FM-AA-CIA-13 Rev.

06-Sep-2022

PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
BACHELOR OF ELEMENTARY EDUCATION

ASSESSMENT IN LEARNING 2
COURSE SYLLABUS
1st Semester, A.Y. 2022-2023

COURSE INFORMATION
COURSE CODE PROF ED 108
COURSE TITLE Assessment in Learning 2
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 Units
CLASS HOURS 54
COURSE PREREQUISITE/
PROF ED 107
CO-REQUISITE
COURSE SCHEDULE
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;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions

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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 behavior  Identify various types of learners and provide them with
which promote and inspire greater harmony to project a appropriate, culturally-relevant learning activities and
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,
conflicts and controversies related to student’s welfare as
well as parent’s and community concerns.
 Display, socially and environmentally responsive
organizational culture, which ensures higher  Provide timely feedback of assessment results to parents
productivity among the university constituents and and other stakeholders.
elevates the welfare of the multi-sectoral communities.
(PO.e.)  Act according to the norms of the teaching profession in
dealing with students, parents, colleagues and other
stakeholders.
 Act in recognition of professional, social, and ethical
responsibility. (PO.j.)  Participate actively in the school’s community outreach
activities.

 Work effectively and independently in multi-disciplinary

and multi-cultural teams (PO.i.)

 Demonstrate through institutional mechanisms, system,

policies, and processes which are reflective of
transparency, equity, participatory decision making,

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and accountability. (PO.a.)

 Engage in relevant, comprehensive, and 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 philosophical,  Identify various types of learners and provide them with
socio-cultural, historical, psychological, and political appropriate, culturally-relevant learning activities and
contexts (PO.l.) experiences.

 Keep abreast with educational issues, trends, and practices

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

 Explain subject matter content, accurately and

 Manifest meaningful and comprehensive pedagogical
comprehensively.
content knowledge (PCK) of the different subject areas.

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(PO.u.)
 Relate current content with past and future lessons.

 Manifest a desire to continuously pursue personal and

professional development. (PO.y.)  Integrate recent developments in education and in the specific
field to enrich learning.

 Facilitate learning using a wide range of teaching

methodologies and delivery modes appropriate to  Provide examples from real life to make learning meaningful.
specific learners and their environments. (PO.n.)
 Utilize appropriate teaching-learning methods and technology
 Develop innovative curricula, instructional plans, for specific subject matter content.
teaching approaches, and resources for diverse
learners. (PO.o.)
 Design authentic assessment, evaluation instruments and
alternative assessment tools.
 Manifest skills in communication, higher order thinking
and use of tools and technology to accelerate learning
 Interpret assessment results and use these to improve
and teaching. (PO.w.)
learning and teaching.

 Set challenging goals and tasks with determination and

 Keep accurate and updated records of the learners’
sense of urgency which provide continuous
performance using technology tools where feasible and
improvement and producing quality outputs leading to
appropriate.
inclusive growth. (PO.c.)

 Create learning experiences that develop the learners’ higher

 Apply skills in the development and utilization of ICT to order thinking skills.
promote quality, relevant, and sustainable educational
practices. (PO.p.)  Use tools and technology to enhance learning and teaching.

 Articulate and discuss the latest development in the  Provide timely feedback of assessment results to parents and
specific field of practice. (PO.g.) other stakeholders.

 Demonstrate a variety of thinking skills in planning,

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monitoring, assessing, and reporting learning  Provide opportunities that develop the learners’
processes and outcomes. (PO.q.) communication skills.

 Contribute to the generation of new knowledge by

participating in various research and development
projects. (PO.z.)

 Utilize appropriate assessment and evaluation tools to

measure learning outcomes. (PO.v.)

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 communities.  Manifest positive personal and professional qualities of a
(PO.e.) teacher.

 Observe integrity and professionalism in handling issues,

 Practice spiritual values and morally upright behavior conflicts and controversies related to student’s welfare as well
which promote and inspire greater harmony to project a as parent’s and community concerns.
credible public image. (PO.f.)
 Provide timely feedback of assessment results to parents and
other stakeholders.
 Demonstrate positive attributes of a model teacher,
both as individual and as a professional. (PO.x.)  Act according to the norms of the teaching profession in
dealing with students, parents, colleagues and other
stakeholders.
 Work effectively and independently in multi-disciplinary
 Participate actively in the school’s community outreach
and multi-cultural teams (PO.i.)
activities.

 Engage in relevant, comprehensive, and sustainable

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

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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
conceptualizing, organizing and using authentic assessment techniques in various Dn Dp De Dg Du Dj Dx Dl Dm
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)

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COURSE LEARNING PLAN

Learning Activities
Course (Synchronous, Learning Materials and
Learning Outcomes Topics Hours Assessment
Outcome/s Asynchronous and Platform
In-person)
CO1 1. discuss the nature and Unit 1 – Authentic Assessment in 11 Asynchronous Asynchronous Asynchronous
characteristics of authentic the Classroom  Library Research  Hand-outs  Unit
assessment and related   Worksheets learning log
terms; A. High Quality Assessment in In-person  Response Card  Reflective
 Interactive instruction In-person journal
Retrospect  Facilitated discussion  Hands-out  Essay with
2. differentiate authentic and 1. Purpose  Socratic Method  Worksheets rubric
traditional; 2. Targets  Textboook (Navarro, In-person
3. Methods [Link].)  Oral
[Link] on the importance 4. Sampling recitation
and applications of 5. Accuracy  Small
authentic assessment; and B. What is Authentic group
Assessment? presentatio
4. make connections between ns
1. Nature
 Unit quiz
the principles of high quality 2. Characteristics  Objective
assessment and the 3. Related terms test
development and use of C. Why use authentic
authentic assessment assessment?
techniques and tools within 1. Principles
and across teaching areas. 2. Traditional assessment
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 12 Asynchronous Asynchronous Asynchronous
performance tasks using the A. What and why of performance  Library Research  Hand-outs  Unit
Goal, Role, Audience, assessment  Group activity on  Worksheets learning log
Situation, Products, 1. Meaning and nature development of Process- In-person  Reflective
- Purpose of performance and product-oriented  Hands-out journal

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Standards (GRASPS) assessment performance-based  Worksheets  Performan

model; - Types of performance tasks assessment  Textboook (Navarro, ce Task
o Process-based  Group activity on rubric [Link].) (Designin
o Products-based designing g and
2. Principles of performance  Designing performance-
6. develop appropriate assessment based assessment using
developin
assessment rubrics or B. Developing Performance Tasks GRASPs model g Product-
customize existing ones to 1. Designing performance tasks and
fit the desired outcome; and 2. Goal, Role, Audience, Situation, In-person process-
Products, Standards (GRASPS)  Interactive instruction oriented
model: A guide to developing  Facilitated discussion performan
7. interpret performance authentic performance tasks  Socratic Method ce-based
assessment data/ results for 3. Differentiating performance assessme
monitoring and evaluating tasks for diverse learners
learner achievement to improve
nt)
4. Scoring Rubrics  Rubric
learner performance and inform - Types
instruction. - Components
designing
- Development  Workshee
- Interpretation and utilization t on
designing
Performan
ce task
using
GRASPS
model

In-person
 Oral
recitation
 Small
group
presentatio
ns
 Unit quiz
 Group
report
MIDTERM EXAMINATION 1
Total no. of Hours: 24
CO2 8. select appropriately Unit 3 – Authentic Assessment of the 12 Asynchronous Asynchronous Asynchronous
CO4 developed, high quality Affective Domain  Library Research  Hand-outs  Unit
affective assessment tools; A. Affective Targets  Demo-teaching showing  Worksheets learning log
1. Attitudes the use of appropriate In-person  Reflective
2. Interests affective assessment  Hands-out journal
9. use target- and learner- 3. Motivation methods and tools  Worksheets  Compilatio

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appropriate affective 4. Values  Textboook (Navarro, n of

assessment methods and 5. Self-concept In-person [Link].) researches
tools; and 6. Locus of control  Interactive instruction about the
7. Self-efficacy  Facilitated discussion use of
8. Anxiety  Socratic Method various
10. interpret performance 9. Creativity affective
assessment data/ results for 10. Epistemological beliefs assessmen
monitoring and evaluating B. Appropriate methods t tools
learner achievement to 1. Types  Rubric for
improve learner performance 2. Selection demo-
and inform instruction. 3. Development teaching
4. Interpretation and utilization In-person
C. Other Affective Measures and  Oral
Assessments recitation
1. Non-test Indicators  Small
2. Transversal Competencies group
3. 21st Century Skills presentatio
ns
 Unit quiz
 Group
report
CO3 11. design and develop Unit 4 – Communicating Authentic 12 Asynchronous Asynchronous Asynchronous
CO4 portfolios for authentic Assessment Results  Library Research  Hand-outs  Unit
assessment of learning A. Effective Communication  Development of paper-  Worksheets learning log
outcomes; 1. What to communicate based portfolio In-person  Reflective
2. Why communicate In-person  Hands-out journal
3. How to communicate -  Interactive instruction  Worksheets  Portfolio
12. report, punctually and Managing message quality  Facilitated discussion  Textboook (Navarro, assessmen
accurately, results of - Managing interpersonal  Socratic Method [Link].) t
assessment of learner dynamics In-person
academic performance and B. Portfolio as a Communication  Oral
achievement in the form of Medium recitation
grades, marks, descriptors 1. Portfolios and authentic  Small
or narratives; and assessment - Nature and group
characteristics presentatio
- Analyzing the key ns
13. articulate to parents components of portfolios  Unit quiz
learning needs, progress 2. Types and uses  Group
and behavior of the 3. ePortfolios report
learners during a parent- C. Grading and Reporting
teacher conference or 1. Nature, purpose and
other appropriate situation. rationale for assigning
grades
2. Grading Systems - Letter
grades

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- Percentage grades
o Averaging
o Cumulative
- Verbal descriptors
- Checklists
- Narrative reports
- Report cards
- Parent-teacher conference
- Other communications
CO5 14. demonstrate reflective self- Unit 5 –Assessment of One’s 5 Asynchronous Asynchronous Asynchronous
CO6 assessment, using learner Teaching Practice  Library Research  Hand-outs  Unit
assessment data and other * Importance  Interview of successful  Worksheets learning log
reflection aids, for purposes of * Effect classroom teacher local In-person  Reflective
adjusting one’s teaching * Benefits and international  Hands-out journal
practices and for purposes of A. Reflective Practice Using  Making reflection based  Worksheets  Portfolio
growing in the profession Learner Attainment Data on the results of  Textboook (Navarro, assessmen
(advancing in the career stage); 1. Learners’ test scores interviews [Link].) t
2. Learners’ non-test data and In-person  Accomplish
15. explain how professional other information  Interactive instruction ment of
reflection and learning can be B. Reflective Practice Through  Facilitated discussion interview
used to improve teaching Performance Evaluation Socratic Method forms
practice. 1. Students as Evaluators In-person
2. Peers as Evaluators  Oral
3. Supervisors as Evaluators recitation
 Small
group
presentatio
ns
 Unit quiz
 Group
report
FINAL EXAMINATION 1
Total no. of Hours: 30

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. [Link]

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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
Quezon City, Philippines. Authentic Classroom Assessment. Practical Assessment, Research &
Evaluation, 17(2). Available online: [Link]
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 [Link]

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 [Link]
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. [Link]
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 [Link]
Columbus OH: Pearson
UCD (2018) An Introduction to ePortfolio. UCD Teaching & Learning.
Available online:
B. Textbook [Link]
paceguides/eportfolio/

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

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

[Link]

[Link]
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

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RUBRICS Category Scoring Criteria Score

The type of presentation is appropriate for the topic and
Scoring audience.
Organization
Rubric Information is presented in a logical sequence.
for Oral (20 points)
Presenta Presentation appropriately cites requisite number of
tions 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.

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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)

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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)

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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 (kinaldo@[Link]) 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  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

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

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Endorsed by the Council of Deans and Department Chairs on : _______________________

FACULTY CONTACT INFORMATION

NAME Peter Pat-Rick B. Miguel, MAED / Prince Ricky A. Varona, LPT
DESIGNATION Faculty, Instructor I
E-MAIL ADDRESS [Link]@[Link]
CONSULTATION SCHEDULE
OFFICE LOCATION Professional Education Department, Main Building

Adopted and enhanced by: Checked by: Recommended by: Approved:

PETER PAT-RICK B. MIGUEL, MAED EMMANUEL ROSS B. TOMAS, EDD AMADO C. RAMOS, PHD LIZA L. QUIMSON, EDD
JOMAR R. GONZALES, MAED
Department Chairperson College Dean Campus Executive Director
PRINCE RICKY A. VARONA, LPT

Faculty

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

RAZEALE G. RESULTAY, PHD

MANOLITO C. MANUEL, EDD
Director for Curriculum and Instruction

Vice President for Academic and Student Affairs

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