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Lesson 6 - Syllabus and Assessment

1. The document discusses the parts of a syllabus and different types of assessment and evaluation. It provides examples of formative and summative assessment as well as informal and formal evaluation tools. 2. Key objectives covered include being able to construct a syllabus, describe the importance of a well-constructed syllabus, and categorize assessment tools as formative/summative and informal/formal. 3. Examples are given of possible evaluation methods that could be used to assess student understanding of syllabus construction and assessment categorization, such as a quiz, essay, or classroom activity with feedback.

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Abdulrahman Salim Zgama
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© © All Rights Reserved
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23 views

Lesson 6 - Syllabus and Assessment

1. The document discusses the parts of a syllabus and different types of assessment and evaluation. It provides examples of formative and summative assessment as well as informal and formal evaluation tools. 2. Key objectives covered include being able to construct a syllabus, describe the importance of a well-constructed syllabus, and categorize assessment tools as formative/summative and informal/formal. 3. Examples are given of possible evaluation methods that could be used to assess student understanding of syllabus construction and assessment categorization, such as a quiz, essay, or classroom activity with feedback.

Uploaded by

Abdulrahman Salim Zgama
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SYLLABUS

and
EVALUATION/
ASSESSMENT
Prepared by: Christy E. Javarro, PTRP, MASE
AT THE END OF THE MODULE,
The students should be able to;

1. Enumerate the parts of a syllabus.

2. Describe the importance of a well constucted syllabus in teaching-learning


process through a short essay.

3. Differentiate Evaluation from Assessment by giving examples.

4. Decide the appropriate assessment tool to use when presented a case.

5. Construct an evaluation quiz in MSPT subject.


PURPOSE OF
SYLLABUS

Act as planning
document
Central reference
communication tool

Syllabus as an agreement

Teaching and Learning tool

Permanent record
Table of Contents

PURPOSE OF GOALS AND


SYLLABUS OBJECTIVES

CONTENT OF
SYLLABUS
SYLLABUS
-is a kind of instructive tool that sets a standard of what is expected to happen
during the complete course session

-document that outlines - The noun syllabus comes from


everything that will be the Late Latin word syllabus,
covered in a class. ... meaning “list.”

sample
CONTENT OF SYLLABUS

LEARNING COURSE COURSE


OUTCOMES REQUIREMENTS ASSESSMENTS

COURSE
COURSE COURSE
CALENDARS AND
RESOURCES POLICIES
SCHEDULES
DESIGNING COURSE SYLLABUS BY JANET GIESEN
EVALUATIO
N AND
“The s
ign
we fac ificant prob
e, can lems
at the s not be solve
thinkin ame level o d
g f
we cre we were at w

ASSESSMEN
ated th
em.” - hen
Einstei Albert
n

T
Table of Contents
STEPS IN
EVALUATION vs FORMULATIN
ASSESSMENT G
EVALUATION

AIMS OF TYPES AND


EVALUATION CATEGORIES OF
EVALUATION
EVALUATION
● ascertaining or judging the value of something through careful appraisal.
● act of considering or examining something, in order to judge the value,
quality or importance of a thing or an endeavor.
● usually to assign a grade
● teacher’s feedback to student

ASSESSMENT
● designed to help teacher find out how much and how well the students are
learning.
● provides feedback without any intent to give a grade.
● students feedback to teacher
What are the aims of
Evaluation?
3
1
motivate and guide
the learning
activities of

achieve
2 individual learner

educational
goals
improve
educational
program
4
motivate teacher
to evaluate
critically
STEPS IN EVALUATION:
List situation that Decide on ways of
State the recording and
gives opportunity for
learning the expression of
summarizing behavior
1 2 such as scoring,
3 rating,
outcomes desired outcome describing behavior

check validity, establish condition


reliability and that permit the
difficulty of
4 the student to5give her
measures used best performance
TECHNIQUES OF
ASSESSMENT
ONE
DIRECTING
MINUTE
PAPER PARAPHRASING
usually done at the requires students to state in their
last 3 minutes of own words what they learned to
class show level of understanding or
comprehension

MUDDIES
APPLICATION
T POINT
CARD
most helpful%
in learners are asked to note down
introductory one possible application of
courses or new theory or information recently
taught by instructor
lessons
TECHNIQUES OF
EVALUATION
MCQ MATCHING TYPE

-most commonly used -usually test the lower level of


in licensure exams learning and should be used
-has stem and options sparingly

TRUE OR
ESSAY
FALSE
can test patient tests the highest level of knowing
learning -but time consuming
-can also test the
higher level of
learning
TYPES OF INFORMAL

ASSESSMENT -unplanned observation and general


feedback
-planned classroom activities but
ungraded
-occurs during instruction
-ex. good job, any clarification? chat
with instructor

FORMAL

-activities given to students for which


they receive graded feedback
-occurs at the end of instruction
-ex. immediate quiz
CATEGORIES FORMATIVE

OF -attempts to measure learning as it is


FORMing or as it is happening
ASSESSMENT - ex. any question?

SUMMATIVE

-attempts to sum up learning that has


already happened
- chapter test
EXAMPLES: CATEGORIES

FORMATIVE SUMMATIVE

teacher-student
INFORMAL ”Any questions”
conference
TYPES

FORMAL immediate quiz exam


CATEGORIES

FORMATIVE SUMMATIVE
(end of the process)
(within the process)

chat with instructors first drafts


INFORMAL Q and A sessions
(not graded)
TYPES

self check quizzes observation

FORMAL graded recitations projects final copies


(graded) final exams journal entries

performances practicals
EXAMPLE

The students should be able to; Evaluation tool:

1. Construct a syllabus. 1. Informal- Q and A or feedback


while having a workshop
Formal - Student will submit a
constructed syllabus
under Performance test

2. Describe the importance of a well constucted 2. Formal- Assignment through


syllabus in teaching-learning process through a short Essay
short essay.

3. Categorize the presented assessment tool as to 3. Informal- Activity


Formal or Summative, Informal or Formal
Formal - Quiz
EVAL
UA
TIN
G
PA
TIE
NT
LE
AR
NIN
G
EVAL
UA
TIN
G
PA
TIE
NT
LE
AR
NIN
G

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