College of Education
Tagbilaran City, Bohol /
HNU Vision
A Catholic institution trailblazing excellence in educating servant leaders.
HNU Mission
We commit ourselves to the:
- Faithful witnessing to the Word.
- Pursuit of the highest standard of innovative instruction, research and community service.
- Formation of committed professionals guided by the principle of prophetic dialogue.
HNU Goals
We aim to:
- Make HNU a model Basic Ecclesial Community.
- Perform the institutions’ trilogy of functions with excellence and scholarship.
- Engage actively in the apostolate of Communication, Bible, Mission Animation, and Justice, Peace and Integrity of Creation.
College of Education
Program(s) / Bachelor of Science in Elementary Education / Bachelor of Secondary Education
Program
Learning
Outcomes
(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
PLO9 / Demonstrate 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.
PLO10 / Create/ 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
COURSE SYLLABUS
Second Semester, SY 2015 – 2016
Course Information / Teacher Information
Course Code: / Educ9E / Name: / Jaremilleta M. Arawiran
Course Title: / Assessment of Learning 2 / Office: / College of Education
Credit Units: / 3 / Email: /
Course Classification: / Professional Education / Phone: / (0917) 304-2361
Pre-Requisites: / Educ8E: Assessment of Learning 1 / Consultation Period:
Co-Requisites: / None
Schedule: / 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 / EVALUATION
METHODS
- Data Interpretation
Data from the research on HNU Graduates and Licensure Examination for Teachers (Bongcac & Arawiran) will be utilized for data interpretation. / Selected Response
Group Quiz
- Graphical Data
- Measures of Central Tendency
- Measures of Deviation
- Measures of Relationships
- Review of Assessment Principles (Educ 8E)
CLO3 / Interactive Lecture
Concept Map / Selected Response
- Keys to Quality Assessment
- Learning Targets
- Assessment Methods
- Characteristics of Accurate and Reliable Methods
- Purposes of Assessment
- Strengthening of Topics on Reasoning
CLO4 / Selected Response
Performance Assessment
- Comparison
- Classification
- Analysis
- Inference (Deductive and Inductive)
- Synthesis
- Evaluation
- Written Communication as Assessment (Essay)
CLO3 / Demonstration Lecture / Selected Response
Performance Assessment
- Steps in Essay Assessment Development
- Parts of an Essay Exericse
- Performance Assessment
CLO5 / Interactive Lecture
Concept Definition Map / Selected Response
- Steps in the Development of Performance Assessment
- Development of Rubrics
- GRASPS
- Questionnaires
- Performance Observations
- Personal Communication
FINAL COURSE OUTPUT
As 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
(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 ASSESSMENTS
Aside 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 Exams
Major 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 Assessments
Group 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.
GRADING SYSTEM
Rubrics-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 Grade
25% from the Midterm Grade
50% 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:
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 Education
Date Submitted / Date
for Approval: / November 12, 2015 / Approved:
College of Education, Holy Name University, Tagbilaran City, Bohol Educ 9E Page 1