COURSE SYLLABUS IN ED 9: ASSESSMENT IN LEARNING 1

PSU Vision An internationally recognized university that provides relevant and innovative education and research for lifelong learning and sustainable
development
PSU Mission The Palawan State University is committed to upgrade people’s quality of life by providing education opportunities through excellent instruction,
research and innovation extension, production services and transnational collaborations.
PSU Shared Values E – Excellence in service; Q – Quality assurance; U – Unity in diversity; A – Advocacy for sustainable development; L – Leadership by
example; I – Innovation; T – Transparency; Y – Youth empowerment
Institutional Outcomes The Palawan State University graduates are expected to be agents of change, creative and critical thinkers, effective communicators,
research-oriented learners, and value laden individuals.
College Goals and The BSED degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary
Program Objectives education (CMO 75 s. 2017)

1. To meet the demand for competent professional teachers for basic education program in the Philippines and in other countries.
2. To develop teachers who have skills and competencies to teach, undertake research and provide community services across the different
areas in basic education.
Course Title Assessment in Learning 1
Course Code/ Number Ed 9
Course Description This is a course that focuses on the principles, development and utilization of conventional assessment tools to improve the teaching-
leaning process. It emphasizes on the use of assessment of, as, and for, in measuring knowledge, comprehension and other thinking skills
in the cognitive, psychomotor or affective domains. It allows students to go through the standard steps in test construction and development
and the application in grading systems.
Credit Units 3 units
Course Prerequisites None
Link to Program
Outcomes Course Outcomes Program Outcomes
a b
1. Demonstrate current, research-based knowledge and understanding of the basic concepts and
principles of assessment and how they are applied in teaching and learning.
2. Show understanding of the program outcomes, learning outcomes and the types of learning.
3. Apply knowledge in the development and construction of varied assessment tools and use
appropriate diagnostic, formative and summative assessment strategies in line with K to 12
standards, guidelines and requirements.
4. Apply basic concepts of statistics in educational assessment and evaluation and interpret
assessment results to improve learning.
 5. Demonstrate knowledge of providing timely, accurate and constructive feedback to learners
and parents.
6. Show understanding of the principles in assigning grades and implementing grading systems.

Legend (for program outcomes):

I- Introduced concepts/principle P- Practiced with supervision D- Demonstrated across different settings with minimal supervision

Program Outcomes
The graduates have the ability to:
a. demonstrate mastery of subject matter/discipline; and
b. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.

Course Outcomes At the end of the semester, the students should be able to:
1. demonstrate current, research-based knowledge and understanding of the basic concepts and principles of assessment and how
they are applied in teaching and learning;
2. show understanding of the program outcomes, learning outcomes and the types of learning;
3. apply knowledge in designing, developing, selecting and using appropriate diagnostic, formative and summative assessment
strategies in line with K to 12 standards, guidelines and requirements;
4. apply basic concepts of statistics in educational assessment and evaluation and interpret assessment results to improve learning.
5. demonstrate knowledge of providing timely, accurate and constructive feedback to learners and parents; and
6. show understanding of the principles in assigning grades and implementing grading systems.
Course Format The course will be delivered through full face-to-face classes. Group chat will be used for communication and follow-up discussion if necessary.
Instructional materials will also be uploaded in the group chat. In case of disruption of classes, flexible learning will also be adapted.
LEARNING PLAN
Intended Learning
Time Course Course Content/ Subject Teaching and Learning Textbooks/
Outcomes Assessment Tasks Resource Materials
Frame Outcomes Matter/ Topic Activities References
Week 1 1. Discuss the relevance Module 0. Introduction Students will discuss the One-page essay Copies of PSU Course Guide
of the course to the PSU 1. Vision and Mission relevance of the course on how the Vision and Mission, CMO No. 75,
Vision, Mission, Goals, 2. Goals and Objectives to the achievement of the students Goals, Objectives, s. 2017
Objectives, and PSU 3. PSU Core Values PSU Vision and Mission, envisioned course policies and
Core values. 4. Course Outline and goals and program themselves 10 PSU Core values.
2. Familiarize the course Policies outcomes. years from now in
policies. relation to the PSU
Vision and
Mission, Goals,
program
 objectives, and
PSU core values.

Weeks 1 CO 1, 2 1. Explain outstanding Module 1. Shift of Interactive discussion Quiz Syllabus Navarro,
and 2 characteristics of Educational Focus from Santos, &
outcome-based Content to Learning Group discussion on Reflection paper K to 12 Curriculum Corpuz (2019)
education. Outcomes different types of on topics – guide
2. Distinguish among 1. Outcome-based outcomes. Outcomes.
institutional outcomes, Education: Matching Laptop/LCD
program outcomes, Intentions with Identifying Institutional, Presentation of projector
course outcomes and Accomplishments Program, and Learning group discussion
learning outcomes. 2. The Outcomes of outcomes in line with
3. Differentiate Education their field of
immediate outcomes 3. Institutional, Program, specialization.
and deferred Course and Learning
outcomes. Outcomes
4. Identify immediate
outcomes and
deferred outcomes.
5. Differentiate between
educational objectives
and learning
outcomes.
Week 2 CO 1, 3 1. Identify measurement, Module 2. Measurement, Interactive discussion/ Quiz/Essay test on Laptop/LCD Navarro,
and 3 assessment and/or Assessment, and Group discussion on the measurement, projector Santos, &
evaluation. Evaluation in Outcome- distinction between assessment and Corpuz (2019)
2. Distinguish among based Education formative and summative evaluation
measurement, 1. Measurement evaluation Balagtas, et
assessment and 2. Assessment Reflection Paper al. (2020)
evaluation. 3. Evaluation Collaborative learning on their
3. Explain the various 4. Purpose of Classroom experiences on Corpuz &
approaches to Assessment/ Brainstorming on assessment for Cuartel (2023)
assessment: Assessment “FOR”, “OF” Measurement, and assessment of
assessment FOR, OF and “AS” Learning: Assessment, and learning.
and AS learning. Approaches to Evaluation.
4. Differentiate the Assessment
approaches to 5. Types of assessment in
assessment – learning
 assessment for, of,
and as learning.
5. Identify the
approaches to
assessment –
assessment for, of,
and as learning.
Weeks 4 CO 2, 3 1. Identify the program Module 3. Program Collaborative learning Quiz/Essay test on CMO No. 75, s. Navarro,
to 6 outcomes for teacher Outcomes and Three Interactive discussion the relationship 2017 Santos, &
education. Domains of Learning Group discussion between program Corpuz (2019)
2. Distinguish the six 1. Program Outcomes and outcomes and Bloom’s taxonomy
levels of knowledge Student Learning Interactive/group student learning Balagtas, et
under the cognitive Outcomes discussion on program outcomes. Laptop/LCD al. (2020)
domain. 2. Program outcomes for and student outcomes projector
3. Discuss the different Teacher Education and the three types of Summary of the Corpuz &
categories in the 3. Learning targets learning and identify program Cuartel (2023)
psychomotor domain 4. The Three Types of examples for each outcomes.
of objective, the 6 Learning domain. Kubiszyn &
levels of learning 5. Domain I: Cognitive Construction/ Borich (2013)
objectives in the (Knowledge) Group presentation of Compilation of
affective domain 6. Domain II: Psychomotor the levels of cognitive, samples of
arranged (Skills) affective and learning objectives
hierarchically, and 7. Domain III: Affective psychomotor domain. and outcomes for
Kendall’s and (Attitude) cognitive, affective
Morgan’s new 8. Kendall’s and Group crafting of and psychomotor
taxonomy Manzano’s new matrices to simplify the domains.
4. Discuss the different Taxonomy domain levels.
categories in the
psychomotor domain Individual or group
of objective, the 6 report
levels of learning
objectives in the
affective domain
arranged
hierarchically, and
Kendall’s and
Morgan’s new
taxonomy
 5. Identify the different
cognitive processes
and knowledge
dimensions in the
revised Blooms
taxonomy
6. Identify outcomes in
the different levels of
the cognitive, affective
and psychomotor
domain.
7. Formulate outcomes in
the different levels of
the cognitive, affective
and psychomotor
domain.
Weeks 6 CO 2 1. Determine the Module 4. Assessing Interactive/group Essay Laptop/LCD Navarro,
and 7 principles in assessing Student Learning presentation to clarify test/reflection projector Santos, &
learning outcomes. Outcomes and Different the principles of paper on Corpuz (2019)
2. Explain the phase of Classifications of assessing learning assessing learning
outcomes Assessment outcomes outcomes Balagtas, et
assessment. 1. Principles of Good al. (2020)
3. Determine alignment Practice in Assessing
of learning outcomes Learning Outcomes Corpuz &
and assessment 2. Sample of Supporting Cuartel
tasks. Students Activity (2023)
4. Discuss various 3. Phases of Outcome
assessment methods, Assessment in the
tools and tasks, Instructional Cycle
including portfolios 4. Constructive alignment
5. Formulate appropriate 5. Variety of assessment
learning objectives methods, tools and tasks
and outcomes that are 6. Scoring rubrics
constructively aligned 7. Assessment strategies
with national and multiple intelligences
standards. 8. Assessment of Learning
6. Explain at least 3 key Outcomes in the K to 12
features of Program
 assessment in the K to 9. Classifications of
12 program. Assessment
Weeks 7, CO 3 1. Identify the different Module 5. Development of Collaborative learning by Quiz Laptop/LCD Navarro,
8, and 10 formats of a TOS. Varied Assessment Tools working by pair in projector Santos, &
2. Construct a Table of 1. Planning a Test and critiquing their own Construction of Corpuz (2019)
Specifications. Construction of Table of made tests. Table of Table of
3. Identify the different Specifications (TOS) Specifications and specifications and Balagtas, et
guidelines in test a. Defining the test Interactive discussion of Cognitive Domain test from DepEd al. (2020)
construction. objectives or learning the different types of test Teacher-made
4. Apply the different outcomes Test Corpuz &
guidelines in test b. Objectives for testing Individual or group Cuartel (2023)
construction. c. Table of reporting of the Reflection paper
5. Construct paper-and- specifications guidelines in constructing on the preparation Kubiszyn &
pencil test in d. General steps in paper and pencil test. of test Borich (2013)
accordance with the developing a TOS
guidelines in test e. Different formats of a Writing of examples of Crafting of scoring Marzano
construction. TOS the different types of test rubrics for essay (2006)
6. Discuss the guidelines 2. General guidelines in in the different fields of examination
for the formulation and choosing the appropriate specialization. McMIllan
scoring of essay tests. test format
(2018)
7. Apply the guidelines 3. Categories and formats Constructing a table of
for the formulation and of traditional tests/ specifications for the Concepcion,
scoring of essay tests. Paper-and-pencil tests different types of test.
et al (2011)
4. Constructing Selected-
Response Type Seminar-workshop on
a. Multiple Choice Test Critiquing TOS and Test
b. True-False or alternate Items
response test
c. Matching-Type test
5. Constructing Supply
Type or Constructed-
Response Tests
a. Short answer test
1. Completion
2. Identification
3. Enumeration
b. Problem-Solving test
 6. Guidelines for the
formulation and scoring of
essay tests
Week 9 MIDTERM EXAMINATION
Week 11 CO 4 1. Differentiate difficulty Module 6. Item Analysis Exercises on the Problem solving Results of previous Navarro,
and 12 index from and Validation interpretation of: on: examinations Santos, &
discrimination index 1. Item Analysis 1. difficulty index 1. item analysis Corpuz (2019)
and validity from a. Difficulty index 2. discrimination index 2. reliability
reliability. b. Discrimination index 3. item validity Balagtas, et
2. Compute for difficulty 2. Validity 4. reliability Group/individual al. (2020)
index and a. Ways to establish projects on item
discrimination index. validity Cooperative learning analysis and Corpuz &
3. Use procedures and 3. Reliability validation Cuartel (2023)
statistical analysis to a. Ways to establish Individual/group reporting
establish test validity reliability on item analysis and Kubiszyn &
and reliability. validation Borich (2013)
4. Determine the validity
and reliability of a Group report on the item Marzano
given test. analysis and validation (2006)
5. Determine the quality
of a test item by its McMIllan
difficulty index,
(2018)
discrimination index
and plausibility of Concepcion,
options. et al (2011)
Weeks CO 5 1. Compute for the Module 7. Measure of Seminar-workshop on Quiz Recorded lecture Navarro,
13 and measures of central Central Tendency and measure of central Santos, &
14 tendency, measures of Variability tendency and variability Problem solving on Corpuz (2019)
variability, measures of 1. Measure of central measure of central
position, and standard tendency Problem solving and tendency and Balagtas, et
measures. a. Mean interpreting measure of al. (2020)
2. Interpret results of test b. Median variability
scores using the c. Mode Multi-media/course Corpuz &
measures of central 2. Normal and skewed ware/teachware Interpreting test Cuartel (2023)
tendency and distributions results
measures of variability.
 3. Distinguish among the 3. Outcome-based Kubiszyn &
measures of central Teaching-Learning and Borich (2013)
tendency and score distribution
measures of variability/ 4. Measure of Dispersion Marzano
dispersion. or Variability (2006)
4. Interpret performance a. Range
of students based on b. Variance McMIllan
the distributions. c. Standard deviation (2018)
5. Measures of Position
a. Quartile Concepcion,
b. Decile
et al (2011)
c. Percentile
d. Coefficient of variation
6. Standard scores
a. z-score
b. t-score
7. Interpretations of the
measure of central
tendency and measure
of variability
Week 15 CO 6 1. Discuss the purposes Module 8. Grading Group report on the Quiz DepEd Order No. Navarro,
and 16 of grading and Systems grading systems 8, s. 2015 and Santos, &
reporting. 1. Purposes of grading and Problem solving on DepEd Order No. Corpuz (2019)
2. Identify the types of reporting Exercises on norm- averaging and 31, s. 2020
test scores. 2. Types of test scores referenced and criterion cumulative grading Balagtas, et
3. Identify norm- a. Raw score referenced grading system Grades/Report of al. (2020)
referenced and b. Percentage score ratings
criterion-referenced 3. Norm-referenced and Exercises on averaging Essay test on Corpuz &
grading, cumulative criterion-referenced and cumulative grading “What does a Cuartel (2023)
and averaging grading systems student’s grade
grading system. 4. Four questions in mean?” Concepcion,
4. Differentiate norm- grading Interactive discussion of et al (2011)
referenced from 5. General guidelines in DepEd Order No. 8, s.
criterion-referenced grading tests or 2015 and DepEd Order
grading and performance tasks No. 31, s. 2020
cumulative from 6. Standardized test
averaging grading scoring
system.
 5. Compute grades of 7. Cumulative and
students in various averaging systems of
levels observing grading
DepEd guidelines 8. Policy Guidelines on
6. Discuss the policy Classroom Assessment
guidelines on for the K to 12 Basic
classroom Education (DepEd
assessment, Order No. 8, s. 2015
promotion and and DO No. 31, s. 2020)
retention, and 9. Grade computation
alternative grading 10. Reporting the
systems. Learner’s Progress
11. Promotion and
Retention at the End of
the School
12. Alternative Grading
Systems
Weeks 17-18 Preparation of portfolio and examinations