COURSE SYLLABUS (Sample Format)

COURSE INFORMATION:
Course Code:
College:
Department:
Degree Program:
Faculty Member:
Consultation Period:
Contact Information:
__________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Course Description: _____________________________________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Note: Course Descriptions are not list of topics that will be covered in the course. The description should be
a summary of the Course Outcomes and Learning Outputs that will represent achievement of Course
Outcomes, its importance to the development of the Graduate Outcomes and the readiness of the students
into the workforce.

COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Graduate Outcomes Course Outcomes

CO1
CO2
CO3
CO4

Note: It is possible that in one program outcome, there are more than one course outcomes. It may be possible that in one course
outcome, it is targeting two program outcomes. The set of program outcomes to which this course is assigned to focus on should be
consistent with the curriculum map. Ensure alignment of the course outcomes to the program outcomes it is to contribute to by applying the
verb-artifact-qualifier alignment technique.

LEARNING OUTPUTS (LO):

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Course
Learning Output Description and other Details Outcomes it
represents
LO1
LO2
LO3
LO4

Note: It is possible that in one course outcome, you require more than one learning outputs. It is also possible that one output represents
more than one course outcomes. If you have a sample of the learning output, please attach it together with your syllabus. This will allow
better appreciation and understanding by the students. Remember that learning outputs are evidences of outcomes achievement and they
are going to be part of exhibits during accreditation.

Note: One of the key characteristics that differentiate Learning Outputs to Session Outputs is that it involves making key decision and
selection of what among the different knowledge and skills learned to use in order to address requirements or problems involved. Learning
Outputs requires multiple critical thinking processes in order to be produced and demonstrates performance, thus is assessed using
performance-based assessment tools (e.g. Rubrics).

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 RUBRIC TO ASSESS LEARNING OUTPUTS (R):

Learning Output to Assess: ________________________________________________

Area to Assess Beyond Expectation Expected Satisfactory Acceptable Unacceptable

Note: Each learning output declared in the syllabus will have their corresponding Rubrics. When developing a Rubric, it is important that
the faculty member look back at the course outcome that the learning output represents to help him/her make judicious choice of essential
areas to which the student will be assessed on. Faculty members need to be reminded that the score in all or some of the areas in the
rubrics will be used to measure the level of course outcomes achievement (see last page). It is possible that there are additional
assessment areas that the faculty members will include in the rubrics but will not be used in the measurement of course outcomes later but
these should be kept at the minimum and should not overshadow the essential assessment areas.

Rubrics should be assessing not just the PRODUCT element of the output, but also the PROCESS element of the output. The process
elements pertains to what factors were considered, what tasks were performed, what procedures or methods were followed. If you will look
at criteria descriptors of PROCESS assessment in rubrics, it actually pertains to the judicious use of the different knowledge and skills
being learned in the course. What does this mean? The rubrics is actually a guide in picking the essential topics as well as the best
arrangement of these topics in the course.

OTHER REQUIREMENTS AND ASSESSMENTS (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 CO1
AA2 CO2
AA3 CO3
AA4 CO4

GRADING SYSTEM:
The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1
AA2
AA3
AA4
LO1
LO2
LO3
LO4

Passing Grade _________

Passing Grade conditions: ____________________________________________

Note: Passing Grade and computation of Grade could be numeric (0-100) or decimal (1.0, 1.25, 1.50, etc.). The choice is with the teacher
handling the course. If the course will be working of combination of numeric or decimal grades then an equivalence table should be
provided in the syllabus. There are courses who has a passing grade condition, examples include (a) no grade of 0.0 in any assessment
(b) a minimum of a grade of 2.5 is needed to pass (c) no project automatic fail in the course.

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 LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan

References
Course Intended Learning Learning Assessment Session
Topics Weeks and
Outcome Outcomes (ILO) Activities Activities Outputs
Resources

Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Blooms taxonomy in order to see
the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-Order Thinking Skills verbs. For example, if the
course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL
UNDERSTAND SYNTHESIZE ANALYZE DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide
in determining essential content or topics and its arrangement in the learning plan.

It is possible that the session output is a subset of the Learning Output or totally different as the faculty member see it fitting.

REFERENCES:

CLASSROOM POLICIES:

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 OUTCOMES ACHIEVEMENT MEASUREMENT PLAN (Internal Purposes Only):
Assessment Plan for measuring degree of achievement of Course Outcomes

No. of students that gets a grade of

No. of students with 1.25
Grading Items whose score will be used to assess 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00
achievement of course outcomes
CO1 e.g. Average grade of AA +LO1 (R1) +LO3 (R2)
CO2
CO3
CO4

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