Republic of the Philippines

DAVAO ORIENTAL STATE COLLEGE OF SCIENCE AND TECHNOLOGY

CATEEL CAMPUS
Website: http://www.doscst.edu.ph/index.php/academics/extension-campuses/cateel-campus

BACHELOR IN ELEMENTARY EDUCATION

COURSE SYLLABUS
1st Semester, S.Y. 2016-2017

VISION

DOSCST is a university of innovation, excellence and inclusion.

CORE VALUES

The campus, in all its levels, is 1) God-centered and humane, 2) Thinks critically and creatively, 3) Disciplined and competent,
4) Committed and collaborative, and 5) Resilient and sustainable

MISSIONS

1. Elevate knowledge generation, utilization and distribution;

2. Promote inclusive sustainable development through R&D-based higher quality education, technical-vocational skills, responsive to the needs of local and global community;
3. Produce holistic, creative, and inclusive human resource who are responsive and resilient to global challenges while maintaining a strong sense of nationhood.

DOSCST Bachelor in Elementary Education Program Educational Objectives (PEOs) and relationship to DOSCST Mission

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

MISSION
The DOSCST Cateel Campus Elementary Education graduates will:
1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.

Student Outcomes and Relationships to Program Educational Objectives

STUDENT OUTCOMES (SO) MISSION

Upon completion of the program, the DOSCST Cateel Elementary Education students will demonstrate: 1 2 3
a. Concrete knowledge on contents;
b. Art in teaching pedagogy and related course;
 c. Ability to teach contents analytically in all content areas of Elementary Education to Filipinos and foreign students; and
d. Flexibility in teaching natural sciences observing research outputs, varied approaches and methodologies.

COURSE INFORMATION

Course Number : 122

Course Name : EDUC
Course Description : Assessment of Learning 2 with FS 5
Pre-requisite : EDUC 121 (Assessment of Learning 1)
Co-requisite : None
Credit :4
Class/Lab Schedule : TTh 1-2:30 P.M. / TTh 4:00-5:30 P.M.

COURSE OUTCOMES (CO):

CO1 – Analyze the fundamental concepts and characteristics of 21st century assessment.

CO2 – Apply the principles in constructing and interpreting performance-based assessment.

CO3 – Develop instruments for assessing affective learning.

CO4 – Develop a portfolio as an assessment tool specifying the types of assessment, sample products, scoring rubrics and rating forms.

CO5 – Demonstrate skills in interpreting test results and reporting grades.

Alignment of Course Outcome to Student Outcomes

Student Outcome Level Course Outcomes Satisfied CO Proficiency Assessed By

a. Concrete knowledge on contents; E CO1 WRITTEN EXAMS
b. Art in teaching pedagogy and related course; D CO2 WRITTEN EXAMS, PERFORMANCE OUTPUTS
c. Ability to teach contents analytically in all content areas of Elementary Education to D CO2, CO3, C04, CO4 WRITTEN EXAMS, PERFORMANCE OUTPUTS
Filipinos and foreign students; and
d. Flexibility in teaching natural sciences observing research outputs, varied approaches and D CO2, CO3, C04, CO4 WRITTEN EXAMS, PERFORMANCE OUTPUTS
methodologies.
[ I ] = Introductory Course. This course introduces students to the indicated SO.
[ E ] = Enabling Course. This course enables the students to eventually achieve the indicated SO.
[ D ] = Demonstrative Course. This course requires the students to demonstrate the achievement of indicated SO.
COURSE COVERAGE

TEACHING AND LEARNING

TIME FRAME TOPICS SATISFIED CO STUDENT’S ASSESSMENT
ACTIVITIES

21st Century Assessment

1. Characteristics of 21st Century Assessment Engage Illustrating Concepts:

1.1 Responsive Students express what they know
1.2 Flexible  Class Discussion about a concept by means of
1.3 Integrated  Assigned Reading illustration, drawing or mind map.
1.4 Informative  Lecture Demo
1.5 Multiple Methods
1.6 Communicated Explore
1.7 Technically Sound
1.8 Systemic  Situational Analysis
 Learning Partner
2. Instructional Decisions in Assessment CO1
Week 1 to Week 3 2.1 Decision-making at different phases of What’s the Principle:
Application
teaching-learning phases Students decide on the principle/s
2.2 Assessment in Classroom Instruction  Case Studies applied to solve the problem
2.3 Types of Educational Decision

3. Outcome-Based Assessment
3.1 Student Learning Outcome Analytic Memo:
3.2 Sources of Student Expected Learning Students write a one or two page
Outcome analysis of a specific problem or
3.3 Characteristics of Good Learning Outcome issue

Types of Assessment
Engage Matrix Analysis:
4. Traditional and Authentic Assessment  Background Knowledge Students’ analysis are presented in
4.1 Traditional as Direct and Indirect Measure Probe matrix
Week 4 to Week 6 CO1
4.2 Authentic as Direct Realistic Performance  Information Inquiry
Based Activity  Class Discussion
 Collaborative Sharing of Lab Practical:
5. Formative Evaluation and Summative Research Literature Classroom activities performed in an
Evaluation  Course Preparation environment that fosters inquiry
 5.1 Formative as Measure of Teaching Assignment through experimentation and
Learning Effectiveness exploration
5.2 Summative as Measure of Learning at the Explore
End of Instruction  Situational Analysis
 Concept Mapping Analytic Memo:
6. Norm and Criterion-Referenced Assessment Students write a one or two page
6.1 Norm-Referenced as a Survey Testing Apply analysis of a specific problem or
6.2 Criterion-Referenced as Mastery Testing  Collaborative Activity issue
 Analytic Grid
7. Contextualized and Decontextualized  Case Studies
Assessment
7.1 Contextualized as Measure of Functioning
Knowledge
7.2 Decontextualized as Assessment of
Artificial Situation

8. Analytic and Holistic Assessment

8.1 Analytic as Specific Approach
8.2 Holistic as Global Approach

1ST Summative Assessment

PRELIM EXAMINATION

Nature of Performance-Based Assessment (PBA)

9. Meaning and Characteristics Engage Pros and Cons grid (Plus Minus
9.1 PBA as Defined by Authorities  Interactive Learning Interesting Framework):
9.2 Features of PBA  Gapped Lecture Students make quick lists of pros and
 Learning Partner cons about a pressing decision
10. Types of Performance Tasks  Brainstorming
10.1 Solving a Problem
10.2 Completing an Inquiry Matrix Completion:
Week 7 CO2
10.3 Determining Position Similar to Matrix Analysis, but some
10.4 Demonstrations Explore contents of the matrix are already
10.5 Developing Exhibits  Reflective Learning provided
10.6 Presentation Tasks  Webbing
10.7 Capstone Performances  Analytic Grid

11. Strengths and Limitations

11.1 Advantages Application
11.2 Disadvantages  Action Learning
 Designing Meaningful Performance-Based Assessment
Engage Compare and Contrast:
12. Designing the Purpose of Assessment  Class Discussion Comparing an information block
12.1 Learning Targets Used in Performance  Course Preparation
Assessment Assignment
12.2 Process and Product-Oriented  Lecture-Demonstration Paper or Project Prospective:
Performance-Based Assessment Assess student’s skill in synthesizing
12.3 Authentic as Direct Realistic what they have learned about a topic
Performance-Based Activity Explore or field as they work on their
 Workshop substantive work
13. Identifying Performance Tasks  Reflective Learning
Week 8
13.1 Suggestions for Constructing CO2  Problem Solving Learning
Performance Tasks Authentic Tasks Formulation:
Application Students will craft their rubrics
14. Developing Scoring Schemes  Assessment Scenarios including rating for a performance-
14.1 Rubric as an Assessment Tool  Reflective Learning based assessment
14.2 Types of Rubrics  Workshop
14.3 Rubric Development
Developing meaningful performance-
based assessment:

Students construct their own

performance-based assessment tool
including rubric and rating
2ND Summative Assessment

Affective Learning Competencies Engage Reflective Exercises:

 Interactive Lecturing Course related activities to check
15. Importance of Affective Targets  Assigned Reading learning is on track

16. Affective Traits and Learning Targets Explore

16.1 Attitude Targets  Problem Solving Group Paper Prospective:
Week 9
16.2 Value Targets
CO3  Learning Cells Assess student’s skill in synthesizing
16.3 Motivation Targets  Chat room Sessions what they have learned about a topic
16.4 Academic Self-Concept Targets or field as they work on their own
16.5 Social Relationship Targets Application substantive work
16.6 Classroom Environment Targets  Reflective Learning
 Small Group Assignments
17. Affective Domain of the Taxonomy of  Problem Solving Learning Problem Sets:
Educational Objectives Set of problems to solve
17.1 Receiving
 17.2 Responding
17.3 Valuing
17.4 Organization
17.5 Characterization

Development of Affective Assessment Tools Engage Compare and Contrast:

 Interactive Learning Similarities and differences of
18. Methods of Assessing Targets  Lecture-Demonstration concepts are presented in a chart
18.1 Teacher Observation  Assigned Reading format
18.2 Self-Report

19. Utilizing the Different Methods or Explore

Combination of Methods in Assessing Affect  Problem Solving Group Project Prospective :
Week 10 to Week 19.1 Type of Affect  Learning Cells Assesses student’s skills in
CO3
12 19.2 Grouped or Individual Responses  Chat room Session synthesizing what they have learned
19.3 Use of Information about a topic or field as they work on
Application their own substantive work
20. Affective Assessment Tools  Small Group Assignments
20.1 Checklists  Problem Solving Learning
20.2 Rating Scale
20.3 Likert Scale
20.4 Semantic Differential Scale
20.5 Sentence Completion

3RD Summative Assessment

Nature of Portfolio Assessment

Engage Portfolio Plan Development:
21. Purposes  Interactive Learning Students make their own portfolio
21.1 Why Use Portfolio?  Chat room Sessions plan
21.2 Characteristics  Study Group
 Lecture-Discussion
Week 13 to Week 22. Types Portfolio Evaluation:
22.1 Showcase CO4 Students react to existing portfolio
14 Explore
22.2 Documentation  Reflective Learning expressing students’ judging,
22.3 Process  Situational Analysis interpretations and viewpoint
22.4 Product
22.5 Standard-Based Application
 Collaborative Learning
23. Elements  Concept Mapping
23.1 Parts and Designs
 Designing and Evaluating Portfolio Assessment in the Engage Develop portfolio assessment for a
Classroom  Interactive Learning particular subject
 Gapped Lecture
24. Steps for Developing Portfolio Assessment  Lecture Discussion
24.1 Identify Overall Purpose and Focus  Work Along Activities
24.2 Identify the Physical Structure Paper Prospective:
24.3 Determine the Appropriate Organization Explore Assesses students’ skill in
Week 15 CO4
and Sources of Content  Situational Analysis synthesizing what they have learned
24.4 Determine Student Reflection Guidelines  Case Analysis about a topic or field as they work on
24.5 Identify and Evaluate Scoring Criteria their substantive work
Application
25. Portfolio Evaluation  Matrix Completion
25.1 Student Evaluation  Seminar Type
25.2 Teacher Evaluation
25.3 Student Teacher Conference
4TH Summative Assessment
MIDTERM EXAMINATION

Grading and Reporting System Engage Compare and Contrast Chart:

 Interactive Learning Similarities and differences of
26. K to 12 Grading of Learning Outcome  Work Along Activities concepts are presented in a chart
 Background Knowledge format
27. The Effects of Grading on Students Probe

Explore Reflective Exercises:

28. Building a Grading and Reporting System  Problem Solving Group Course related activities to check
28.1 Basis of Good Reporting  Learning Cells learning is on track
Week 16 to Week
28.2 Major Purposes of Grading and Reporting CO5  Chat room Sessions
17
28.3 Grading and Reporting Methods Project Prospective:
Application Assesses student’s skill in
29. Developing Effective Reporting System  Small Group Assignments synthesizing what they have learned
 Problem Solving Learning about a topic or field as they own
30. Tools for Comprehensive Reporting System  Reflective Learning substantive work

31. Guidelines for Better Practice Problem Recognition Tasks:

Present students with a few
32. Planning and Implementing Parent-Teacher examples of common problem type
Conference for them to identify and work out
 solutions

Statistics and Computer: Tools for Analyzing Engage Compare and Contrast Chart:
Assessment Data  Interactive Learning Similarities and differences of
 Work Along Activities concepts are presented in a chart
33. Statistics format.
Explore
34. Descriptive and Inferential Statistics  Problem Solving Group Reflective Exercises:
 Learning Cells Course related activities to check
35. Statistical Tools for: Grouped and Individual  Chat room Sessions learning is on track
Week 18 Data CO5
35.1 Measures of Central Tendency Applications Problem Sets:
35.2 Measures of Variability  Small Group Assignments Sets of problem to solve
35.3 Standard Scores  Reflective Learning
35.4 Indicators of Relationship Project Prospective:
Assesses student’s skill in
36. Computer: Aid in statistical computing and synthesizing what they have learned
data presentation about a topic or field as they own
substantive work

5th Summative Assessment

FINAL EXAMINATION

TEXTBOOK/REFERENCES:

a) Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014). Assessment of Learning 2. Adriana Publishing Co., Inc.

COURSE EVALUATION:

Assessment Methods Weights

Major Exams 40%
Quizzes 25%
Participation/Oral Recitation 15%
Projects 15%
Assignments 5%
TOTAL 100%
POLICIES AND GUIDELINES

 Base-50 grading policy should be observed.

 Refer to the Student Handbook 2008 edition page 5 for other policies and guidelines.

CLASS RULES
 Must come to class prior the roll call of attendance, late comers are not recognized in attendance but may opt to stay in the class for learning purposes.
 Cheating in whatever form is strictly prohibited. Once caught, a failing grade will be marked in the submission of grades to the registrar.
 Cellphones must be turned off or in a silent mode.
 No asking or giving of paper to a classmate. Once caught, both will be marked zero for the certain activity.

Prepared by: Reviewed and Noted by: Approved:

MARY LOVELY SUZZETH P. MENDEZ DR. ROMEO J. REDULLA DR. ROMEO J. REDULLA
Faculty Campus Dean Director for Instruction