HOLY NAME UNIVERSITYCollege of Education

Tagbilaran City, Bohol

HNU VisionA Catholic institution trailblazing excellence in educating servant leaders.

HNU MissionWe commit ourselves to the:1. Faithful witnessing to the Word.2. Pursuit of the highest standard of innovative instruction, research and community service.3. Formation of committed professionals guided by the principle of prophetic dialogue.

HNU GoalsWe aim to:1. Make HNU a model Basic Ecclesial Community.2. Perform the institutions’ trilogy of functions with excellence and scholarship.3. Engage actively in the apostolate of Communication, Bible, Mission Animation, and Justice, Peace and

Integrity of Creation.

College of EducationProgram(s) Bachelor of Science in Elementary Education Bachelor of Secondary Education

ProgramLearningOutcomes(PLOs)

Graduates (of the BSED and BEED programs) of Holy Name University will:

PLO1 Exhibit basic and higher level literacy, communication, numeracy, critical thinking and learning skills needed for higher learning

PLO2 Demonstrate deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students

PLO3 Demonstrate deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes

PLO4 Demonstrate meaningful and comprehensive knowledge of the subject matter they will teach

PLO5 Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment and teaching approaches)

PLO6 Demonstrate mastery of teaching skills gained from direct experience in the field/ classroom through classroom observation, teacher assistance and practice teaching

PLO7 Practice the professional and ethical requirements of the teaching profession

PLO8 Facilitate learning of diverse types of learners in diverse types of learning environments using a wide range of teaching knowledge and skills

PLO9Demonstrate understanding of the relationships among the teaching process skills the learning processing in the students the nature of the content/ subject matter and the broader forces encumbering the school and improve their knowledge, skills and practices.

PLO10Create/ innovate alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate the effectiveness of such approaches in improving student learning.

PLO11 Demonstrate willingness and capability to continue learning in order to better fulfil their mission teachers

PLO12 Participate in community activities that promote the integrity of creation, spiritual development and service to others

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COURSE SYLLABUS

Second Semester, SY 2015 – 2016

Course Information Teacher InformationCourse Code: Educ 9E Name: Jaremilleta M. ArawiranCourse Title: Assessment of Learning 2 Office: College of Education Credit Units: 3 Email: jarawiran@hnu.edu.phCourse Classification: Professional Education Phone: (0917) 304-2361Pre-Requisites: Educ 8E: Assessment of Learning 1 Consultation Period:Co-Requisites: NoneSchedule: MTW

ThF

Course Description

This course intends to continue what has been introduced to education students in terms of the principles, theories, and methods of classroom assessment which started in Educ 8E. Principles regarding the purposes, targets, appropriate methods and effective communication of assessment are still given focus (Stiggins & Chappuis, 2012). The development of reasoning skills like critical and creative thinking, being necessary in the 21st century, is also given attention to prepare students to be able to develop assessment methods capable of gathering evidence of such skills.

Students are equipped specifically with the skills in developing written communication (essay) as assessment and performance assessment. Essay assessment will be used as a method to gather evidence of understanding and reasoning while performance assessment is used to gather evidence of how well learners can do a behavioral skill or process, and how well they can create products.

COURSE LEARNING OUTCOMES (CLO)Upon completion of this course, students should be able to do the following:

Targeted Program Learning Outcomes (PLO)1 2 3 4 5 6 7 8 9 10 11 12

CLO1. Interpret assessment data √ √CLO2. Evaluate accuracy of classroom assessment

practices √ √ √ √ √

CLO3. Construct essay assessments used to gather evidence of understanding and reasoning √ √ √ √ √ √

CLO4. Evaluate appropriateness of rubrics for a specific skill or task √ √ √ √ √ √

CLO5. Construct performance assessments using GRASPS (Wiggins & McTighe, 2005) √ √ √ √ √ √

LEARNING PLAN

TOPICS HOURS CLO STRATEGIES/ACTIVITIES

EVALUATIONMETHODS

I. Data Interpretation 13

CLO1

Interactive Lecture;Data from the research on HNU Graduates and Licensure Examination for Teachers (Bongcac & Arawiran) will be utilized for data interpretation.

Selected Response Group Quiz

1. Graphical Data 42. Measures of Central Tendency 33. Measures of Deviation 34. Measures of Relationships 3

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LEARNING PLAN

TOPICS HOURS CLO STRATEGIES/ACTIVITIES

EVALUATIONMETHODS

II. Review of Assessment Principles (Educ 8E) 12

CLO2CLO3

Interactive LectureConcept Map Selected Response

1. Keys to Quality Assessment 12. Learning Targets 23. Assessment Methods 34. Characteristics of Accurate

and Reliable Methods3

5. Purposes of Assessment 3

III. Strengthening of Topics on Reasoning 12

CLO3CLO4

Selected ResponsePerformance Assessment

1. Comparison 2 Synectics2. Classification 23. Analysis 2 Concept Development4. Inference (Deductive and

Inductive)2 Think – Pair – Share

5. Synthesis 2 Spoon Activity6. Evaluation 2 Interactive Lecture

IV. Written Communication as Assessment (Essay) 13 CLO2

CLO3 Demonstration Lecture Selected Response Performance Assessment

1. Steps in Essay Assessment Development

3

2. Parts of an Essay Exericse 10

V. Performance Assessment 14

CLO4CLO5

Interactive LectureConcept Definition Map Selected Response

1. Steps in the Development of Performance Assessment

2

2. Development of Rubrics 63. GRASPS 6

a. Questionnairesb. Performance Observationsc. Personal Communication

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FINAL COURSE OUTPUTAs evidence of attaining the following learning outcomes, the student is required to do and submit the following during the indicated dates of the semester:COURSE LEARNING

OUTCOME REQUIRED FINAL COURSE OUTPUT DUE DATE

CLO3

Students are required to pass constructed essay exercises assessing understanding and reasoning for a specific subject matter. Partial submissions of outputs are encouraged to give the teacher an opportunity to coach students in their work.

Friday of the finals week

CLO4 and CLO5

A design of a performance assessment following the GRASPS of Wiggins & McTighe (2012) together with the rubrics used to evaluate the skill or product. Rubrics may not be originally constructed but should go through evaluation of the students.

Friday of the finals week

Rubric for Rubrics

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(cont.) Rubric for Rubrics

Adapted from “Rubric for Rubrics,” by R.J. Stiggins and J. Chappuis, 2012, An Introduction to Student – Involved Assessment for Learning, 6, p.156-157. Copyright 2012 by Pearson Education, Inc.

OTHER REQUIREMENTS AND ASSESSMENTSAside from the final output, the students will be assessed at other times during the semester by the following:Small Group Activities and Assignments

The graphic organizers which are constructed by the students during group activities and interactive lectures serve as evidences of their learning. These will also be used by the teacher to check misconceptions in the lessons.

Major ExamsMajor examinations make use of selected response items which include true/false statements, matching exercises and multiple-choice items. These will gather evidence of what the students know and how they use these to figure things out in the given situations.

Formative AssessmentsGroup and individual outputs which are not for summative purposes will serve as bases if the teacher will proceed with the sessions. If evidences point to minimal learning, then a review of the instructional procedure is necessary to come up with better strategies in presenting the lessons.

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GRADING SYSTEMRubrics-based rating for all assessments are given the corresponding weights to comprise the grade that the student gets for the course:Daily Quizzes for mastery 10% Final Grade is computed as follows:

25% from the Prelim Grade25% from the Midterm Grade50% from the Prefinal and Final Grade put together

The passing mark is 3.0 which is equivalent to 50%

Long Quizzes for understanding 20%Major Examination 30%Performance Task 40%

TOTAL 100%

Learning Materials:

Textbook:Stiggins, R. J., & Chappuis, J. (2012). An introduction to student-involved assessment for learning (6th ed.).

Boston: Pearson Assessment Training Institute.

References: Bongcac, R. A., & Arawiran, J. M. (n.d.). Academic achievement of HNU Graduates and their Performance in the

Licensure Examination. Unpublished manuscript.

Brookhart, S. M. (2011, Spring). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3-12.

Charles A. Dana Center. (2012). Selected Response Tasks. Retrieved November 2015, from Science TEKS Toolkit: 5

Gronlund, N. D., & Brookhart, S. M. (2009). Gronlund's writing instructional objectives (8th ed.). United States: Pearson.

Joughin, G. (2009). Introduction: Refocusing assessment. In G. Joughin (Ed.), Assessment, Learning and Judgement in Higher Education (pp. 1-11). Springer Science + Business Media B.V.

Manitoba Education, Citizenship and Youth. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Government of Canada, Manitoba Education, Citizenship and Youth. Winnipeg: Manitoba Education, Citizenship and Youth.

National Council on Measurement in Education. (2015). Resource Center. Retrieved November 5, 2015, from NCME: http://bit.ly/21iFBIL

Popham, W. (2011). Classroom assessment: What teachers need to know (6th ed.). Boston, MA: Pearson Education, Inc.

Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Prepared by: Approved by:JAREMILLETA M. ARAWIRAN ROQUE A. BONGCAC, PhD

Faculty Dean, College of EducationDate Submitted Datefor Approval: November 12, 2015 Approved:

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