Pampanga State Agricultural University October 4, 2021

College of Education October 4, 2021

Bachelor of Elementary Education First Semester, SY 2021-2022

Vision Mission

PSAU envisions to become a leading Premier university of Science, arts and Mainstream the advancement and practice of agro-ecological, environmental
technology in Agro-ecological, environmental and industrial management and industrial science-based theories and technologies through cutting-edge
Under a culture of unity and teamwork for excellence. instruction, research, extension and technology-business incubation for people
and nature.

College Goal

To train committed educators devoted to their duty of helping individuals grow into creative, active and upright citizens of their own community and country, and
to promote relevant research and extension services.

Program Outcomes

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.

b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher, order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of model teacher, both as an individual and as a professional
f. Manifest a desire of continuously pursue personal and professional development.
.

Class Information Instructor’s Information

Section BEED – 3 Name CHERRY C. LIWANAG
Schedule MW Academic Rank Assistant Professor IV
Time 8 – 11 am Office Hours 7am -11am & 1pm – 5pm
Venue COED 203 Office Telephone
Term First Semester, SY 2021-2022 Email Address cherry_liwanag@psau.edu.ph_

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 Course Information
Course Name Assessment in Learning 1 Course Code Educ 7
Pre-requisite Course None Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Major Examinations
Activities
Quizzes
Attendance

Grading System
Class Standing ------------------------------------------------- 60%
(Activities, Quizzes, Recitation)
Major Examinations ------------------------------------------- 30%
Attendance ------------------------------------------------------ 10%

Course Description BTIs Covered

This course focuses on the principles, development and utilization of conventional assessment tools to improve the
teaching learning process. It emphasizes the use of assessment of, as, and for learning in measuring knowledge, 1.1.1; 5.1.1; 5.3.1,
comprehension and other thinking skills in the cognitive, psychomotor or affective domains. It takes pre-service teachers 5.5.1
through the standard steps in test construction and development, the application of grading systems, and the provision of
timely, accurate, and constructive feedback to improve learner performance. Trends and issues related to assessment are
also addressed.
Course Learning Outcomes BTIs Covered
At the end of the course, pre-service teachers should be able to:
[1] demonstrate current, research-based knowledge and understanding of the basic concepts and principles of 1.1.1; 1.2.1
assessment and how they are applied in teaching and learning;
[2] identify learning outcomes that are aligned with learning competencies; 4.2.1
[3] demonstrate knowledge in designing, developing, selecting and using appropriate diagnostic, formative and 5.1.1
summative assessment strategies in line with K to 12 standards, guidelines and requirements;
[4] demonstrate knowledge of monitoring and evaluating learner progress using learner attainment data; 5.2.1
[5] demonstrate understanding of the role of assessment in making instructional decisions; 5.5.1

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 [6] demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance; 5.3.1
And
[7] demonstrate familiarity with strategies for communicating students’ learning needs, progress and achievement to 5.4.1
key stakeholders.

Time Intended Learning Outcomes BTIs/ Content Teaching-Learning Activities Assessment BTIs/
Allotment (ILOs) CLOs CLOs
Week 1-2 At the end of the unit, the pre- Chapter 1 – Preliminary Summative quizzes 1.1.1 [1]
service teacher (PST) can: Concepts and Recent 1.2.1 [1]
a. explain the basic concepts and 1.1.1[1] Trends
principles in educational A. What is educational Interactive instruction and Unit learning log or 1.1.1 [1]
assessment; assessment? facilitated discussion. KWL reflective 1.2.1 [1]
b. discuss on the role of 1. Basic principles chart may be used to journal.
assessment in making 5.5.1[5] 2. Types of assessment organize
instructional decisions to - Assessment for class discussion. PSTs will
improve teaching and learning; learning note: What they Know, what
and 5.5.1[5] - Assessment as learning they Want to know, and what
c. reflect on and discuss the - Assessment of learning they Learned.
applications and implications of 3. Users of educational
assessment to teaching and Assessment
learning. B. Common terminologies
1.1.1 [1]
1. Measurement Think-Pair-Share activity. Small group presentation of
2. Testing Pairs exchange ideas on outputs. Groups choose an
- Standardized testing commonly encountered appropriate graphic
- High stakes testing terms on assessment while organizer to capture the
3. Evaluation the teacher clarifies main idea of what
4. Types of tests misconceptions and educational assessment is
C. High Quality reinforces prior knowledge Process: discussion of
Assessment concepts and effective use 1.1.1 [1]
Components of charts and/or diagrams
1. Clear purpose Interactive instruction and
2. Clear and appropriate facilitated discussion Output: appropriate graphic
targets using Organizer
3. Appropriate methods concept maps.
4. Adequate sampling

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 5. Objectivity
D. Recent trends and
focus
1. Accountability and 5.5.1 [5]
fairness Library/Online research. Panel discussion. This
2. Standards-based This may be used to process
education involves the systematic pre-service teachers’
3. Outcome-based gathering of information in learning. This would be
education order to write a paper, create particularly useful in
4. Item Response Theory a processing the outputs of
presentation, or complete a the research activity where
project. As used in this the PSTs will present,
context, preservice teachers explain and discuss to the
shall gather research class their outputs like
information on identified experts based on their
topics from journals focusing reflections of their
the Problem, Theories, respective
Methodology, Findings and topics.
Discussion of Results
Week 3-5 At the end of the unit, the pre- Chapter 2 – Target Setting Summative quizzes
service teacher (PST) can: A. Standards-based Interactive instruction and 1.1.1[1]
a. formulate appropriate learning 4.2.1 [2] Assessment facilitated discussion. Unit learning log or 1.2.1 [1]
objectives and outcomes that 1. Constructive alignment Review of related policies of reflective
are constructively aligned with 2. K-12 assessment DepEd and literature on the journal.
national standards. guidelines Revised Bloom’s Taxonomy
- Content standards may be used as a
- Performance standards springboard for discussion.
- Assessment types Pre-service teachers
B. Appropriate Targets research other and emerging 1.1.1 [1]
1. Competencies, taxonomies to be presented 1.2.1 [1]
objectives, outcomes in class.
2. Characteristics of Advance organizers like a
objectives (SMARTER) path/flow diagram may be
3. Learning domains and used in unpacking
Taxonomies competencies.
- Cognitive

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 - Bloom’s Taxonomy
(Bloom, et al., 1964)
- Revised Bloom’s
Taxonomy (Anderson &
Krathwohl,2001)
- Affective
- Psychomotor
4. Other taxonomies
- SOLO Taxonomy (Biggs &
Collis, 1982)
- Marzano Taxonomy
(Marzano & Kendall, 2007)
C. Unpacking Learning Unpacking learning 4.2.1 [2]
Competencies competencies and
1. Unpacking competencies formulating objectives.
Using 5Ps The preservice teachers will
2. ABCD of the Statement choose a topic on a subject
Of Objectives of their choice from the
3. Writing objectives from curriculum guide and
competencies unpack a related
competency. They shall
then formulate learning
objectives based on the
unpacked competencies
competency and write the
objectives using the ABCD
format. (May be done
individually or in
small groups) Product:
SMARTER
outcomes/objectives
Week 6-9 At the end of the unit, the pre- 5.1.1 [3] Chapter 3 – Designing
service teacher (PST) can: and Developing
a. develop assessment tools that Assessments
are learner-appropriate and A. Characteristics of Interactive instruction and
target-matched; and Quality facilitated discussion using

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 b. improve assessment tools 5.5.1 [5] Assessment Tools concept maps and process
based on assessment data. B. Types of Teacher-made flowcharts.
Tests
C. Learning Target and
Assessment Explicit instruction may be
Method Match used in the TOS’
1. Table of Specifications development and item
D. Assessment Tools analysis (using MS
Development Excel if viable). Explicit
1. Assessment instruction in this context
development cycle shall
2. Test item formulation involve modelling, guided
3. Item analysis learner practice and
4. Reliability independent learner
a. Measures of practice.
relationship
b. Index of determination
c. Inter-rater reliability
5. Validity

Midterm Week
Week At the end of the unit, the pre- Chapter 4 – Analysis and Summative quizzes
10- 15 service teacher (PST) can: Interpretation of
a. interpret assessment results 5.2.1 [4] Assessment Results Unit learning log or
accurately and utilize them to A. Presentation Teacher-facilitated active reflective
help learners improve their 1. Textual presentation learning with the use of journal.
performance and achievement; 2. Tabular presentation available technology like
and 3. Graphical presentation computers/laptops, android Assessment results
b. utilize assessment results to B. Quantitative Analysis phones or scientific analysis and
make informed-decisions to 5.5.1 [5] and Interpretation calculators. interpretation.
improve instruction 1. Levels of measurement Interactive projected media Using data obtained from
2. Measures of central using MS Excel is preferred pilot-testing of developed
tendency due assessment tool, the
3. Measures of variability to its facility in presenting preservice teachers will:
4. Measures of relative graphs, tables and numerical 1. empirically describe or
position data processing. interpret learners’

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 5. Other measures performance using
appropriate measures,
2. present and discuss the
analysis and interpretations
to the class using tables
and
graphs; and
3. identify possible ways to
improve teaching and
learning based on the
analysis and interpretations.
Process: delivery and
presentation
Product: report on:
1. analysis and
interpretation of
learner performance using
appropriate tables and
graphs; and
2. possible ways to improve
teaching and learning
based
on the analysis and
interpretations

Week At the end of the unit, the pre- Chapter 5 – Feedbacking Summative quizzes 1.1.1 [1]
16-18 service teacher (PST) can: and Communicating 1.2.1 [1]
a. make value judgements on 5.2.1 [4] Assessment Results Unit learning log or
assessment results based on A. Qualitative Evaluation Explicit instruction on the reflective
empirical evidence; and B. Constructive conduct of feedback, self- journal. 1.1.1 [1]
5.4.1 [7] 1.2.1 [1]
b. demonstrate strategies to Feedbacking assessment and peer
communicate learner needs, 1. Principles and assessment. Self-assessment and peer
5.1.1
progress and achievement to characteristics critiquing of outputs.
5.2.1
intended stakeholders. 2. Strategies Using an agreed rubric as a
5.4.1
- Written feedback basis for assessment, the
- Oral feedback preservice teachers will

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 C. Self-assessment evaluate their own output
D. Peer assessment (portfolio on assessment
tool development) and the
output of their peers. In
addition to the quantitative
rating, the PSTs will
highlight strengths,
weaknesses, and
interesting points in their
critiques of their peers’
work. (Advance organizer
like the de Bono’s Plus-
Minus-Interesting (PMI)
may be used.) Process:
ability to evaluate and
provide feedback on others’
work Output: duly filled peer
and self-assessment
feedback form.
Finals Week

List of References

ARC (n.d.). Current issues. Retrieved from The Hong Kong Polytechnic University, the Assessment Resource Centre Web site:
http://www.polyu.edu.hk/assessment/arc/issues/index.htm
Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 1. Adriana Publishing Co. Inc. Quezon City, Philippines.
Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City, Philippines.
Christian Brothers University (2016) Writing perfect learning outcomes. Available online:
https://www.cbu.edu/assets/2091/writing_perfect_learning_outcomes.pdf
Department Order No. 73, series of 2012 – Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12 Basic Education Curriculum.
Available online: http://www.deped.gov.ph/wp-content/uploads/2018/07/DO_s2012_73.pdf
Department Order No. 8, series of 2015 – Policy Guidelines on Classroom Assessment for K to 12 Basic Education Program.
Available online: http://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines.
Gabuyo, Y.A. (2012) Assessment of Learning II. Rex Book Store, Inc., Manila, Philippines.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218. Retrieved from

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 https://cmapspublic2.ihmc.us/rid=1Q2PTM7HL-26LTFBX-9YN8/Krathwohl%202002.pdf
Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City,
Philippines.
Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City,
Philippines.
Popham, W.J. (2017) Classroom Assessment: What Teachers Need to Know, 8e. Pearson Publishing
Stiggins, Rick &Chappuis, Jan (2016) An Introduction to Student-involved Assessment FOR Learning, 7 Ed. Columbus OH: Pearson

Supplemental Readings:

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into practice, 55(2), 153-159.
Available online: https://doi.org/10.1080/00405841.2016.1148989

K12 Academics (2019) Education assessment and evaluation. Retrieved from https://www.k12academics.com/education-assessment-evaluation

Martin-Kniep, G. O. (n.d.) Standards-based curriculum and assessment design. Becoming a better teacher. Retrieved from
http://www.ascd.org/publications/books/100043/chapters/Standards-Based_Curriculum_and_Assessment_Design.aspx

McTighe, J., & Ferrara, S. (1998). Assessing Learning in the Classroom. Student Assessment Series. NEA Professional Library, Distribution Center, PO Box
2035, Annapolis Junction, MD 20701-2035. Available online: https://files.eric.ed.gov/fulltext/ED429989.pdf

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CLASSROOM POLICIES

1. The attendance of students is properly checked and monitored.

2. When a student’s absences in a subject in one semester have reached 20% of the required number of hours of recitation, lecture, laboratory or
unscheduled work, and the absences are unexcused, the student shall be unofficially dropped from the class and given a grade of 5.0.
3. The time and schedule of the class or subject should be religiously followed both by the teacher and the students.
4. The students should wear proper and complete uniform with black leather shoes and ID from Monday to Friday. The College or University Shirt may be
worn on Fridays and during special events.
5. In case of Physical Education subjects, only prescribed PE uniform and rubber shoes should be worn.
6. Students are given 10 minutes to prepare prior the start of the class.
7. Male and female students should have proper haircut, no bright hair colors, and no piercing on any part of the body. Male students are not allowed to wear
earrings.
8. The use of cellular phones during class hours is strictly prohibited. Students should either switch their phones off or set them to silent mode while the class
is going on.
9. Students should display a sense of responsibility by bringing their notebooks, ball pens, paper and other learning materials to their class.
10. Cheating, in any form, is strictly prohibited; students who are caught cheating shall be reprimanded as stipulated in the Student Manual.
11. Cleaners should be responsible to clean the classroom, arrange the chairs, and erase the writings on the board after the class.
12. Trashes such as candy wrappers and pieces of paper should be properly thrown into the trash bins located outside the classroom.
13. Questions may be raised and opinions may be said during and after the discussion of each lesson.
14. No special project shall be given to students who fail the subject.
15. Should a student come late twice consecutively, he/she will be considered absent for a day.
16. Should a student incur three consecutive absences without a valid reason, he/she will be dropped automatically from the class.

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CONSULTATION HOURS

Office: COED Faculty Room and Room 203

Consultation Days/Hours: MW (1:00-2:00)

Prepared and designed by: Recommending Approval:

CHERRY C. LIWANAG, MPS,LPT Assoc. Prof. JENNIFER T. GAMBOA, MPS, LPT Prof. GLENN M. CALAGUAS, PhD, RGC, LPT
Instructor Chair Dean

Approved:

ANITA G. DAVID, EdD

Vice President for Academic Affairs

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