Course Code: Ed 12
Course Title: Assessment of Student Learning 2
Credit: 3 units
Time Duration: 54 Hours
I. COURSE DESCRIPTION:
This course focuses on the development and utilization of alternative forms of assessment in measuring authentic learning. Emphasis is given to ways in assessing process and product-oriented targets as well as effective learning. Students will experience how to develop rubrics for performance-based and portfolio assessment.
II. COURSE OBJECTIVES:
Upon successful completion of this course, students will be able to:
1. Apply the principles of assessment in conceptualizing techniques for assessing authentic learning
2. Design performance-based assessment tools
3. Design assessment tools for effective learning
4. Develop E-Portfolio to assess ones learning
5. Demonstrate skills in preparing and reporting grades
6. Derive information from alternative forms of assessment in making instructional decisions.
1 Review of Principle of High Quality Assessment
1.2 Clarity of Learning Targets
1.3 Educational Measurement
1.4 Product Rating Scales
1.5 Properties of Assessment Methods
2 Process-Oriented Performance-Based Assessment
2.1 Process-Oriented Learning Competencies
2.2 Task Designing
2.3 Scoring Rubrics
3 Product-Oriented Performance-Based Assessment
3.1 Product-Oriented Learning Competencies
3.2 Task Designing
3.3 Scoring Rubrics
4 Assessment in the Affective Domain
4.1 The Taxonomy in the Affective Domain
4.2 Affective Learning Competencies
4.3 Development of Assessment Tools
5 Portfolio Assessment Methods
5.1 Features and Principles of Portfolio Assessment
5.2 Purpose of Portfolio Assessment
5.3 Essential Elements of the Portfolio
5.4 Stages in Implementing Portfolio
5.5 Types of Portfolios
5.6 Assessing and Evaluating the Portfolios
5.7 Student-Teacher Conferences
6 Educational Evaluation
6.1 Educational Evaluation
6.2 Evaluation Approaches
6.3 Evaluation Methods and techniques
6.4 The CIPP evaluation model
6.5 Summary of Keywords and Phrases
7 Grading and Reporting
7.1 Functions of Grading and Reporting Systems
7.2 Types of Grading and Reporting Systems
7.3 Development of a Grading and Reporting System
7.4 Assigning Letter Grades and Computing Grades
7.5 Norm or Criterion-Referenced Grading
7.6 Distribution of Grades and Guidelines for Effective Grading
7.7 Conducting Parent-Teacher Conference.
Rosita De Guzman-Santos, Ph.D. ADVANCED METHODS in EDUCATIONAL ASSESSMENT And EVALUATION (Assessment of Learning 2)
Abubakar S. Asaad. MEASUREMENT AND EVALUATION Concepts and Principles
I. Course Requirements/Expectations:
1. Attendance and Participation: Active participation among Students during the entire session is a significant part of Teaching-Learning Process. Includes the perspective insight to the topic during the Discussion-Forum, Attendance, Punctuality in coming to class, and appropriate Behavior during the entire session.
2. Prelim, Midterm and Final: Three tests will be administered covering the Objectives which were presented during the Discussion.
3. Class report on assigned topics: Clear and well-delivered information about the assigned topic. Share relevant example or situation to convey with the report. Clarity of instruction if they wish to have a class activity.
4. E-Portfolio: Functional, creative web design. Covers the requirements or compilation of the topics and instrument which were found relevant in the course.
II. Course Evaluation
Areas of Consideration:
A. Class Standing: Assignments, Quizzes, Recitation, and Attendance = 60%
B. Periodic Examination: Prelim, Midterm, Final = 40%
C. Total = 100%
Jayson V. Leoncio
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