COLLEGE OF TEACHER EDUCATION Osmeña Colleges Masbate City
Course Code Course Title "nits Prere$uisite Term S&'ool (ear S&'edule ,nstru&tor Consultation S&'edule E*mail Conta&t no-
COURSE INFORMATION PROF ED 10 Assessment of Student earning ! # PROF ED % !nd !01)*!01+ DR- .O/AD - S,A 02!2%1!0#010210!+!3)11
RATIONALE 4it' t'e im5lementation of t'e 6*1! asi& Edu&ation En'an&ed Program7 inno8ations in assessment need to be &onsidered by tea&'ers bot' in t'e elementary and se&ondary le8els- Edu&ational resear&'ers and t'eorists 5romoted alternati8e assessment to traditional a55roa&'- T'e systemati& de8elo5ment of standards and alternati8e assignments aligned to t'ose standards is no9 being &onsidered on t'e national le8el of basi& edu&ation- As more tea&'ers in basi& edu&ation7 follo9ing t'e lead of t'e 6*1!7 &ome to t'e 8alue of aut'enti& assessment7 more training are needed to e$ui5 to be &om5etent assessor of aut'enti& learningCOURSE DESCRIPTION T'is &ourse fo&uses on t'e de8elo5ment and utili:ation of alternati8e forms of assessment in measuring aut'enti& learning- Em5'asis is gi8en to 9ays in assessing 5ro&ess and 5rodu&t*oriented targets as 9ell as effe&ti8e learning- Students 9ill e;5erien&e 'o9 to de8elo5 rubri&s for 5erforman&e* 5erforman&e* based and 5ortfolio assessmentCOURSE LEARNING OUTCOMES At t'e &on&lusion &on&lusion of t'e &ourse7 &ourse7 it is intended t'e follo9ing instru&tional ob
demonstrate and a55ly a55ly t'e basi& and 'ig'er le8el of litera&y7 &ommuni&ation &ommuni&ation77 numera&y7 &riti&al &riti&al t'in>ing s>ills needed for 'ig'er learning? learning? establis' and maintain maintain an en8ironment en8ironment needed needed for 'olisti& de8elo5ment de8elo5ment of learners? identify and des&ribe des&ribe edu&ational edu&ational 5'iloso5'ies 5'iloso5'ies t'at influen&e modern modern tea&'ing met'ods met'ods and 5ra&ti&es? 5ra&ti&es? &reate an an en8ironment en8ironment &ondu&i8e to learning? learning?
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demonstrate mastery of t'e subno9ledge and e;5erien&e in a55ro5riate situations? fa&ilitate learning of di8erse ty5es of learners? and a55ly a 9ide range of tea&'ing s>ills
COURSE POLICY On Attendance 1!#3)-
Attendan&e 9ill be &'e&>ed by t'e instru&tor and t'e &lass beadle e8ery meeting1) minutes 9ould be t'e gra&e 5eriod for t'e late&omers- eyond t'e gra&e 5eriod7 s 'e 9ould be &onsidered as absentT'ree times tardy in &lass 9ould be e$ui8alent for one absen&eAttendan&e 9ould be &onsidered 9'en rating &lass 5arti&i5ationAttendan&e 9ould be &'e&>ed to monitor if a student is still 5art of t'e &lass- For absentee student7 t'e institution@s 5oli&y in dro55ing a student from t'e &ourse 9ould be stri&tly obser8ed-
On Class Participation 1- ,f one is s&'eduled to do oral 5resentation but failed to &ome on time7 t'e &lass 9ill not 9ait for 'im'er so s'e loses t'e &'an&e to re5ort unless s'e made 5rior arrangement 9it' t'e &ourse or 9it' 'is 'er &lassmates regarding 'is 'er absen&e or tardiness!- During one@s s&'eduled 5resentation7 s'e s'ould also ta>e t'e res5onsibility to fa&ilitate t'e routines of t'e &lass#- ,n &ase t'e instru&tion is not around 1) minutes after t'e start of t'e &lass time 9it'out any noti&e for t'e &lass7 t'e 5resenters &ould 5ro&eed to t'e 5resentation under t'e su5er8ision of t'e instru&torOn Corse Re!ire"ents 1- Pro before midterm of t'e ne;t semesterOn E#a"inations 1- T'e &ourse uses 5en and 5a5er e;ams!- Students 9'o failed to ta>e t'e e;amination &an 'a8e a s5e&ial e;amination and 'a8e to 5ay t'e &orres5onding amount at t'e &as'ier but t'e instru&tor may allo9 'im 'er to ta>e t'e e;amination 9it'out 5aying t'e fee for t'e said e;amination if s'e 'as a 8alid reasonTe#t$oo%
/a8arro7 Rosita - and De u:man*Santos Rosita- B!01#- Aut'enti& Assessment of Student earning Out&omes- ue:on City= orimar Publis'ing7 ,n&Articles Assessment as a Tool for earning= .ill earne- An ,ntrodu&tion to t'e To5i& Assessment as Feedba&>- rant 4iggins= A reno9ned e;5ert in t'e field of assessment defines feedba&> and its role in assessment and learning&ornals ir>y7 - BSe5tember O&tober !01!- Rubri&s= A good solution for assessment- Strategies7 Gol- !)7 ,ssue 7 5-12*!17 #5Panadero7 E-7 et-al-7 BDe&ember !01!- Rubri&s and Self*assessment s&ri5t effe&ts on self regulation7 learning and self*effi&a&y in Se&ondary Edu&ation- earning and ,ndi8idual Differen&es7 Gol- !!7 ,ssue +7 5- %0+*%1#7 %5'e$sites 'tt5=999-tea&gers-t88ideosse&ondary*assessment*formati8e*assessment 'tt5=eduto5ia-orgassessment 'tt5=999-tea&'*nology-&om9ebHtoolsrubri&s 'tt5=999-eduto5ia-orgaut'enti&*assessment*grant*9iggins Corse Re!ire"ents (Yor )rade *or t+e corse ,ill $e deter"ined as *ollo,sRE.UIREMENTS ATTE/DA/CE ASS,/ME/T ",JJES CASS PART,C,PAT,O/ PRO.ECT EKAM,/AT,O/ TOTAL
MAR2ING SYSTEM
PERCENTAGE 1)I 1)I #0I 10I #0I /001
"nder t'e College ne9 grading system7 letter grades are assigned a&&ording to a se8en le8el s&ale 9it' t'e indi&ated 5oint 8alues and des&ri5tionsT'ese are= N"erical Grade 22*100 2+*2% 2#*2) 20*2! %*%2 %3*%+ %1*%# %*%0 )*
Point 4ale 1-0 1-!) 1-) 1-) !-0 !-!) !-) !-) #-0 3-0 )-0 +-0
Description e;&ellent L L Gery good L ood L Fair Passed Conditional Failed dro55ed
COURSE OUTLINE Corse Learnin) Otco"es Demonstrate and a55ly t'e basi& and 'ig'er le8el of litera&y7 &ommuni&ation7 numera&y7 &riti&al t'in>ing s>ills needed for 'ig'er learning
Intended Learnin) Otco"es
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Learnin) Content
,dentify t'e &'ara&teristi&s of a good 1- Student learning out&omesBSO student learning out&ome i8e e;am5les of a good SO from a gi8en sour&e
Instrctional Deli3er(TLADis&ussion using 5o9er5oint 5resentation
Instrctional Resorces /a8arro7 Rosita l And de u:man* santos rositaB!01#- Aut'enti& Assessment of Student earning Out&omesue:on City= orimar Publis'ing7 in&-
Assess"ent Tas%s Self* assessment ui: Assignment
Ti"e Allot"ent
A55ly a 9ide range of tea&'ing s>ills
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Demonstrate mastery of t'e subno9ledge and e;5erien&e in a55ro5riate situations Fa&ilitate learning of di8erse ty5es of learners
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!- Aut'enti& assessment= Determine 9'et'er an assessment meaning7 &'ara&teristi&s and a&ti8ity or strategy is traditional or 5rin&i5les aut'enti& Differentiate assessment7 e8eluation7 testing and mar>
,dentify assessment tools as obser8ation7 5erforman&e sam5le7 or a&tual 5erforman&e E;5lain t'e t'ree modes of aut'enti& assessment
#- Aut'enti& assessment tools #-1- Obser8ations* based assessment tools #-!- Performan&e sam5les assessment tools #-#- Performan&e assessment tools
E;er&ise
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,nter8ie9 9it' tea&'ers about &lassroom de&ision ma>ing based on= >inds of students7 t'eir &'ara&teristi&s 7 ma
Prelim 5eriod
Demonstrate and a55ly t'e basi& and 'ig'er le8el of litera&y7 &ommuni&ation7 numera&y7 &riti&al t'in>ing s>ills needed for 'ig'er learning
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,dentify 5ro&ess*oriented learning &om5eten&ies Constru&t a s&oring rubri&= 'olisti& and analyti&al
3- 5ro&ess*oriented 5erforman&e*based assessment 3-1- Pro&ess*oriented learning &om5eten&ies 3-1-1- earning &om5eten&ies 3-!- Tas> designing 3-#- S&oring rubri&s
A55ly familiarity 9it' t'e learner@s >no9ledge and e;5erien&e in a55ro5riate situations
student learning C'a5ter test raded re&itation Creating a s&oring rubri& rating s&ale *d0* Gisiting a &lassroom 9'ere 5ro&ess* learning assessments are used-
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Fa&ilitate learning of di8erse ty5es of learners Demonstrate mastery of t'e sub
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Prelim e;amination Differentiate L5ro&ess*oriented and )- Produ&t*oriented 5erforman&e*based a L5rodu&t*oriented 5erforman&e* assessment based assessment )-1- Pro&ess*oriented Differentiate Lgeneral and Ls5e&ifi& learning tas> oriented s&oring rubri&s &om5eten&ies State t'e fa&tors t'at determine t'e
Dis&ussion using 5o9er5oint 5resentation Re5orting
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ui: 4riting 5erforman&e &riteria for t'eir 5rodu&ts
t'in>ing s>ills needed for 'ig'er learning A55ly familiarity 9it' t'e learner@s >no9ledge and e;5erien&e in a55ro5riate situations
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use of a s&oring rubri& ,dentify and des&ribe t'e 5ro&ess of de8elo5ing a s&oring rubri&s for 5rodu&t*oriented 5erforman&e* based assessment De8elo5 a s&oring rubri&
)-!- Tas> designing )-#- S&oring rubri&s )-#-1- Criteria setting
Enumerate and dis&uss t'e different le8els in t'e ta;onomy of t'e affe&ti8e domain i8e e;am5les of learning &om5eten&y obrat9o'l Des&ribe t'e 5otential of ta55ing t'e affe&ti8e domain in en'an&ing t'e learning of students Constru&t a rating s&ale and a &'e&>list
+- Assessment in t'e affe&ti8e domain +-1- T'e ta;onomy in t'e affe&ti8e domain +-!- Affe&ti8e learning &om5eten&ies +-#- De8elo5ment of assessment tools
Fa&ilitate learning of di8erse ty5es of learners Demonstrate mastery of t'e subno9ledge and e;5erien&e in a55ro5riate situations Fa&ilitate learning of di8erse ty5es of learners Demonstrate mastery of t'e sub
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Constru&tion of assessment tools C'a5ter test
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raded re&itation
,dentify and des&ribe edu&ational 5'iloso5'ies t'at influen&e modern tea&'ing met'ods and 5ra&ti&es
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Create an en8ironment &ondu&i8e to learning
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Define 5ortfolio assessment in terms of its 5ur5ose7 5rin&i5les7 ty5es7 de8elo5ment and e8aluation Enumerate and dis&uss t'e 8arious ty5es of 5ortfolios Dis&uss t'e im5ortan&e of student* tea&'er &onferen&es in lig't of 5ortfolio assessment Create sam5le 5ortfolio Constru&t an assessment of a 5ortfolio
Establis' and maintain an en8ironment needed for 'olisti& de8elo5ment of learners Demonstrate and a55ly t'e basi& and 'ig'er le8el of litera&y7 &ommuni&ation7 numera&y7 &riti&al t'in>ing s>ills needed for 'ig'er learning? Demonstrate
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,nter5ret and use assessment results to im5ro8e tea&'ing and learning Demonstrate mastery of &on&e5ts7 5rin&i5les on inter5retation and utili:ation of assessment results Manifest fairness in t'e inter5retation of test results Distinguis' bet9een desirable and undesirable 5ra&ti&es in &ondu&ting a 5arent*tea&'er &onferen&e
M,DTERM EKAM,/AT,O/ - Portfolio assessment met'ods -1- Features and 5rin&i5les of 5ortfolio assessment -!- Pur5oses of 5ortfolio assessment -#- Essential elements of t'e 5ortfolio -3- Stages in im5lementing 5ortfolio assessment -)- Ty5es of 5ortfolio -+- Assessing and e8aluating t'e 5ortfolios -- Student*tea&'er &onferen&es PRE*F,/A EKAM,/AT,O/ %- rading and re5orting %-1- Fun&tions of grading and re5orting systems %-!- Ty5es of grading and re5orting systems %-#- De8elo5ment of a grading and re5orting systems %-3- Assigning letter
ui::es Assignment Creation of a 5ortfolio assessment C'a5ter test *do*
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ui::es Assignments De8elo5 a lesson based on t'e assessment results Sym5osiumta l>
mastery of t'e sub
Demonstrate and a55ly t'e basi& and 'ig'er le8el of litera&y7 &ommuni&ation7 numera&y7 &riti&al t'in>ing s>ills needed for 'ig'er learning?
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Define statisti&s in terms of its ty5es7 &'ara&teristi&s7 and met'ods Des&ribe t'e use of statisti&s in t'e &'ole 5ro&ess of out&omes*based tea&'ing and learning Enumerate and dis&uss t'e le8els of measurement Differentiate and identify e;am5les of inde;es7 s&ales and ty5ologies
grades and &om5uting grades %-)- /orm or &riterion* referen&ed grading %-+- Distribution of grades and guidelines for effe&ti8e grading %-- Condu&ting 5arent*tea&'er &onferen&es 2- T'e use of statisti&s in out&omes assessment 2-1- eneral &on&e5ts on statisti&s and learning in$uiry 2-!- Con&e5tuali:ation7 o5erationali:ation and measurement 2-#- ,nde;es7 s&ales7 ty5ologies
Demonstrate mastery of t'e sub
raded re&itation C'a5ter test
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