Republic of the Philippines

Zamboanga Peninsula Polytechnic State University

GRADUATE SCHOOL
R.T. Lim Boulevard, Baliwasan, Zamboanga City

Vision: A world-class Mission: Produce globally competent Goals: Develop and sustain the cultures Core Values:
polytechnic university human capital and research of innovation, collaboration, 1. Love of God and Country
innovations for quality lives. responsiveness and excellence. 2. Social Responsibility
3. Commitment/Dedication to the service
4. Accountability

COURSE SYLLABUS IN ASSESSMENT AND EVALUATION IN MATHEMATICS

________ Semester, Academic Year: ___________

Graduate School Goal:

The Graduate School shall be the center of human resource development in the fields of Education, Science, and Technology.

PROGRAM OUTCOMES (PO) CMO 15, S. 2019 Article III Sec. 6 aligned with PQF Level 7
Graduates shall…
1. Demonstrate advanced knowledge and skills in assessment and evaluation in math for professional practice;
2. Demonstrate a higher order level of skill in the analysis, critical assessment, application, and communication of knowledge in the field of
education.
3. Apply knowledge and skills in the field in more innovative and adaptable ways in new contexts, and address challenging problems in the field in
ways that require rigorous thinking and independent work.
4. Conduct self-directed research, professional, or creative work in educational setting.

Page 1 of 13
Master of Arts in Education major in Mathematics
 Course Description:
1. Course Code : MMS 207 This course is designed to provide students an in-depth knowledge and
2. Course Title : Assessment and Evaluation understanding of the principles of valid and useful assessment and evaluation
in Mathematics practices and their role in the educative process. The course gives emphasis on the
use and development of modified traditional type of assessment, authentic and
3. Pre-requisite : NONE alternative assessment strategies to gauge the extent of learning in Mathematics.
Moreover, it discusses issues and trends in assessment in mathematics teaching. As a
4. Credit : 3 UNITS
requirement, the students are to construct test types aligned with the competencies
5. Schedule : ______________________ and performance standards of K to 12 as well as construct evaluation tools for
performance-based assessment.

Course Learning Outcomes and its Relationship to Program Outcomes:

PROGRAM OUTCOMES
COURSE LEARNING OUTCOMES (CLO) (PO)

At the end of the semester, the graduate student is expected to: 1 2 3 4

1. Exhibit knowledge and skills in designing formative and summative assessment on mathematics concepts and
/
problem solving / /
/
2. Display proficiency in integrating assessment practices in Mathematics with other subject area or disciplines. / /

3. Demonstrate understanding of meaningful assessment by aligning assessment with learning competencies and
/ / /
learning experiences.
4. Demonstrate competence and skills in implementing different assessment techniques to facilitate student
success in learning Mathematics using learner attainment data; / /

5. Show appreciation in using authentic and alternative assessment methods in Mathematics learning. /

Page 2 of 13
Master of Arts in Education major in Mathematics
Course Content

Suggested Outcome-Based Evidence of

Course Readings Activities (OBA) Outcomes
Time Intended Learning Outcomes
Learning Topics (Research- (Teaching & (Assessment of
Frame (ILO)
Outcomes Based Learning Learning
Resources) Activities) Outcomes)

I. Review
1st-2nd I. Outcomes-based Navarro, R. L.,
week Assessment Santos, R. G., & Interactive Discussion Oral Response
Corpuz, B. B. (2017).
Assessment of
CLO 3
of the 1.1 Assessment and
Evaluation of Learning in
Mathematics
Learning. Quezon
City: Lorimar
Publishing Inc.
Cooperative Learning
Activity: Recall,
Short Quiz: Select-
Response Type
CLO 5
Basic 1.2 DepEd Policies on Navarro, R.L & De
Summarizing,
Questioning,
Comment (RSQC) Reflection paper

Concept Assessment especially on

Mathematics K-12
Guzman-Santos, R.
(2013). Authentic
Assessment of

of 1.3 Skills and Attitudes in K-

12 Mathematics Learning
Student Learning
Outcomes. Quezon
City: Lorimar

Assessme Outcomes Publishing Inc.

nt and Department of
Education Order No.
8, s. 2015

Evaluatio
Review
Page 3 of 13
Master of Arts in Education major in Mathematics
 of the
Basic
Concept
of
Assessme
nt and
Evaluatio
n
Review
of the
Basic
Concept
Page 4 of 13
Master of Arts in Education major in Mathematics
 of
Assessme
nt and
Evaluatio
n
Traditiona
l
Assessme
nt
Methods
for
Page 5 of 13
Master of Arts in Education major in Mathematics
 Mathemat
ics
1. Paper
Pencil
Assessme
nt
a.
Selective
Response
1.
Multiple
Choice
Page 6 of 13
Master of Arts in Education major in Mathematics
 2. Binary
Choice
3.
Matching
Type
b.
Construct
ed
Response
1. Short
Answer
2.
Page 7 of 13
Master of Arts in Education major in Mathematics
 Completio
n
3. Label A
Diagram
4. Oral
Questioni
ng
At the end of the week, the students
should be able to:

1.1a. discuss the significance of

assessment and evaluation of learning in
Mathematics

1.2a. discuss the DepEd policies on

assessment of learning in Mathematics

1.3a. describe the skills and attitudes to

be achieved in K to 12 Mathematics
learning outcomes
Page 8 of 13
Master of Arts in Education major in Mathematics
3rd – 4th At the end of the week, the students II. Program Course and Write-shop: Written Work:
week should be able to: Intended Learning Construction of Assessment Grid
Outcomes Learning Outcomes (Mapping Course
Learning
CLO 3 2.1a. construct program learning 2.1 Construction of: competencies with
outcomes, course learning outcomes, ▪ Program Learning Intended Learning
CLO 5 and intended learning outcomes Outcomes Outcomes)
▪ Course Learning Outcomes
▪ Intended Learning
Outcomes

2.2a. map the program learning 2.2 Mapping Program

outcomes with course learning outcomes Learning Outcomes with
Course Learning
Outcomes based on the
DepEd Mathematics
Curriculum Guide

2.3. map the course learning outcomes

with intended learning outcomes 2.3 Mapping Course
Learning Outcomes with
Intended Learning
Outcomes based on the
DepEd Mathematics
Curriculum Guide
4th – 5th At the end of the week, the students III. Performance Standards, Writeshop: Written Work:
week should be able to: Competencies, and Articulations of Performance
Learning Targets in Standards into Standards into
Mathematics Competencies and Competencies;
CLO 3 Learning Targets
3.1a. articulate performance standards Competencies into
CLO 5 into competencies 3.1 Performance Standards, Learning Targets
Competencies, and
Objectives

3.1 Articulation of

Page 9 of 13
Master of Arts in Education major in Mathematics
 Performance Standards into
Competencies

3.2 Articulation of
3.2a. articulate competencies into Competencies into Learning
learning targets Targets
5th- 8th CLO1 At the end of the week, the students IV. Authentic Assessment Punctuated Learning Sample Authentic
weeks should be able to: Methods in Mathematics Assessment
CLO2 Education Strategies

CLO3 4.1. identify various authentic 4.1 Designing Authentic Assessment tool:
assessment methods in Mathematics Assessment Observation-based
CLO4 education ▪ Project-based Learning Assessment tools
▪ GRASPS Framework Oral Response
CLO5 4.2. select appropriate authentic ▪ Three modes of Authentic
assessment method that can be utilized Assessment (Observation,
in Mathematics teaching and learning Performance Tasks, Actual
Performance)
4.3. design authentic assessment method
that integrates other discipline (Sciences,
Social Studies, etc.) in Mathematics
project
8th to 9th CLO1 At the end of the week, the students V. Summative Tests Gallery Walk Written Work:
week should be able to: (Performance-based) GRASPS Analytical
CLO2 Rubric

CLO3 5.1a. design a project-based using 5.1. Writing of Project-based

GRASPS framework in a GRASPS Framework
CLO4
5.2a. present real life issues and 5.2. Presentation of Real-life
CLO5 concerns in GRASPS Problems in GRASPS
9th to 10th CLO1 At the end of the week, the students VI. Evaluation Tools Used in Interactive Lecture Oral Recitation
week should be able to: Authentic Assessment
CLO2
6.1 Individual or Group Write shop:
CLO3 6.1. discuss how individual or group Checklist in Problem-Solving Assessment Tool Written Work Sample

Page 10 of 13
Master of Arts in Education major in Mathematics
 checklist is utilized in problem-solving in in Mathematics Assessment Tools
CLO4 Mathematics
6.2 Interview Sheet
CLO5 6.2. describe how interview sheet can be
utilized in enhancing Mathematics 6.3 Assessment Tools
learning

6.3. construct assessment tools

appropriate in assessing students’
learning in Mathematics
11th to CLO1 At the end of the week, the students VII. Other formative Visual Mapping: Written Work
12th should be able to: Assessment T-Chart or Venn Concept Note on
week CLO2 Diagram Process-Oriented
7.1 Process-oriented Assessment
CLO3 7.1. discuss process-oriented assessment Assessment Writeshop:
is utilized Mathematics teaching and Construction Activity
CLO4 learning Samples:
Holistic Rubric
7.2 Analytical Scoring Rubric Analytical Rubric
7.2. differentiate analytical scoring rubric vs. Holistic Rubric
and holistic rubric
7.3 Construction of Holistic
7.3. construct holistic and analytical and Analytical Scoring
scoring rubric Rubric
13th to 15th CLO 3 At the end of the week, the students
week CLO 5 should be able to:
Research –based Write shop by Critique paper
To examine critically the given research- Research –based article articles related to critically reviewing
based articles related to assessment and critiquing assessment and the articles
evaluation. evaluation.

14th to 18th CLO 3 At the end of the week, the students

week should be able to:
CLO 5 Concept paper Presentation of Concept paper
Present their concept paper related to Concept paper related to prepared by the Concept paper related to assessment
assessment and evaluation. assessment and evaluation. students related to assessment and evaluation.
and evaluation.

Page 11 of 13
Master of Arts in Education major in Mathematics
Course Evaluation: reflection paper , published article critiquing, and concept paper.

Course Requirements: Attendance, written activities, and concept paper

Grading Scheme:
NO CRITERIA PERCENTAGE (%)
.
1 written activities (reflection paper) 20
2 Research critiquing 30
3. Concept paper 50
Total 100%

Course Policies:
1. Assigned readings must be promptly complied.

2. No special takes for short quizzes for invalid justifications.

3. A special evaluation schedule may be taken into consideration provided the student presents a valid written communication.

4. If a student missed a group activity for being absent, he or she will be allowed to join a group if one will be accepted by the chosen
group.

5. If a student missed an individual/group presentation, the teacher will immediately take the part of the student for the purpose of
compliance in the expected coverage of discussions.

6. Any late or plagiarized requirements shall merit corresponding point deductions or is subject to proper sanctions.

7. Cheating is strictly prohibited

Page 12 of 13
Master of Arts in Education major in Mathematics
 Suggested References

Cartwright, R. et al. (2009). Student Learning Outcomes Assessment Handbook. Maryland: Montgomery College.

Darling – Hammond, L. & Bransford, J. (2005) Preparing teachers for changing world. San Francisco: John Willey & Sons.

Department of Education Order No. 8, s. 2015

If then statement. (2019). Retrieved March 4, 2019 from https://www.mathplanet.com/education/geometry/proof/if-then-statement

Logic and Mathematics (2019). Retrieved March 4, 2019 from http://www.math.toronto.edu/preparing-for-calculus/3_logic/we_2_if_then.html

Mueller, J. (2011). Authentic Assessment. Nashville, III.: Northcentral Colleges.

Navarro, R.L & De Guzman-Santos, R. (2013). Authentic Assessment of Student Learning Outcomes. Quezon City: Lorimar Publishing Inc.

Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of Learning. Quezon City: Lorimar Publishing Inc.

Wiggins, G. & McTighe, M. (1998). Understanding by Design. New Jersey: Prentice Hall.

Prepared: Reviewed: Reviewed: Conformed:

MA. LORRAINE A. PEREZ ROLANDO MALALAY Ph.D JUDITH M. MAGHANOY, Ph.D ELIZABETH JANE P. SEBASTIAN, Ed.D
Faculty Program Chair, MAED-MATH Associate Dean, Graduate School Dean, Graduate School
Date: Date: Date: Date:

Page 13 of 13
Master of Arts in Education major in Mathematics