RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL INC

Office of the College of Teacher Education

Purok Waling-Waling, Arellano Street, Koronadal City (9506)
Telephone/Fax No. 083-228-2880

Document Type: Document No.: PM – DAP – 03 – 03 – 004 - A

Instructional Materials Issue No.: 01 Revision No.: 00
Document Title: Effective Date:
Assessment of Learning 2
Page 1 of 10

VISION CORE VALUES

RMMC-MI is a premier learner-centered institution committed to quality standard and
innovative development. 1. Resilience 2. Modesty 3. Mindfulness 4. Compassion 5. Motivation 6. Integrity

MISSION
RMMC-MI shall set a quality instruction, research and extension, and effective resource INSTITUTIONAL GRADUATE INSTITUTIONAL LEARNING OUTCOMES
management. ATTRIBUTES (IGA’s) (ILO’s)
GOALS AND OBJECTIVES a. Demonstrate creative and innovative
thinking.
Critical and Analytical Thinker
Aligned with the vision and mission are specific goals for Key Result Areas (KRAs) on b. Employ problem-solving skills in
Instruction, Research, Extension and Resource management: formulating sound decisions.
c. Express ideas effectively through
Effective Communicator
KRA 1: INSTRUCTION. multidisciplinary communication.
 Produce life-long learners through outcome-based teaching and learning curriculum. d. Work collaboratively as members and
Team Player
KRA 2: RESEARCH. leaders of diverse groups.
 Create strong research culture. e. Uphold personal and professional
 Disseminate research findings responsive to the needs of the community. Ethically and Socially
integrity.
KRA 3: EXTENSION.
 Establish strong industry and academe partnership, collaboration and linkages. f. Exhibit global efficiency without
Globally Competent
 Conduct highly visible community outreach programs. neglecting local identity.
KRA 4. RESOURCE MANAGEMENT.
 Establish effective quality management system through continuous monitoring of
facilities, facultyand staff development programs, and student services.
 ILO
Program Learning Outcomes (PLO)

In accordance with the vision of the College, the Bachelor of Elementary Education (BEED)/ Bachelor of Secondary V M a b c d e f
Education (BSED) program (Based on CMO 30, series of 2004), aims to produce highly committed, innovative and
well – rounded teachers who:
I. Have a meaningful and comprehensive knowledge of the subject matter they will teach (including
curriculum development, lesson planning, materials development, educational assessment, and teaching
approaches) and the role of the teacher in facilitating these processes in their students.
(COGNITIVE / KNOWLEDGE)

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

b. manifest meaningful and comprehensive pedagogical content knowledge (PCK) in the different subject
areas       
II. Have creativity and innovation in applying alternative teaching approaches while demonstrating basic and
higher level of literacy, communication, numeracy, critical thinking, and learning skills to include research
skills needed for higher learning. (PSYCHOMOTOR / SKILLS)

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        
III. Are willing and capable to continue learning in order to fulfill their mission as teacher while upholding and
practicing the professional and ethical requirements of the teaching profession. (AFFECTIVE / VALUES)

e. demonstrate positive attributes of a model teacher, both as an individual and as a professional        

f. manifest a desire to continuously pursue personal and professional development        
 PLO
Course Learning Outcomes (CLO) a b c d e f
Knowledge
1. Apply the principles of assessment in conceptualizing techniques for assessing authentic learning.      
2. Analyze the fundamental concepts and characteristics of 21st Century Assessment.      
Skills
3. Design activities that result to individuals’ growth and attempt for professional and useful practice.      
4. Demonstrate knowledge and skills in solving word prolems, interpreting test results, reporting grades and constructing accurate assessment
     
tools.
Values
5. Internalize one’s experiences to improve quality of learning and way of living.     
6. Reflect on the concepts learned and relevant practices that provide good insights and perspectives in order to enhance proper learning.      
7. Value the importance of assessment in the field of education to be able to assess themselves and understand how to become successful in      
life.

COURSE DESCRIPTION
This course is designed for the development and utilization of alternative forms of assessment in measuring authentic learning. Emphasis is given on how to assess process and product-oriented targets as well as
affective learning. Students will experience how to develop rubrics for performance-based and portfolio assessment.

PRE-REQUISITE(S)
Assessment of Learning 1

CREDIT UNIT
3

TIME ALLOTMENT
54 hours

COURSE CONTENTS

Course Learning Topic Learning Outcome Teaching Strategies or

Time Table Course Content or Topic Assessment Activity Resources
Outcome (CLO) (TLO) Methodology
Prelim
Module 1:  Define and explain the Engage  Situations showing Classroom Learning:
Basic Concepts, Theories, alternative assessment  Fliped Approach in applications of hte  Abalagtas, M., et.
and Principles in Assessing and related concepts. learning principles al (2020).
Learning Using Alternative  Demonstrate an  Reflective journals Assessment in
Methods
 understanding of hte Explore: Learning 2. REX
different principles in  Interactive Bookstore Inc.
assessing learning using Discussion Philippines
alternative methods
Apply:
 Actual planning of
situations applying
hte pirnciples in
assessing learning

Module 2: Learning Targets  Formulate learning Engage  Formlate learning Classroom Learning:
for Performance and targets that can be  Fliped Approach in targets  Abalagtas, M., et.
Product Oriented assessed through learning  Create assessment al (2020).
Assessment performance and product Assessment in
plan
– oriented assessment Explore:
 Reflective journals Learning 2. REX
 Create an assessment  Interactive Bookstore Inc.
plan using alterantive Discussion
methods of assessments Philippines
Apply:
 Actual planning of
learning targets
Midterm
CLO1 Module 3: Performance-  Identify and design an Engage Plan for performance based Classroom Learning:
CLO2 based Assessment appropriate assessment  Fliped Approach in assessment  Abalagtas, M., et.
CLO4 tools for intended student learning Reflective journals al (2020).
CLO5 learnings Assessment in
CLO6 Explore: Learning 2. REX
 Interactive Bookstore Inc.
Discussion Philippines
Apply:
5 hours Actual planning of
performance based
assessment

CLO2 Module 4: Affective  Develop an assessment Engage Affective instrucment Classroom Learning:
Assessment
 CLO4 tool to measure affective  Fliped Approach in developed  Abalagtas, M., et.
CLO5 outcomes of learning learning Reflective journal al (2020).
CLO6 Assessment in
CLO7 Explore: Learning 2. REX
 Interactive Bookstore Inc.
Discussion Philippines
Apply:
Actual planning of
affective assessment
tool

CLO1 Module 5:  Compare and contrast Engage Portfolio Plan Classroom Learning:
CLO2  Portfolio the three types of  Fliped Approach in Reflective Journal  Abalagtas, M., et.
CLO3 Assessment portfolio learning Graphic Organizer al (2020).
CLO4  Develop a plan in Assessment in
CLO5 assessing students’ Explore: Learning 2. REX
CLO6 learning using portfolio  Interactive
5 hours Bookstore Inc.
assessment Discussion Philippines
Apply:
Actual planning of
portfolio assessment

Final
Module 6: Process in  Develop sound and Engage Rubric developed Classroom Learning:
Developing and Uisng appropriate rubrics to  Fliped Approach in Abalagtas, M., et. al
Rubrics for Non traditional assess students learning (2020). Assessment in
Assessment performance and outputs Learning 2. REX
 Skillfully use rubrics to Explore: Bookstore Inc. Philippines
assess students’  Interactive
performance and output Discussion

Apply:
Actual planning of
rubrics
Module 7: Organization and  Use quantitative analysis Engage Analyzed and organized data Classroom Learning:
Analysis of Asessment Data to report the results of  Fliped Approach in from alterantive methods of Abalagtas, M., et. al
from Nontraditional Methods alternative methods of learning assessment (2020). Assessment in
assessment Learning 2. REX
 Present and summarize Explore:
 results of alternative  Interactive Bookstore Inc. Philippines
methods of assessmetn Discussion
to make them useful for
learners Apply:
 Create a set of criteria,  Actual analysis of
factors and data from alternative
characteristics to be method of
assessed using assessment
alternative methods
Module 8: Communicating  Provide appropriate Engage Assessment of report for Classroom Learning:
and Reporting of feedback based on  Fliped Approach in parents and other relevant Abalagtas, M., et. al
Assessment Data from alternative methods of learning stakeholders (2020). Assessment in
Alternative Methods assessment Learning 2. REX
 Tell learnes’ progress Explore: Bookstore Inc. Philippines
based on alternative  Interactive
methods of assessment Discussion
 Reprot to parents the
result of nontraditional Apply:
method of assessment  Actual plan in
communicating
assessment results to
parents and otehr
relevant
stakeholders.
Culminating Activity
Post Evaluation  Demonstrate attainment Summative test Final Test Results
of hte desired learning EPortfolio Course ePortfolio
outcomes set for the Journal Self-Assessment
course
RUBRICS

Multimedia Project and Performance Rubric

CRITERIA 4 points 6 points 8 points 10 points

Organization Audience cannot understand Audience has difficulty following Presenter presents information in Student presents
presentation because there is no presentation because student jumps logical sequence which audience can information in logical,
sequence of information. around. follow. interesting sequence
which audience can follow.

Content Knowledge Student does not have grasp of Student is uncomfortable with Student is at ease with content, but Student demonstrates full
information; student cannot answer information and is able to answer only fails to elaborate. knowledge (more than
questions about the topic. basic questions. required) with explanation
and elaboration.

Delivery Student mumbles, incorrectly Student incorrectly pronounces terms. Student’s voice is clear, and Student has a modulated
pronounces terms, and speaks Audience members have difficulty pronounces most words correctly. voice, correct and precise
softly which makes it unclear for hearing the presentation. pronunciation of words.
the rest of the class to hear.

Graphics Student uses unnecessary Student occasionally uses graphics that Student’s graphics relate to text and Student’s graphics explain
graphics or no graphics. rarely support text and presentation. presentation. and reinforce screen text
and presentation.

Mechanics Student’s presentation has four or Presentation has three misspellings Presentation has no more than two Presentation has no
more spelling errors and/or and/or grammatical errors misspellings and/or grammatical misspelling or grammatical
grammatical errors. errors. errors.

AVERAGE LEVEL:
 REFLECTION/ESSAY RUBRIC
Criteria 4 3 2 1
Focus Sharp, distinct controlling point made Apparent point made about a single No apparent point but evidence of a Minimal evidence of a topic
(The single controlling point made about a single topic with evident topic with sufficient awareness of specific topic
with an awareness of task about awareness of task task
specific topic)

Content Substantial, specific, and/or Sufficiently developed content with Limited content with inadequate Superficial and/or minimal content
(The presence of ideas developed illustrative content demonstrating adequate elaboration or explanation elaboration or explanation
through facts, examples, anecdotes, strong developing and sophisticated
details, opinion, statistics, reasons, ideas
and or explanation)

Organization Sophisticated arrangement of Functional arrangement of content Confused or inconsistent Minimal control of content
(The order developed and sustained content with evident and/or subtle and sustains a logical order with arrangement with or without attempts arrangement
within and across paragraph using transitions. some evidence of transitions at transition
transitional devices and including
introduction and conclusion)

Style Precise, illustrative use of variety of Generic use of variety of words and Limited word choice, and control of Minimal variety of word choice and
(The choice, use and arrangement of words and sentence structures to sentence structures that may or may sentence structures that inhibit voice minimal control of sentence structure
words and sentence structures that create consistent writer’s voice and not create writer’s voice and tone and tone
create tone and voice.) tone appropriate to audience appropriate to audience

Conventions Evident control of grammar, Sufficient control of grammar, Limited control of grammar, Minimal control of grammar,
(Grammar, mechanics, spelling, mechanics, spelling usage and mechanics, spelling, usage and mechanics, spelling, usage and mechanics, spelling, usage and
usage, and sentence formation) sentence formation sentence formation sentence formation sentence formation
COURSE REQUIREMENTS
Students are required to do the following:
1. Examination
2. PowerPoint Presentation of Samples of Student’s Accomplishments / ePortfolio
3. Reflection Paper
4. Class Attendance, Assignments, Quizzes, Recitation, Class Participation
5. Google e-mail account

COURSE POLICIES
1. Students should submit requirements, activities, quizzes, assignments and examinations on time.

GRADING SYSTEM

Prelim Midterm Final

CS = A + Q + R CS = A + Q + R CS = A + Q + R
3 3 3
PFG = CS x 2 + E MFG = CS x 2 + E FFG = CS x 2 + E
3 3 3
Legend:
A = Assignment PFG = Prelim Final Grade
Final Average Grade
Q = Quiz MFG = Midterm Final Grade
PFG + MFG + FFG
R = Recitation FFG = Final Final Grade
3
CS = Class Standing E = Exam

REFERENCES
 TEXTBOOK:
Abalagtas, M., et. al (2020). Assessment in Learning 2. REX Bookstore Inc. Philippines
 PRINT AND ONLINE REFERENCES
Prepared by: Reviewed by: Reference reviewed by: Noted by:

CONSES DIANNE P. FAJARTIN, MAEd, LPT KRYZTINA ROBEE G. EBEO RICHIE LUZ S. CENTENO, RL, MLIS JOHNNY S. BANTULO, EdD
Faculty Faculty Head, Library Services Program Director
Date:__________ Date: __________ Date: __________ Date: __________

Recommending approval: Approved by:

ALBERT P. BALONGOY, PhD MA. ANDREA PATRICIA M. MILLADO

Vice President for Academic Affairs President
Date: __________ Date: __________