STA. ELENA (CAM. NORTE) COLLEGE INC.
Cudiamat St. Poblacion, Sta. Elena, Camarines Norte
Tel. No. 054-201-3839
COURSE SYLLABUS
st
1 Semester (2024-2025)
INSTITUTIONAL VISION: The Sta. Elena (Cam Norte) College Inc. envisions to be a leading educational institution in the province of Camarines
Norte. It is fully committed to quality education, build character for a humane society, inculcate culture of research,
promote inclusiveness in diversity, develop a sense of environmental stewardship and initiate advancement in technology,
with administrators, faculty, students and alumni who are excellent and responsive to the needs of time.
INSTITUTIONAL MISSION: The Sta. Elena (Cam Norte) College Inc. provides learning environment conducive to the enhancement of skills,
formation of good character and development of competencies necessary and relevant to produce professionals who are
highly competitive and research-oriented, technically proficient and with a deep sense of social responsibility to the
community and the world.
SUBJECT CODE: Prof. Ed. 8
SUBJECT DESCRIPTION: The course offered the theories and concepts on how to assess the learners in written and other performances. It
provides the broad framework within which the methods, strategies, processes, issues, and other matters related to
teaching are to be evaluated with the most appropriate tools for assessment.
UNIT: 3 Units
COURSE: Assessment Tools for Knowledge/ Assessment of Learning 1
DAY/TIME: Monday and Thursday, 5:00 pm – 8:00 pm
TIME ALLOTMENT: 54 hrs.
INSTRUCTOR: Jomar O. Rada, LPT.
SCOPE:
This course is designed to equip 21 st century learners the skills in assessment. The different activities for the broad framework of
teaching methods, approaches, strategies, processes, and other related matters are to be provided for the learners to fully understand their
relationship in assessment. This would give learners the necessary assessment tools based on the learning outcomes and assessment
targets which are better and efficient.
At the end of the course, the students must be able to:
1. Explain how the change of emphasis from content to outcomes in education led to the shift of focus in teaching from the subject matter to the
learner
2. Illustrate examples measurement, assessment, and evaluation in determining the progress of students towards attaining the desired learning
outcomes
3. Differentiate program outcomes from student learning outcomes through examples
4. Give examples of learning outcomes in the cognitive, psychomotor and affective domains
5. Explain the principles in assessing learning outcomes through example and illustrations
6. Distinguish the meanings and uses of item analysis, validity, reliability, difficulty index, and discrimination index
7. Explain the meanings and the uses of the Measures of Central Tendency and of Dispersion: Mean, Median, Mode, and Standard Deviation
8. Demonstrate understanding of the principles in assigning grades and implementing grading system
LEARNING OUTLINE AND TIMEFRAME
WEEKS COURSE CONTENT/ SUBJECT MATTER
Shift of Educational Focus from Content to Learning Outcomes
Week 1
Outcome-Based Education: Matching Intentions with Accomplishments – Prelim
The Outcomes of Education
Week 2 Institutional, Program, Course and Learning Outcomes
Measurement
Assessment
Evaluation
Week 3 Assessment FOR, OF, and AS Learning: Approaches to Assessment
Week 4 Learning Module for Prelim Examination
Program Outcomes and Student Learning Outcomes
Week 5
Program Outcomes for Teacher Education – Midterm
The Three Types of Learning
Week 6 The Three Domains (Knowledge, Skills, and Attitude)
Kendall’s and Marzano’s New Taxonomy
Assessing Student Learning Outcomes
Week 7 Principles of Good Practice in Assessing Learning Outcomes
Samples of Supporting Student Activities
Phases of Outcomes Assessment in the Instructional Cycle
Constructive Alignment
Variety of Assessment Methods, Tools and Tasks
Week 8
Portfolio and its Types
Scoring Rubrics
Week 9 Learning Module for Midterm Examination
Assessment Strategies and Multiple Intelligence – Pre-final
Week 10
Assessment of Learning Outcomes in the K to 12 Program
Distinguishing and Constructing Various Paper-and-Pencil-Tests
Week 11 Planning a Test and Construction of a Table of Specifications (TOS)
Types of Paper-and-Pencil-Test
Constructing Selected-Response Type
Week 12
Constructing Supply Type or Constructed-Response Type
Item Analysis: Difficulty Index and Discrimination Index
Week 13
Validity and Reliability
Week 14 Learning Module for Pre-final Examination
Measures of Central Tendency and Dispersion/Variability – Final
Week 15 The Measures of Central Tendency
Normal and Skewed Distributions
Week 16 Grading Systems and the Grading System of the Department of Education
Norm-Referenced Grading
Criterion-Referenced Grading
Standardized Test Scoring
Cumulative and Averaging Systems of Grading
Policy Guidelines on Classroom Assessment for the K to 12 Basic Education DepEd Order No. 8, s.
2015
Steps in Grade Computation
Week 17
Grade Computation
Reporting the Learner’s Progress
Promotion and Retention at the End of the School Year
Alternative Grading System
Week 18 Learning Module for Final Examination
LEARNING PLAN
DESIRED LEARNING OUTCOMES SUBJECT MATTER REFERENCE/S TEACHING & ASSESSMENT RESOURCE TIME
LEARNING ACTIVITIES TASKS MATERIALS ALLOCATION
Explain three outstanding Shift of Educational Focus from Navarro, Rosita L. et al 2019. C1, C2, C3, C4, C5: Quiz Laptop/ 3 hours
characteristics of outcome-based Content to Learning Outcomes Assessment of Student Question and answer Cellphones
education Outcome-Based Learning 1 Interactive discussion technique PPT
Education: Matching Class Activity: Explain
Distinguish between immediate Intentions with Yazon, Alberto D. et al 2019. the three outstanding
outcomes and deferred outcomes Accomplishments Assessment in Student characteristics of
The Outcomes of Learning 1 outcome-based
Education education
Distinguish among institutional, Institutional, Program, Navarro, Rosita L. et al 2019. C2, C4, C5: Question and answer Laptop/ 3 hours
program, course and learning Course and Learning Assessment of Student technique Cellphones
outcomes Outcomes Learning 1 Lecture-discussion Quiz PPT
Measurement Class Activity: Use Top-
Assessment Hat Organizer to
Evaluation distinguish among
institutional, program,
course and learning
outcomes
Explain the various approaches to Assessment FOR, OF, Navarro, Rosita L. et al 2019. C1, C4, C5: Online Quiz Laptop/ 3 hours
assessment: FOR, OF, and AS learning and AS Learning: Assessment of Student Cellphones
Approaches to Learning 1 Lecture-discussion PPT
Assessment Class Activity: Explain
assessment FOR, OF,
and AS learning
Clarify the program outcomes for Program Outcomes and Student Navarro, Rosita L. et al 2019. C5, C6: Written Quizzes Laptop/ 3 hours
teacher education Learning Outcomes Assessment of Student Cellphones
Program Outcomes for Learning 1 Lecture-discussion PPT
Teacher Education Class Activity: Clarify the
The Three Types of program outcomes for
Learning teacher education
Discuss the three domains and their The Three Domains Navarro, Rosita L. et al 2019. C3, C5: Written Quizzes Laptop/ 3 hours
categories (Knowledge, Skills, and Assessment of Student Cellphones
Attitude) Learning 1 Lecture-discussion PPT
Kendall’s and Marzano’s Class Activity: Discuss
New Taxonomy Yazon, Alberto D. et al 2019. Kendall’s and Marzano’s
Assessment in Student New Taxonomy
Learning 1
Clarify principles in assessing learning Assessing Student Learning Navarro, Rosita L. et al 2019. C1, C2, C4: Written Quizzes Laptop/ 3 hours
outcomes Outcomes Assessment of Student Cellphones
Principles of Good Learning 1 Online discussion PPT
Practice in Assessing Class Activity: Clarify
Learning Outcomes principles in assessing
Samples of Supporting learning outcomes
Student Activities
Phases of Outcomes
Assessment in the
Instructional Cycle
Determine alignment of learning Constructive Alignment Navarro, Rosita L. et al 2019. C1, C4: Written Quizzes Laptop/ 3 hours
outcomes and assessment tasks Variety of Assessment Assessment of Student Cellphones
Methods, Tools and Tasks Learning 1 Lecture-discussion PPT
Portfolio and its Types Class Activity:
Determine alignment of
learning outcomes and
assessment tasks
Construct a scoring rubric Scoring Rubrics Navarro, Rosita L. et al 2019. C4: Online Quiz Laptop/ 3 hours
Assessment Strategies Assessment of Student Cellphones
and Multiple Intelligence Learning 1 Lecture-discussion PPT
Assessment of Learning Class Activity: Construct
Outcomes in the K to 12 a scoring rubric
Program
Construct a Table of Specifications Distinguishing and Constructing Navarro, Rosita L. et al 2019. C1, C4, C5: Written Quizzes Laptop/ 3 hours
Various Paper-and-Pencil-Tests Assessment of Student Cellphones
Planning a Test and Learning 1 Lecture-discussion PPT
Construction of a Table of Class Activity: Construct
Specifications (TOS) Yazon, Alberto D. et al 2019. a Table of Specifications
Types of Paper-and- Assessment in Student
Pencil-Test Learning 1
Construct paper-and-pencil tests in Constructing Selected- Navarro, Rosita L. et al 2019. C3, C4, C5, C6: Written Quizzes Laptop/ 3 hours
accordance with the guidelines in test Response Type Assessment of Student Cellphones
construction Constructing Supply Type Learning 1 Lecture-discussion PPT
or Constructed-Response Class Activity: Construct
Type paper-and-pencil tests
Explain the meaning of item analysis, Item Analysis: Difficulty Navarro, Rosita L. et al 2019. C4, C5: Question and answer Laptop/ 3 hours
validity, and reliability Index and Discrimination Assessment of Student technique Cellphones
Index Learning 1 Small-group discussion PPT
Validity and Reliability Class Activity: Explain
the meaning of item
analysis, validity, and
reliability
Explain the meaning and function of the Measures of Central Tendency Navarro, Rosita L. et al 2019. C4, C5: Online Quiz Laptop/ 3 hours
measures of central tendency and Dispersion/Variability Assessment of Student Cellphones
The Measures of Central Learning 1 Lecture-discussion PPT
Tendency Class Activity: Explain
Normal and Skewed Yazon, Alberto D. et al 2019. the meaning and
Distributions function of the measures
Assessment in Student of central tendency
Learning 1
Distinguish between norm-referenced Grading Systems and the Grading Navarro, Rosita L. et al 2019. C4, C5: Online Forum Laptop/ 3 hours
and criterion-referenced grading System of the Department of Assessment of Student Written Quizzes Cellphones
Education Learning 1 Lecture-discussion PPT
Norm-Referenced Grading Class Activity:
Criterion-Referenced Distinguish between
Grading norm-referenced and
Standardized Test Scoring criterion-referenced
Cumulative and Averaging grading
Systems of Grading
Explain standardized tests scoring Policy Guidelines on Navarro, Rosita L. et al 2019. C3, C4: Online Quiz Laptop/ 3 hours
Classroom Assessment Assessment of Student Cellphones
for the K to 12 Basic Learning 1 Small-group discussion PPT
Education DepEd Order Class Activity: Explain
No. 8, s. 2015 standardized tests
Steps in Grade scoring
Computation
Compute grades of the learners in Grade Computation Navarro, Rosita L. et al 2019. C3, C4, C5: Online Forum Laptop/ 3 hours
various grade levels observing DepEd Reporting the Learner’s Assessment of Student Written Quizzes Cellphones
guidelines Progress Learning 1 Lecture-discussion PPT
Promotion and Retention Class Activity: Identify
at the End of the School grade descriptors used
Year in public and private
Alternative Grading schools.
System
Suggested Readings Navarro, Rosita L. et al 2019. Assessment of Student Learning 1. Lorimar Publishing Inc.
Yazon, Alberto D. et al 2019. Assessment in Student Learning 1. Wiseman’s Books Trading Inc.
Department of Education (2016) K -12 Curriculum
DepEd Order # 8 s. 2015
Course Requirements Assessment Tools for Reading
Grading system Performance Task 20%
Written Output 15%
Project 25%
Major Examination 40%
Total 100%
21st Century Literacy Integration Legends:
C1. Character C4. Critical Thinking
C2. Citizenship C5. Collaboration
C3. Communication C6. Creativity
Prepared by: Noted by: Approved by:
JOMAR O. RADA, LPT TELESFORO V. INUMERABLE, Ed. D. NOLI D. BAYANI, MD. CFP.
Instructor College Dean School President
