School of Arts & Sciences

Department of Education
2nd Semester, School Year 2017-2018

Professor : Jonathan R. Adanza, Ph.D.

Course Title : Assessment of Student Learning 2
Course Code : Educ 3B(1)
Prerequisite : Assessment of Student Learning 1
Course Credit: 3

Course Description: The course introduces future teachers to the important concepts in and
approached to formative and alternative assessments. It highlights the significance of assessment
in the instructional process. The course focuses on the development and utilization of formative
and alternative assessment in measuring authentic learning. It gives emphasis on the assessment
process and product-oriented learning targets as well as affective learning. In the course, students
learn how to develop rubric for performance-based outputs and portfolio assessment.

Course Objectives:

At the end of the course, the students are expected to be able to:
1. Construct alternative and authentic assessment tools for specific use in assessing the
learning process.
2. Articulate and manifest the importance of creating and utilizing alternative and authentic
assessment tools.
3. Reflect on the value of assessment in relation to teaching and learning process.

Course Outline:
I. Review of Student Learning Outcomes (SLO)
II. Authentic Assessment: Meaning, Characteristics and Principles
III. Authentic Assessment Tools
A. Observations-Based Assessment Tools
B. Performance Samples Assessment Tools
C. Performance Assessment Tools
IV. Process-Oriented Performance-Based Assessment
A. Process-oriented Learning Competencies
B. Task Designing
C. Scoring Rubrics
V. Product-Oriented Performance-Based Assessment
A. Product-Oriented Learning Competencies
B. Task Designing
C. Scoring Rubrics
VI. Assessment in the Affective Domain
VII. Portfolio Assessment Methods
VIII. Grading and Reporting
IX. The Use of Statistics in Outcomes Assessment

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 1
Grading System and Requirements:

Percentage Description
30% Pencil and paper tests
- Quizzes, Long Tests,
- Midterm and Final exams (

30% Assignments, Seatworks, Self-paced learning

modules, Collateral readings with reaction
papers
40% Performance-based tasks such as Case
Analysis, PBL, Concept Map Output and Class
Presentation, TOS and Hypothetical
Questionnaires, and Portfolio

School of Arts & Sciences – 2nd semester, School Year 2017-2018

Semester Schedule:
Week Topics Learning Outcomes Activities & Assessment Tools & Ten Hallmarks of Resources/Reference
(Competencies) Strategies Requirements Benedictine Education
Overview of the -Discuss syllabus, Punctuated and Oral contract Obedience Authentic
Course and classroom rules, mediated lectures Assessment of
Humility
Requirements policies and Student learning
Collaborative
guidelines Graphic organizer/concept Discipline Outcomes,Navarro
Learning
1 Review of Student map and de-Guzman-
-Explain the various
Learning Outcomes Santos, 2013, pp.8-
sources of SLOs
(SLO) 14.
-Discuss the
characteristics of
good learning
outcomes
Authentic -Describe authentic Problem-based Audit trail of PBL, process Obedience Authentic
Assessment: assessment and the learning output, oral presentation of Assessment of
Humility
Meaning, concepts associated vignettes Student learning
Characteristics and with it. Discipline Outcomes,Navarro
2 Principles Collaborative and de-Guzman-
- Formulate learning Paper and pencil test Santos, 2013, pp.15-
educational vignettes
23.
that reflect
characteristics of
authentic assessment
and its several
phases.
Authentic -Differentiate Skit presentation in Presentation with Obedience Authentic
Assessment: authentic from different genres performance-based rubrics Assessment of
Humility
Meaning, traditional Student learning
Characteristics and assessment. Discipline Outcomes,Navarro
3 Principles and de-Guzman-
Santos, 2013, pp.15-
Authentic -Compare and 31.
Punctuated and

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 3
 Assessment Tools contrast various mediated lecture 100-word reflection
tools of authentic
assessment

Authentic Formulate an Collaborative Evaluation tool Obedience Authentic

Assessment Tools evaluation tool of an learning Assessment of
Humility
authentic assessment Student learning
tool. Discipline Outcomes,Navarro
4 Realia and critiquing and de-Guzman-
Critique various Critique result using
formulated evaluation tool. Santos, 2013, pp.15-
authentic assessment
31.
tools
Process-Oriented Formulate Punctuated lecture Process-oriented, Obedience Authentic
Performance-Based hypothetical with buzz group performance-based Assessment of
Humility
Assessment Process-oriented assessment plan Student learning
Performance-based Discipline Outcomes,Navarro
5 assessment as to: and de-Guzman-
learning Paper and pencil test Santos, 2013, pp.32-
Collaborative
competencies, task learning 43.
designing, and
scoring rubrics. Educational
Assessment of
Students, Nitko and
Differentiate Brookhart, 2014, pp.
between holistic and 201-244.
analytical rubrics
and their use.
Process-Oriented Orally present a Oral presentation Performance-based rubrics Obedience Authentic
Performance-Based synthesis of the Assessment of
Collaborative Presentation of assessment Humility
Assessment assessment Student learning
learning plan.
formulated Discipline Outcomes,Navarro
6 Craft a performance- and de-Guzman-
Santos, 2013, pp.32-
based rubrics

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 4
 specific for oral 43.
presentation.
Educational
Evaluate oral
Assessment of
presentation using
Students, Nitko and
crafted rubrics.
Brookhart, 2014, pp.
201-244.
7 Product-Oriented Formulate Punctuated lecture Product-oriented, Obedience Authentic
Performance-Based hypothetical Product with buzz group performance-based Assessment of
Humility
Assessment oriented assessment plan for a Student learning
Performance-based particular educational product Discipline Outcomes,Navarro
assessment as to: (e.g. artwork, song, short and de-Guzman-
learning Collaborative story, etc) Santos, 2013, pp.43-
competencies, task learning 55.
designing, and
scoring rubrics. Paper and pencil test Educational
Assessment of
Students, Nitko and
Differentiate Brookhart, 2014, pp.
between general and 201-244.
specific task
oriented rubrics.

8 Product-Oriented Craft a performance- Evaluation and Presentation of evaluation Obedience Authentic

Performance-Based based rubrics critiquing results. Assessment of
Humility
Assessment specific for Student learning
educational product Discipline Outcomes,Navarro
assigned the and de-Guzman-
previous week (short Santos, 2013, pp.43-
story, art work, etc). 55.
Evaluate oral
Educational
presentation using
Assessment of
crafted rubrics.
Students, Nitko and

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 5
 Brookhart, 2014, pp.
201-244.
9 Assessment in the Craft a syllabus that Punctuated lecture Syllabus on hypothetical topic Obedience Authentic
Affective Domain focuses on the focusing on affective domain Humility Assessment of
Collaborative
affective domain. Student learning
learning Assessment tool in the Discipline Outcomes,Navarro
Formulate an affective domain
and de-Guzman-
assessment tool in
Santos, 2013, pp.56-
the affective domain
Paper and pencil test 74.

https://www.ncbi.nlm
.nih.gov/pmc/articles/
PMC4719552/
10 Portfolio Assessment Explicate the Lecture with Teaching portfolio Obedience Authentic
Methods features and discussions Assessment of
Product-based rubrics for Humility
principles, and Student learning
Portfolio making grading of the portfolio
purposes of portfolio Discipline Outcomes,Navarro
assessment and de-Guzman-
Santos, 2013, pp.75-
Construct/make a
83.
teaching portfolio
reflecting its
Functions of the
essential elements
learning portfolio in
and various stages of
student teachers’
implementation.
learning process.,
Mansvelder-
Longayroux, D.D. &
Verloop, N &
Beijaard, Douwe &
D. Vermunt, J., 2007,
Retrieved from
https://www.research
gate.net/publication/4
6676450_Functions_
of_the_

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 6
 learning_portfolio_in
_student_teachers'_
learning_process on
January 10, 2018, pp.
15-26.
11 Portfolio Assessment Critique and Critiquing and Results of evaluation Obedience Authentic
Methods evaluate the teaching evaluating Assessment of
Oral presentation using Humility
portfolio Student learning
process-oriented rubrics. Discipline Outcomes,Navarro
and de-Guzman-
Paper and pencil test Santos, 2013, pp.83-
86.
12 Grading and Critique and Self-paced learning Critique paper based on a Obedience Authentic
Reporting evaluate grading and using online module rubrics devised for the activity Humility Assessment of
reporting systems of (online learning) Student learning
Proper documentation report
assigned schools. Discipline Outcomes,Navarro
Critiquing and
and de-Guzman-
evaluating
Santos, 2013, pp.88-
Field work 99.
13 The use of Statistics Solve word problem Lecture and drills Quiz/Drill/Seatwork Basic Statistics,
in Outcomes sets in statistics. Parreño and Jimenez,
Assessment 2010, pp. 142-182.

Textbook :

Navarro, R.L. and De Guzman-Santos, R. (2013). Authentic assessment of student learning outcomes 2. Manila: Lorimar Publishing.

Nitko, A.J. and Brookhart, S.M. (2014). Educational assessment of students. Essex, England: Pearson.

Parreño, E.B. and Jimenez, R.O. (2010). Basic statistics. Manila: C&E Publishing, Inc.

Online Source Material:

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 7
Mansvelder-Longayroux, D.D. & Verloop, N & Beijaard, Douwe & D. Vermunt, J. (2007). Functions of the learning portfolio in student teachers’ learning process.
Teachers College Record. 109. Retrieved from https://www.researchgate.net/publication/46676450_Functions_of_the_ learning_portfolio_in_student_teachers'_
learning_process on January 10, 2018.

Yanofsky, S.D. and Nyquist, J.G. (2014). Using the affective domain to enhance teaching the ACGME competencies in anesthesiology training. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4719552/ on January 10, 2018.

Reviewed by: ____________________________ Approved by: ______________________________________

Department Chair Academic Dean

Date: ____________________ Date: ____________________

School of Arts & Sciences – 2nd semester, School Year 2017-2018 Page 8