SAL Foundation College

Making, Parang, Maguindanao

[email protected]

TAWAKKALTU ALA-ALLAH

SSE 203
Assessment and Evaluation in the Social Sciences
OBE COURSE SYLLABUS
Vision
With the aid of SUBHANALLAH, SAL FOUNDATION COLLEGE shall engage as a higher premier educational institution not only in the
Bangsamoro Autonomous Region of Muslim Mindanao, but the entire country. It shall provide a venue for the pursuit of excellence in academics,
Technology and Research through Community Partnership. SALFC shall take the role of a catalyst for human development. It shall inculcate
Islamic values as a way of strengthening the moral fiber of the Muslim Filipinos.
Mission
SAL Foundation College is dedicated to the development to the Muslim Filipinos as a leader. SALFC shall commit its academic resources and
manpower to achieve its goals trough: Provision of more equitable access to higher education opportunities to deserving and qualified Muslim
Filipinos: and optimization through efficiency and effectiveness of social institutional and individual returns and benefits derived from the
utilization of higher education resources.
College Goals
Provides quality education relevant and responsive to the changing needs of the industry and the society; Produce highly employable graduates
who are committed to serve the society;
Develop students who are research and science oriented equipped with skills and competencies that will enable them to cope adequately with
the challenges of the modern society;
Optimize student’s development by providing modern and upgraded physical facilities, equipment and other learning facilities;
Strengthen linkages with industry and other research and development institutions in order to strengthen and upgrade the knowledge and skills
of faculty and students; undertake outreach and extension programs while utilizing the expertise and competencies of existing human resources
for the improvement of the community;
Inculcate among administrators, faculty, members, staff, and students the highest degree of commitment and professionalism in any undertaking;
and
Preserve, enrich and develop the national cultural heritage which will make every Filipino proud of his identity.
Class Information Instructor's Information

Section Instructor's SITTIENOR C. DIMAREN, LPT

Name
Schedule Office SAL FOUNDATION COLLEGE-MAIN CAMPUS
Designation
Time Office Hours 10 HOURS

Venue MAKING, PARANG, MAGUINDANAO Office

Telephone

Term E-mail Address [email protected]

Course Information

Course Name Assessment and Evaluation in the Social Sciences

Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Description The course guides the students to demonstrate understanding on the principles, theories and different methods of
assessment procedures in education. It will equip students to gain knowledge, skills and competencies in developing and
utilizing appropriate and effective traditional and authentic assessment tools for formative and summative
assessment/evaluation of learners’ performances. It will also guide the students apply current and global trends in
assessment and evaluation.
Course week/hour 3 hours
Prerequisite None
Course outline At the end of the course, the pre-service teachers should be able to:

A. demonstrate an understanding of the different principles, theories and methods of assessment procedures in education and
the role of assessment data in teaching and learning practices;

B. demonstrate knowledge of the skills and competencies in designing, selection, organization and use of appropriate
assessment tools; and
C. demonstrate an understanding of effective traditional and authentic assessment tools for evaluating learners’ performance.
COURSE OUTLINE AND Course Content/ Subject Matter
TIMEFRAME
Week 1-2 A. Introduction: The Nature of Educational Assessment
Week 3-4 B. Roles of Assessment in the Teaching of Social Sciences
5-7 C. Assessment and Evaluation of Social Science Learning
8-9 D. Factors in Constructing Evaluative Instruments
10-13 E. Development of Assessment Tools
14-18 F. Authentic and Alternative Assessment Methods

Aligned of course outcomes with Summative Assessment Task

Course objectives Summative Assessment Task Details
Program Outcomes (from CMO No. 75, s.  Performance Drawing on contemporary research literature, recently
2017, p. 5):  Prelim Examination developed curriculum guides, and blue-ribbon reports, this
 Midterm Examination Digest reviews ten contemporary trends in K-12 social studies in
6.3.5.e. Employ principles of  Semi-Final Examination the United States.
sustainable development in teaching  Final Examination
and learning
6.3.5.g. Display the qualities of an innovative
teacher who has mastery of the subject area

LEARNING PLAN
Desired Learning Course Content/Objective Textbook/Reference Teaching and Learning Assessment Resource Time
Outcomes (DLO matter Activities (TLAs) of Task (ATs) Materials Table
At the end of these A. Introduction: The De Guzman-Santos, R. • Lecture-discussion • Written  Modules 1-2
Nature of Educational (2007). Assessment of using objective test  Hand out week
weeks, the pre- learning 1. Quezon
service teacher Assessment City: Lorimar PowerPoint on the  Cellphon s
Publishing, Inc. Presentation on the definition of e
(PST) should be
1. Definition of Terms: nature of terms,
able to: De Guzman-Santos, R.
▪ assessment educational principles and
a. compare the ▪ evaluation assessment characteristic
▪ (2007). Advanced s of
difference
among measurement • Domino (a assessment,
measurement, ▪ methods in educational strategywhere and need and
assessment compete concepts purpose of
and evaluation; ncy assessment and arewrittenfollowingth evaluation
b. discuss evaluatio e domino concepts),
n
the ▪ course evaluation assessment
principles evaluati on the
of on of learning2. Quezon distinction among
assessme ▪ measurement,
nt; educatio City: Lorimar assessment and
c. explain the need nal evaluation
and purpose of evaluatio Publishing, Inc.
evaluation; and n • Recitation Log
d. discuss the ▪ (enablethe
characteristics of performa studentsto be
modern educational nce motivated andto
assessment, students’ evaluatio actively participate
progress and n in class
performance. ▪ discussion)
progra
m • Reciprocal
evaluati Questioning (promotes the
on development of HOTS and
2. Distinction Among oral proficiency)
Measurement,
Assessment &
Evaluation
3. Principles of Assessment
4. Characteristics of
Modern Educational
Assessment
5. The Need and Purpose of
Evaluation

LEARNING PLAN
Desired Learning Course Content/Objective Textbook/Reference Teaching and Learning Assessment of Resource Time
Outcomes (DLO matter Activities (TLAs) Task (ATs) Materials Table
At the end of these B. Roles of De Guzman- • Lecture-discussion • Written  Modules 3-4
Assessment in the Santos, R. (2007). using objective  Hand weeks
weeks, the pre- Assessment of
Teaching of Social learning 1. Quezon PowerPoint test/essay(with out
service teacher Sciences City: Lorimar Presentation on rubrics) on the  Cellpho
(PST) should be Publishing, Inc. the nature of roles of ne
able to: 1. The Role of educational assessment in the
Assessment in the De Guzman- assessment
a. identify the teaching of social
Teaching of Social • Recitation Log
roles of Sciences Santos, R. (2007). sciences
assessment in (enable the students
2. Recent Trends
in Classroom Advanced to be motivated and to
the teaching of Assessment actively participate in
social methods in class discussion)
sciences; 3. Assessment
Standards for • Reciprocal
b. provide Teachers educational Questioning
evidences of (promotes the
4. Properties of
the use of assessment and development of
assessment Assessment
Methods HOTS and oral
in the K to 12 evaluation proficiency)
grade school 5. Ethics in
classrooms; Assessment
assessment of • Video clips related to
c. discuss validity,
ethics in assessment,
reliability, fairness, learning2. Quezon and to identify the roles
practicality and
and responsibilities of the
efficiency; City: Lorimar teachers
d. manifest Publishing, Inc.
professional
roles and
responsibilities
in the
assessment of
students; and
e. explain the ethics
in assessment.

LEARNING PLAN
Desired Learning Course Content/Objective Textbook/Reference Teaching and Learning Assessment of Resource Time
Outcomes (DLO matter Activities (TLAs) Task (ATs) Materials Table
At the end of these C. Assessment and De Guzman- • Lecture- • Written  Modules 5-7
Evaluation of Social Santos, R. (2007). discussion objective  Hand out weeks
weeks, the pre- Assessment of
Science Learning learning 1. Quezon using test/essay  Cellphone
service teacher
City: Lorimar PowerPoint (with rubrics)
(PST) should be Publishing, Inc.
1. Informative Presentation on
able to: Evaluation of assessment
on
Learning in Social De Guzman- assessment s and/or
a. identify Science
appropriate in the evaluation in
▪ Santos, R. (2007). cognitive, the
informative
evaluation Assessment affective, cognitive,
in the Advanced psychomotor affective,
of learning Cognitive
in social and psychomotor
Domain domains.
~ Fixed-Response methods in psychomotor
science; Instruments domains. • Graded oral
b. identify the ~ Free-Response educational recitation
domains to Instruments
be assessment and • Group work and
~ Performance Tests presentation on
incorporated
▪ Assessment in the the identification
in the evaluation
developmen Affective Domain of domains
t of lesson; ~ Rating Scales based on
assessment of Bloom’s Revised
c. identify ~ Checklists
~ Observation Taxonomy
assessment learning2. Quezon
tools Instruments ~
necessary in Creativity Tests City: Lorimar • Group work on
the teaching ~ Attitude evaluating sample
of social Inventory ~ evaluations on
Publishing, Inc. cognitive, affective
studies; and Assessment in the
Psychomotor and psychomotor
d. evaluate student
Domain domains
learning in social
science in the different ~ Performance
Tests ~ • Recitation Log.
domains. Sample topics from
Records of Araling Panlipunan
Observations ▪ Grades 7- 1 0 ; explain
why the tool will be
Assessment of used as assessment or
Individual evaluation.
Student
~ Assessing
Intellectual
Maturity
~ Assessing Student
Behavior
2 Evaluating Student
Learning in Social
Science
▪ Evaluating the
Cognitive
Domain
~ Essay Tests:
Restricted or
Non-Restricted
~ Completion-
Types Test ~~Filling-in-
the-Blanks
~~Defining term or
Concept
~~Answering a
Question
~~Simple Recall
~~Enumeration
~ Selection-Type
Test

~~True and False Test

~~Matching Type
~~Multiple Choice
▪ Evaluating the
Affective
Domain
~ Sample Checklist
for
Evaluating Attitudes
~ Semantic
Differential
Scales
~ Thurstone and
Likert
Type Scales
▪ Evaluating the
Psychomotor
Domain
~ Elements to be
Considered in
Student
Performance
~ Common Tools
Used in
Evaluating
Psychomotor
Domain
~~Observation
~~Checklist
~~Rating Scale
~~Performance Test
LEARNING PLAN
Desired Learning Course Textbook/ Teaching and Learning Assessment of Resource Materials Time
Outcomes (DLO Content/Objective matter Reference Activities (TLAs) Task (ATs) Table
At the end of 4. Models Associated De Guzman- • Lecture-discussion • Written  Modules 7-8 weeks
Santos, R. (2007).  Hand out
these weeks, the with Assessment of using objective
pre- service Subject learning 1. test/essay  Cellphone
Matter/Discipline Quezon City: PowerPoint
teacher (PST) Lorimar on the
▪ Lecture Presentation on the models
should be able to: Publishing, Inc.
▪ Discussion- models associated associated
Questioning
a. critique ▪ Viewing – De Guzman- with subject with
instructional Listening matter/discipline, with subject
models ▪ Inquiry Method Santos, R. (2007). matter/disci
associated with specific competencies,
5. Models Associated pline,
varied Advanced and with human
with specific
disciplines and Specific Competencies traits/processes competenci
subject methods in
matters; ▪ es, and
Instruction human
b. assess the al System educational • Videos about junior traits/processes
different Designs high
models ▪ Programmed assessment and
(Instructional Instruction school/college
Systems ▪ Practice and evaluation classes in a lecture
Design, Drill session, or
Programmed 6. Models Associated assessment of discussion-
Instruction, with
Practice and questioning, inquiry,
Human learning2. Quezon
Drill) Traits/Processes programmed
associated with ▪ Role City: Lorimar instruction,
specific Playing/ practice and drill, or
competencies; Dramatization
and ▪ Simulation Publishing, Inc. role
c. determine the playing/
pros and cons of dramatization and
role-playing, simulation.
dramatization and • Class will critique on
simulation in teaching the instructional
Social Studies.
models, and will
determine the advantages
and disadvantages of
these
LEARNING PLAN
Desired Learning Course Textbook/ Teaching and Learning Assessment of Resource Time
Outcomes (DLO Content/Objective Reference Activities (TLAs) Task (ATs) Materials Table
matter
At the end of these D. Factors in De Guzman- • KWL (Know, • Written  Modules 8-9 weeks
Santos, R. Want to Know, objective test on  Hand out
weeks, the pre- Constructing (2007).
Evaluative Assessment of Learned) the factors in  Cellphone
service teacher
Instruments learning 1. constructing
(PST) should be Quezon City:
Lorimar • Lecture-discussion evaluative
able to:
1. Type of Publishing, Inc. using instruments
• identify the measuring PowerPoint
factors in instrument to use De Guzman- Presentation on the
constructing 2. Length of factors in
evaluative Instrument Santos, R. constructing
instruments. 3. Range of evaluative
Difficulty
(2007). instruments
4. Time Limits • Group work on
5. Objectives to be
Assessed Advanced analysis of sample
6. Arrangement of evaluative instruments;
Items methods in presentation of output why
7. Scoring the instruments are
Procedure educational failure or success
8. Method of
Recording and assessment and
Reporting Assessment
Results evaluation

assessment of

learning2.

Quezon City:

Lorimar

Publishing, Inc.
LEARNING PLAN
Desired Learning Course Content/Objective Textbook/Reference Teaching and Learning Assessment of Resource Time
Outcomes (DLO matter Activities (TLAs) Task (ATs) Materials Table
At the end of E. Development of De Guzman- • KWL (Know, • Construction  Modules 9-13
Assessment Tools Santos, R. (2007). Want to of Table of  Hand out weeks
these weeks, the Assessment of
learning 1. Quezon Know, Specification, and  Cellphone
pre- service Learned)
1. City: Lorimar Quarterly
teacher (PST) Publishing, Inc.
Knowledge Assessment by
should be able to: and • Lecture- group. Output will
Reasoning De Guzman- discussion using
a. identify the be an item-
different ~ Types of PowerPoint analyzed and
Santos, R. (2007). Presentation
types of Objective Tests ~ validated
objective Planning a Test and different Quarterly
tests; Advanced assessment tools
Construction of Assessment with
b. discuss Table of TOS and oral
and present methods in • Group work on
Specification presentation on
different ~ Constructing True- planning, and
types of False educational the process
construction of of test finalization.
tests; Tests Table of
c. develop ~ Multiple assessment and
Specification, and
skills in item Choice Tests ~ Quarterly
analysis evaluation
and Matching Type and Assessment based
Supply Type Items from Araling
validation; assessment of
and ~ Essays Panlipunan lessons
d. discuss learning2. Quezon in DepEd
effectively about item 2. Item Analysis and Grades 7, 8, 9 and
analysis and Validation 10, Quarters 1, 2,
City: Lorimar
validation. ~ Item Analysis 3 and 4 (Example:
~ Validation Publishing, Inc. Group 1will work
on Grade 7,
Quarter 1
lesson/topic; Group
2 = Grade 8,
Quarter 2
lesson/topic; Group
3 = Grade 9,
Quarter 3
lesson/topic; and
Group 4 = Grade
10, Quarter
4 lesson/topic)
LEARNING PLAN
Desired Learning Course Textbook/ Teaching and Learning Assessment of Resource Time Table
Outcomes (DLO Content/Objective matter Reference Activities (TLAs) Task (ATs) Materials
At the end of F. Authentic and De Guzman- • KWL (Know, • Development  Modules 14-18
Santos, R. (2007). Want to of rubrics based on  Hand out weeks
these weeks, the Alternative Assessment of
Assessment learning 1. Know, sample portfolios  Cellphon
pre- service Learned)
Methods Quezon City: and e
teacher (PST) Lorimar
Publishing, Inc. performance tasks.
should be able
1. Portfolio • Lecture-discussion Output will be a
to:
Assessmen De Guzman- using Rubrics compilation
a. identify t Methods PowerPoint from different
portfolio ~ Features and Santos, R. (2007). Presentation product-oriented
Principles of authentic and
assessmen and
t methods; Portfolio Advanced alternative performance-
Assessment assessment
b. discuss ~ Purposes of oriented tasks in
rubrics, Portfolio methods in methods Grade 7 to 10
grading Assessment Araling Panlipunan
and educational • Lecture-
~ Essential discussion using
reporting Elements of
system assessment and PowerPoint
Portfolio Presentation on
using the ~ Stages in
updated Implementing evaluation grading and
DepEd K reporting system
Portfolio
to 12 Assessment in the DepEd K to
assessment of
memorand 12 curriculum
~ Types of
a; and Portfolio ~ learning2. Quezon
c. prepare • Group work on
Assessing and
localized, City: Lorimar assessment of sample
Evaluating
differentiated Portfolio portfolio, and
instruction-based, Assessment Publishing, Inc. performance tasks
and authentic ~ Implications of
assessment Portfolios
methods. on Some
Elements of
Social
Sciences

2. Process and
Product
Oriented
Performance–
Based
Assessment
~ Rubrics and
Exemplar ~
Creating Rubrics
~ Tips on
Designing Rubrics
~ Scoring
Rubrics

3. Grading and
Reporting
System
~ Functions of
Grading and
Reporting
System
~ Types of
Grading and
Reporting
System
~ Development of
a
Grading and
Reporting
System
~ Norm and
Criterion-
Referenced
Grading
Suggested Reading and De Guzman-Santos, R. (2007). Assessment of learning 1. Quezon City: Lorimar Publishing, Inc.
References
De Guzman-Santos, R. (2007). Advanced methods in educational assessment and evaluation assessment of learning2.

Quezon City: Lorimar Publishing, Inc.

Gutierrez, D. S. (2007). Assessment of learning outcomes. Malabon City: Kerusso Publishing House.

Oosterhof, A. (2003). Developing and usingclassroomassessments. Columbus, Ohio: Upper Saddle River, New Jersey.
Course requirements For educators to properly engage their students, they must remain abreast of these latest changes and key factors that affect learning in the
classroom. Their understanding of these trends can help them create more effective learning environments.
Grading System PRELIM CS (50%)+PE (50%) PG

MIDTERM
IMG (75%)
+ PG (25%)
MG
SEMI-FINAL
ISFG (70%)
+ MG (30%)
SFG
FINAL
IFG (60%)
+ FG (40%)
FA

Classroom Policies

PREPARED BY:
MS. SITTIENOR C. DIMAREN, LPT