Course Guide-Asl 2

COURSE
GUIDE
Prepared by:
Shailanie V. Rivera
1
Republic of the Philippines
CAGAYANSTATEUNIVERSITY-APARRI
Maura, Aparri, Cagayan
COLLEGE OF TEACHER EDUCATION
COURSE CODE : Edu 37

COURSE TITLE : Assessment in Learning II
CREDIT UNITS : 3
SEMESTER : 1st Semester
COURSE DESCRIPTION:
This course focuses on the principles, development and utilization of alternative forms of
assessment in measuring, monitoring and evaluating authentic learning and
communicating its results. It emphasizes on how to assess process- and product-oriented
learning outcomes as well as affective learning. Pre-service teachers will experience how
to design, develop, select and use rubrics and other alternative 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.
INTENDED LEARNING OUTCOMES
1. Demonstrate understanding of the principles of high quality assessment in

conceptualizing, organizing and using authentic assessment techniques in various
curriculum teaching areas;
2. Demonstrate skills in designing, developing and using learner-appropriate

performance-based, product-based, and affective assessment tools in monitoring and
evaluating learner progress and achievement in various curriculum areas;
3. Demonstrate knowledge and understanding of providing timely, accurate and

constructive feedback to improve learner performance;
4. Demonstrate familiarity with various strategies for communicating authentic learning

results;
5. Demonstrate an understanding of the role of assessment data as feedback in teaching

and learning practices and programs; and
6. Demonstrate an understanding of how professional reflection on assessment feedback

can be used to improve practice.
2
GRADING SYSTEM
Submission of assigned activity 20%

Student engagement/forum discussion 30%
Quizzes and Unit Examination 30%
Major Examination (Midterm & Finals) 20%
Total 100%
COURSE REQUIREMENTS
Aside from the major course outputs, the student will be assessed at other times
during the term by the following:
 Online portfolio in ASL 1
 Attendance in accordance to the Student Manual
 Class participation and Recitation
 Quizzes and Major Examinations
 Reflective journals and completed Individual online
interactive worksheets
COURSE POLICIES
In accordance to the Student and Academic Manual and fitting the instruction to adapt
the present situation brought about by the COVID-19 pandemic, the following policies
for the course:
1. Attendance to Class Lectures. As the face-to-face instruction will be limited, classes will
be held online on a specific time. However, for acceptable reasons, non-attendance to
online lectures may be given consideration as long as the student must commit to watch
the videos (although far more simplified than the live online lectures) and read the
learning modules given.
2. Completion of Activities and Deadlines. Activity sheets consist of Drills, Problem Sets
and Drills are like quizzes, but these are activities that need intensive studying and
researching and therefore more appropriate if they are given to the students and be
done offline at home. However, deadlines (at least 3 days after activity was given) will
be set in order to have continuity of instruction as scheduled in the syllabus. Although
poor network connection may hinder on-time online submissions, habitual late
submissions are discouraged.
3. Quizzes. Quizzes will be done online in multiple choice formats. Each quiz must be
answered within the day the lecture was delivered.
4. Checking of Outputs and Returning of Papers. Answers to the problem sets and quizzes
are to be discussed by the instructor using an inquiry-based approach. This is to ensure
that the misconceptions of the students are corrected before proceeding to the next
3
topic. The instructor and the University may keep submitted student work and use it as
examples for accreditation purposes. Rest assured that all the credits will be given to the
owner of the assignment. Students who decline to have their work kept on file for this
purpose must notify the instructor.
5. Major Examinations, Major Competency Outputs and Culminating Activity. Exams are
integral part of Mathematics instruction. It serves as the summative assessment of
students’ knowledge and understanding of the subject; therefore, giving such is a
necessity. These will be through face-to-face mode. This is in order for the examination
results to be valid and reliable. Furthermore, although the MCOs must be submitted on a
specific date within a term, these will be presented during the Culminating Activity of the
course. Since the program is about teaching, the integration of pedagogy in this course
is necessary to provide relevance of this course to the attainment of the program
objectives. The instructor believes that development of instructional materials as well as
demonstration teachings and research reports are appropriate requirements for this
course.
6. Consideration of Poor Network Connection. In cases of poor network connectivity, it is

recommended that the student must inform the teacher so that “deliver-and-collect
mode of instructional delivery” can be arranged. A separate course plan will be made
where every week, instructional materials (learning modules, videos, activity sheets,
quizzes) will be delivered to (Monday) and collected from (Friday) the student.
TOPICS AND COMPETENCIES
Intended Learning Outcome (ILO)

Learning Content
(PRELIM)
I. Demonstrate familiarity on the Ambisyon Natin 2040
Ambisyon Natin 2040, the University University Vision, Mission, Goals and Objectives
VMGO, and College policies and targets, College ILO, Program ILO
grading system and course requirements College Policies, Grading system Course
of the subject Requirements
4
I. Demonstrate knowledge on Unit 1 – Authentic Assessment in
Authentic Assessment in the Classroom the Classroom
2.1. Discuss the nature and characteristics A. High Quality Assessment in

of authentic assessment and related Retrospect
terms; a.1. Purpose
a.2. Targets
a.3. Methods
a.4. Sampling
2.2. Differentiate authentic and a.5. Accuracy
traditional assessment;
B. What is Authentic Assessment?
b.1. Nature
2.3. Reflect on the importance and b.2. Characteristics
applications of authentic assessment; b.3. Related terms
and
C. Why use authentic assessment?
c.1. Principles
c.2. Traditional assessment vis-àvis authentic
2.4. Make connections between the assessment
principles of high quality assessment and
the development and use of authentic D. Developing Authentic
assessment techniques and tools within Classroom Assessments
and across teaching areas. d.1. A framework for authentic
assessment
d.2. Authentic assessment
development process
II. Demonstrate knowledge along Unit 2 – Performance Assessment
performance assessment
A. What and why of performance assessment
a.1. Meaning and nature
3.1. Design and develop performance - Purpose of performance
tasks using the Goal, Role, Audience, assessment
Situation, Products, Standards (GRASPS) - Types of performance tasks
model; o Process-based
o Products-based
3.2. Develop appropriate assessment a.2. Principles of performance
rubrics or customize existing ones to fit the assessment
desired outcome; and
B. Developing Performance Tasks
3.3. Interpret performance assessment
b.1. Designing performance tasks
data/ results for monitoring and b.2. Goal, Role, Audience, Situation,
evaluating learner achievement to Products, Standards (GRASPS) model: A guide to
improve learner performance and inform developing
instruction. authentic performance tasks
b.3. Differentiating performance tasks for diverse
learners
5
b. 4. Scoring Rubrics
- Types
- Components
- Development
- Interpretation and utilization
IV. Demonstrate knowledge along Unit 3 – Authentic Assessment of the Affective

Authentic Assessment of the Affective Domain
Domain
A. Affective Targets
a.1. Attitudes
a.2. Interests
3.1.Select appropriately developed, high
a.3. Motivation
quality affective assessment
a.4. Values
tools; a.5. Self-concept
a.6. Locus of control
a.7. Self-efficacy
a.8. Anxiety
3.2. use target- and learner appropriate a.9. Creativity
affective assessment a.10. Epistemological beliefs
methods and tools; and
B. Appropriate methods
b.1. Types
b.2. Selection
3.3. interpret performance assessment b.3. Development
data/ results for monitoring and b.4. Interpretation and utilization
evaluating learner achievement to
C. Other Affective Measures and
improve learner performance and inform
Assessments
instruction c.1. Non-test Indicators
c.2. Transversal Competencies
c.3. 21st Century Skills
VI. Demonstrate knowledge along Unit 5 –Assessment of One’s Teaching Practice
Assessment of One’s A. Reflective Practice Using Learner Attainment
Teaching Practice Data
6.1 Demonstrate reflective self- a.1. Learners’ test scores a.2. Learners’ non-test
assessment, using learner assessment data data and other information
and other reflection aids, for purposes of
adjusting one’s teaching practices and B.Reflective Practice Through Performance
for purposes of growing in the profession Evaluation
(advancing in the career stage); b.1. Students as Evaluators
6.2xplain how professional reflection and b.2. Peers as Evaluators b.3. Supervisors as
learning can be used to improve teaching Evaluators
practice.

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COURSE

COLLEGE OF TEACHER EDUCATION

COURSE CODE : Edu 37

SEMESTER : 1st Semester

INTENDED LEARNING OUTCOMES

1. Demonstrate understanding of the principles of high quality assessment in

2. Demonstrate skills in designing, developing and using learner-appropriate

3. Demonstrate knowledge and understanding of providing timely, accurate and

4. Demonstrate familiarity with various strategies for communicating authentic learning

5. Demonstrate an understanding of the role of assessment data as feedback in teaching

6. Demonstrate an understanding of how professional reflection on assessment feedback

Submission of assigned activity 20%

6. Consideration of Poor Network Connection. In cases of poor network connectivity, it is

TOPICS AND COMPETENCIES

Intended Learning Outcome (ILO)

2.1. Discuss the nature and characteristics A. High Quality Assessment in

IV. Demonstrate knowledge along Unit 3 – Authentic Assessment of the Affective

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