. When students contact the instructor, they must identify their selves as a member of a section and batch.
5. All documents, videos and/or photos shall be renamed bearing their name and the activity for purposes of monitoring of submission and on-time passing.
The computation of grades in this course is as follows:

REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
2022-01 September 7-12, September 19, 2022  Conformance of learning modality
2022 1st Semester AY 2022-2023  Alignment of program outcomes to course outcomes
 Inclusion of curriculum planning
 Enhancement of various types of authentic assessment tools and strategies
 Enrichment of technological, pedagogical and content knowledge

2023-01 February 16, 2023 February 20, 2023  Conformance of learning modality
2nd Semester AY 2022-2023  Enhancement of various types of authentic assessment tools and strategies
 Enrichment of technological, pedagogical and content knowledge
 Inclusion of the new signatories

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program)

Reviewed by the Committee for Common

Programs

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 15

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

Endorsed by the Council of Deans and Department Chairs on:

FACULTY CONTACT INFORMATION

NAME FIDEL P. MANAOL JR.
DESIGNATION INSTRUCTOR 1
E-MAIL ADDRESS [email protected]
CONSULTATION SCHEDULE Monday 8:00AM – 5:00PM
OFFICE LOCATION 2nd Floor CTE Office Purita Braganza Building

Adopted and Enhanced by: Checked by: Recommended by: Approved:

CHRISTOPHER J. COCAL, PhD

ELLEN GRACE B. UGALDE, PhD
CHENEE MARIE C. CACHO, PhD ELLEN GRACE B. UGALDE, PhD JENYLYN V. OBOZA, PhD
FIDEL P. MANAOL JR., MSEd
JULIEFER C. CASTIL, LPT Department Chairperson College Dean Campus Executive Director
Faculty

Certified for Campus/University Utilization for A.Y.2022-2023

WEENALEI T. FAJARDO, PhD

Director for Curriculum and Instruction
MANOLITO C. MANUEL, EdD

Vice President for Academic and Student Affairs

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 16