Ref. No.

: COE – CS –VED 9– 001

Status : Rev. 01
Date Issued: August 2024

COURSE SYLLABUS
College: Program:
COLLEGE OF EDUCATION Bachelor of Secondary Education Major in Values Education
Prepared by: Reviewed/Noted by: Approved by:

_____________________ ______________________________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

Faculty Program Head CHRA
College President

Course Code: VED 9 Course Title: Development of Values Education Instructional Materials and Assessment Tools
Credit Unit(s): 3 Units Lecture: 54 Hours Laboratory:
References:
A Guide to Developing Assessment Tools (2015). Retrieved from https://www.asqa.gov.au/sites/g/files/net3521/f/Guide_to_developing_assessment_tools.pdf
Andres,T. & Andres, P. (1994). A handbook of values education strategies and techniques for the development of intrapersonal relationships. Manila: Rex
bookstore
Balckburn, B. (2017). Rigor and assessment in the classroom. New York: Routledge
Cano, E. (2016). Innovative practices for higher education assessment and measurement: Advances in higher education and professional development. US: IG
Global Pub.
Classroom Assessment Strategies. (2012). Retrieved from https://www.utc.edu/walker-center-teaching-learning/teaching-resources/classroomassessment-
strategies.php
Classroom Assessment and Reporting (2018). Retrieved from https://curriculum.gov.bc.ca/assessment/classroom
SPECIFIC COURSE INFORMATION
Course Description: This course prepares the students for on-site teaching. The students will carry out curriculum development tasks such as preparation, pilot-testing,
analysis, and revision of student-made modules, teacher-made guides, and relevant assessment tools. Students are required to prepare instructional materials and to integrate
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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 context-appropriate technology for competency-based lessons in Values Education; and design, select, organize, and utilize traditional and authentic assessment tools and
strategies for diagnostic, formative, and summative assessment in Values Education as a result of their understanding of the role of assessment data as feedback in teaching
learning practices.
Pre-requisite(s): VED 4: Psychological Theories of Values Development Co-requisite(s): NONE
GGCAST Vision, Mission, Goals, Specific Goals and Core Values
VISION
A higher learning institution equipped with competent human resources, state-of-the-art facilitate, academic standards, and has disaster resiliency essential to the
development of globally competitive, economically stable, socially involved, environment-friendly, and spiritually molded individuals for highly progressive community.

MISSION
The college shall provide quality education to all by producing competent and cultivating individuals with deep sense of values in life, vibrant leadership,
proficient entrepreneurial skills strong environmental advocacy, and multi-cultural sensitivity through excellent instruction, robust research, active community service and
involvement.
GOALS
Improved quality of life

SPECIFIC GOALS:
A. Curriculum Development
B. Community Extension Services
C. Research
D. Community Linkages
E. Students Services
F. Physical Facilities
G. Fiscal Management
H. Human Resources Management (for faculty and staff)
I. Job Placement

CORE VALUES:
1. Accountability
2. Commitment
3. Compassion
4. Diversity
5. Empowerment
6. Environment-Friendly

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 7. Integrity
8. Leadership
9. Life-Long Learning
10. Technological Advancement

PROGRAM OBJECTIVES
1. To produce graduates who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance in symposia, seminars, fora, lecture series to better equip
them as future educators;
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.

From CMO No.

PROGRAM OUTCOMES
75, s. 2017:
1. Demonstrate understanding of the Values Education Framework of K to 12
2. Demonstrate competence in employing various pedagogical approaches, methods and techniques for teaching values
3. Demonstrate competence in the conduct of research and utilization of results to improve values education
4. Demonstrate in depth knowledge in developing and using traditional and non-traditional strategies for assessing learner’s performance in values education
5. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning

Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment
Allotment Activities
Week 1 Acquaint every student on the course GGCAST VMGO  Reading of the course  Recitation
(Day 1) outline syllabus  Presentation of output of
 Group dynamics the group
Explain the GGCAST VMG & College
Objectives

Apply GGCAST VMG and College

Objectives in the course of their study

Internalize the classroom policies and

apply it in the course of the classes
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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 Share to the whole class their expectations to
the course and to the instruction.
At the end of the lesson/s, the student should  Gallery walks  A graphic organizer to
be able to: A. Preparation and Development of show students’
 Students in small groups will
Instructional Materials (IMs) understanding of the
analyze samples of
 Deduce from one’s exposure of instructional materials using importance, components
various instructional materials, the B. Types of Instructional Materials characteristics, and types
teacher-made guide
importance, components questions. of relevant instructional
characteristics, and types of relevant C. Learning Theories of IMs materials that support
 Teacher provides guide
instructional materials that support learning in Values/
D.Principles in Making IMs questions aims to prompt
learning in Values/ Personhood Personhood Education
students to make conclusions
Education  One-minute paper to
E.Context-appropriate about the importance and
 Discuss the learning theories, demonstrate students’
Week 1 Teachnology for values/ pesonhood characteristics of effective
principles, and context appropriate knowledge of the learning
education instructional materials in
instructional materials that support theories, principles, and
values education.
the realization of the ESP curriculum contextappropriate
learning goals instructional materials
 Discuss the ethical considerations in
 Reflection Paper
the development of instructional
materials, including accuracy,  Recitation
inclusivity, and accessibility.  Quiz
 Explore the role of open educational
resources (OER) and open-access
materials in modern education.
Week 2 At the end of the lesson/s, the student should  Lecture on instructional  Process Chart to
be able to: 4. The Instructional Materials material development demonstrate understanding
Development Process describing the details of each of the processes in
 Create a process chart to describe phase. instructional development
comprehensively how various 5. The Selection of Instructional Examples should be cited in of teaching and learning

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 teaching and learning resources and Material and the Identification of the context of Value resources and materials,
materials are developed to address Learning Competencies Education. including ICT to address
learning goals Samples of instructional learning goals
 Show skills in the selection of materials can be used for  Matrix showing
teaching and learning materials, student reference. appropriate instructional
including ICT tools that support the  Based on the K-to 12 materials that support the
realization of learning competencies Edukasyon sa Pagpapakatao EsP learning competencies
articulated in the K to 12 Edukasyon Framework, students will  Reflection Paper
sa Pagpapakatao (EsP) identify learning
 Recitation
 Discuss the principles of accessibility, competencies and brainstorm
inclusivity, and cultural sensitivity in on what IMs are appropriate  Quiz
the development of instructional to target such competencies.
materials. Teacher facilitates the review
 Explain the criteria and factors of the competencies/target
involved in selecting appropriate skills stipulated in the K to 12
instructional materials for a given Edukasyon sa Pagpapakatao
learning context. Curriculum Guide.
 Students create a process
chart as the discussion is
going on.
At the end of the lesson/s, the student should  Based from the K to  Lesson Plan to demonstrate
be able to: 6. Identification of Content, 12 Edukasyon sa students’ knowledge in
 Prepare a developmentally sequenced learning experiences and Pagpapakatao preparing a
teaching and learning content and Instructional Elements (role play, Curriculum Guide, developmentally
Week 3 processes aligned with EsP learning case studies, small group students draft sequenced teaching and
competencies and supported with discussion, etc.) of the IM developmentally learning content and
appropriately selected instructional sequenced teaching processes aligned with
materials 7. Selecting PreExisting and learning content learning outcomes and use
 Research on other relevant Instructional Materials and processes/ of specific IMs
instructional materials that can aid in activities and IMs  Category Grid to show
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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 achieving learning goals/objectives aligned with students’ skill in using
learning outcomes researches as sources of
and objectives relevant instructional
 Web Quest/Journal materials that aid the
Article Readings: realization of identified
Students research on learning objectives
effective preexisting  Reflection Paper
IMs and select the  Recitation
appropriate material
 Quiz
that can best aid in
addressing specified
learning outcomes
Week 4 At the end of the lesson/s, the student should 8. Developing Instructional  Document Analysis: By  Category Grid to show
be able to: Materials based on identified using samples of students list of appropriate
learning objectives instructional materials, instructional materials vis
 Identify instructional materials that students work in small a vis the approach that
consider learner’s needs, strengths, a. Instructional Materials Used in groups to determine what will be used in the
interests, disabilities, giftedness and the Teaching Approaches/Methods approach in teaching is used delivery of instruction
talents, cultural and socio-economic in Values Education and the kinds instructional  Reflection Paper
backgrounds as well as indigenous materials. They have to look
grouping while using different b. Considering Learners’ Diversity  Recitation for students to
into how the instructional
c. Instructional Materials explain how specific
teaching approaches in addressing materials are used in the
Appropriate in the Development of instructional materials
learning goals in values education context of a teaching
support the development
 Explain how specific instructional Macro Skills approach. (a teacher-made
of target macro skills
materials, including ICT support the guide questions can be used
d. Instructional Materials identified in the K to EsP
realization of target macro skills and to guide students in their
Appropriate for the Affective Framework Quiz
specific learning goals identified in analysis)
the K to EsP Framework Domain of Learning  Instructional Material
 Analysis of
 Discuss how specific instructional (IM)/s to demonstrate
Simulated Teaching
materials, including ICT aid in e. Factors to Consider in students’ skills in the
in Values
Developing an instructional development of
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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 addressing affective learning goals material Education. Students instructional materials
 Develop instructional materials identify macro consistent to a given
consistent to a given criteria; and f. Criteria in Evaluating skills being targeted criteria; and those that
that consider learner’s needs, Instructional Materials in and identify what consider learner’s needs,
strengths, interests, disabilities, Values Education and how the strengths, interests,
giftedness and talents, cultural and instructional disabilities, giftedness and
socioeconomic backgrounds as well materials are used. talents, cultural and socio-
as indigenous grouping to effectively economic backgrounds as
address learning goals in values well as indigenous
education grouping to effectively
address learning goals in
values education
At the end of the lesson/s, the student should  Review the parts of the  Module on identified EsP
be able to: A. Designing Modules module and organize all competencies
elements developed on  Reflection Paper
 Draft a module to organize prepared B. The Module Design Process previous lessons.  Recitation
learning objectives, content,  Write shop on module making  Quiz
activities, resources and other IMs C. Constructive Alignment  Teaching Demonstration.
based on EsP curriculum Students draft a brief lesson
Week 5  Demonstrate the use of an D. Parts of the Module plan and demonstrate how the
instructional material using a instructional materials are
prepared developmentally sequenced 9. A. Pilot-testing, Evaluating and relevant in addressing a
teaching and learning plan Revising the Instructional Material specified learning goal in a
 Revise the instructional materials 1. External and Internal values education classroom
based on sought advice concerning Evaluation
strategies in enriching it to effectively
address specific learning goals
Week 6 At the end of the lesson/s, the student should  Lecture: the teacher  Matrix to demonstrate
be able to: B. Assessment Tools: A Review discusses the types of students’ understanding of
(refer to Assessments 1 and 2) assessment tools, the characteristics and types

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
  Explain how quality instructional Developing Quality Assessment their purpose, nature, f a quality Instructional
assessment influence decisions in technique and use. Assessment and the
teaching and learning practices and 1. The Characteristics of a Quality Brainstorming: concerns to consider in
programs Instructional Assessments students cite designing and organizing
 Determine appropriate assessment examples/situations assessment tools
tools used to assess the realization of 2. Types of Assessment in the values  Category Grid to show
specific learning goals in EsP education classroom students understanding of
 Describe how traditional assessment 3. Four Concerns to Consider in the where the three types what appropriate
tools are utilized in providing timely, design, and organization of of assessments are assessment tools are used to
accurate and constructive feedback to assessment tools utilized realize specific target
monitor and evaluate learner’  From a simulated skills/goals in values
progress in values education 4. Student Assessment Techniques values education education
lesson/ or a lesson  Reflection Paper
5. Traditional Assessment Tools plan in values  Recitation
education, students  Quiz
analyze how specific
skills are assessed by
the use of various
assessment
techniques/tools
Week 7 At the end of the lesson/s, the student should  Teacher Facilitates the review  Sets of Student Prepared
be able to: 6. Traditional Assessment Tools on the administration, scoring Paper-pencil assessment
and improving paper-pencil tools to demonstrate
 Design traditional assessment tools a. A review on the administration, test students’ knowledge in the
used in diagnostic, formative and scoring and improving paper pencil  Students develop paper-pencil development of traditional
summative assessments consistent test Questions tests consistent with specified assessment tools used in
with specified learning objectives on learning objectives from the K diagnostic, formative and
the K to 12 EsP curriculum guide 7. Creating authentic assessment to 12 EsP curriculum guide summative assessments
 Describe the importance of authentic tools in the Context of Value  Pair Checks: Students work in consistent with specified
assessment tools and data in Education small groups. They analyze learning outcomes and
providing timely, accurate and values education lesson plans objectives
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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 constructive feedback to monitor and or a demonstration lesson  Recitation to demonstrate
evaluate learner’ progress and carefully selected from ICT students’ understanding of
teaching practice improvement in resources by pair by focusing the importance of authentic
values education on the following: assessment tools in
 Construct reliable rubrics that - Identify assessment tools providing timely, accurate
consider learner’s needs, strengths, used and constructive feedback
interests, disabilities, giftedness and - Describe how they are used to monitor and evaluate
talents, linguistic and cultural to satisfy learning objectives learner’ progress teaching
backgrounds, to effectively assess the - Describe the nature of practice improvement in
realization of learning goals in values authentic assessment values education
education - Discus  Reflection Paper
 Recitation
 Quiz
Week 8 At the end of the lesson/s, the student should  Students start the  Student’s Portfolio to
be able to: Portfolios: Construction and development of their portfolio demonstrate knowledge in
Application in this course. portfolio construction and
 Develop a portfolio to demonstrate  Web Quest: students search knowledge of developing
knowledge of developing IMs and f. Selecting Authentic Assessment the web for samples of IMs and assessment tools in
assessment tools in Values Education Tools g. Steps in Developing authentic assessment tools Values Education
 Select authentic assessment tools that Authentic Assessment Tools appropriate in Values  Category Grid to
can be used in diagnostic, formative Education demonstrate student
and summative assessment to provide h. Steps in Developing Authentic  Teacher will discuss knowledge of variety of
reliable data for learner progress and Assessment Tools principles in selecting authentic tools used in
achievement. authentic assessments from diagnostic, formative and
 Create authentic assessment tools pre-existing samples Students summative assessment to
that provide reliable assessment data lifts sample learning provide reliable data for
used to monitor and evaluate learning competencies from the K to learner progress and
progress and achievement of diverse 12 EsP curriculum guide and achievement
learners in values education identify appropriate authentic  Student-Constructed
assessment tools that can be authentic assessment tool to

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 used. demonstrate students’
 Students work in pairs and knowledge in developing
identify a specific competency authentic assessment tools
from the K to 12 EsP that provide reliable
Curriculum Guide. assessment data used to
monitor and evaluate
progress and achievement
of diverse learners
At the end of the lesson/s, the student should 8. Giving assessments Feedback  Interviews: students prepare  Written quiz about the
be able to: interview questions and characteristics and strategies
 Describe the characteristics and a. The Purpose of Giving conduct interviews to teachers of giving assessment
strategies of giving assessment Assessment Feedback about the role and strategies feedback and its role in
feedback and its role in providing b. Characteristics of Effective of giving assessment feedback providing data to improve
data to improve learner performance Feedback Assessment Students organize their data learner performance and
and motivation to work productively and share it to class. motivation to work
by assuming for their own learning c. Techniques and Strategies in  The teacher will facilitate the productively by assuming
Week 9
 Modify the module drafted by Giving Assessments Feedback discussions until students for their own learning
incorporating appropriate assessment make conclusions about the  Complete Module to
tools role of assessment feedback demonstrate students’ skill
 Create an IM portfolio that contains and techniques in giving in developing a module as a
samples of student developed feedback resource that can aid
instructional materials for EsP  Writeshop: organize the teaching and learning
developed module to include process
assessments tools

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 COURSE OUTPUT/REQUIREMENT
st
21 Century Name of the Activity/Task Description Rubrics for Assessment
Skills
Portfolio development in the context of values education involves
Creative and Portfolio Development creating a structured collection of instructional materials and
Critical Thinker assessment tools. These resources showcase a student’s growth and
understanding of moral and ethical principles. The portfolio may Kindly refer to page 10
include reflective essays and self-assessment exercises all designed to
foster character development and critical thinking.

The research output focuses on the advancement of values education

Collaborator and through the development of cutting edge instructional materials and
Effective Research output assessment tools. These resources are meticulously crafted to instill
Communicator ethical and moral growth in students. Kindly refer to page 10

GRADING SYSTEM
The students will be evaluated by the following The following scales are used for conversions from numerical grade to unit grade:
components:
100-1.0 96-1.4 92-1.8 88-2.2 84-2.6 80-3.0 76-3.4

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 Written Works – 30% 99-1.1 95-1.5 91-1.9 87-2.3 83-2.7 79-3.1 75-3.5
Performance/ 98-1.2 94-1.6 90-2.0 86-2.4 82-2.8 78-3.2 5.0-Failed
Product Test – 30% 97-1.3 93-1.7 89-2.1 85-2.5 81-2.9 77-3.3 7.0-Incomplete
Periodic Exam 9.0-Dropped
1st-Final exams – 40% (10%each)

Total – 100%
CLASSROOMPOLICIES
1. As a general policy, no special or make-up tests for missed exams other than the final examination will be given. However, a faculty member may give special exams for
a. approved absences (where the student concerned officially represented the Institution at some function or activity).
b. absences due to serious illness which require hospitalization, death in the family and other reasons which the faculty member deems meritorious
2. If the student has no valid reason for missing an exam (for example, the student was not prepared to take the exam) then the student receives 0% for the missed exam.
3. Course outputs are required and not optional to pass the course. Failure to comply the output or requirement, the student will get an incomplete grade of7.0.
4. Mobile phones and other forms of communication devices should be on silent mode or turned off during class. Except for occasion such that the faculty utilized mobile
phones as a support for learning process.
5. Students are expected to be attentive and exhibit the behavior of a mature and responsible individual during class. They are also expected to come to class on time and
prepared.
6. Sleeping, bringing in food and drinks, and wearing a cap and sunglasses in class are not allowed.
7. Students who wish to go to the comfort room must politely ask permission and, if given such, they should be back in class within 5 minutes. Only one student at a time
may be allowed to leave the classroom for this purpose.
8. Students who are absent from the class for more than 5 meetings will get a final grade of 9.0 in the course.
9. Only students who are officially enrolled in the course are allowed to attend the class meetings.

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 RUBRICS

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)
 RUBRICS FOR GROUP PERFORMANCE RUBRICS FOR MEDIA PRESENTATION
Participation25 points Content20 points
Responsibility 25 points Organization115 points
Interaction 25 points Clarity/techniques15 points
Team work25 points Appeal/Style15 points
Over all presentation15 points
RUBRICS FOR REFLECTION PAPER Ability toFOR
answer Question20 points
Reflective thinking Content (35 pts.) RUBRICS GRADED RECITATION.
Analysis of the learning (35 pts.) Accuracy of the answers to the questions(30 pts.)
Making connections with Organization & Presentation of ideas ( 40pts)
earning’s and experiences (30 pts.) Interpretation of the question given (30)
SCORE PERCENTAGE EQUIVALENT FOR QUIZ
RUBRICS FOR ACTUAL PERFORMANCE Ideas-Presents ideas in an original manner(30pts)
Purpose20 points Organization of ideas(20pts)
Content/Features20 points Understanding-Writing shows a clear
Techniques20 points understanding of the given questions(30pts)
Relativeness 20 points Sentence Structure(20pts)
RUBRICS FOR PORTFOLIO MAKING
GRADING RUBRICS FOR VIDEO PRESENTATION
Reflection25 points
Completeness of Portfolio25 points
Application of the Concept (50 pts.)
Content and Mechanics25 points
Adequacy of the Output (25 pts.)
Character Traits 25 points
Academic Literacy (25 pts.)

Rubrics for Historical Fiction Writing Assignment

Rubrics for Research Project
 Thematic Relevance (30 pts.)
 Analysis & Critical Thinking (40 pts.)
 Historical Accuracy (25 pts.)
 Research and Sources (25 pts.)
 Presentation & Clarity (25 pts.)  Creativity and Storytelling (25 pts.)
 Language & Mechanics (20 pts.)  Overall Presentation (20 pts.)

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Course Syllabus in Development of Values Education Instructional Materials and Assessment Tools (VED 9)