Republic of the Philippines

Don Honorio Ventura Technical State University

Porac Satellite Campus
Porac, Pampanga
ACADEMIC YEAR 2017-2018
FIRST SEMESTER

Bachelor in Elementary Education

Outcomes-Based Teaching and Learning Plan in EDUC 313b – ASSESSMENT OF STUDENT LEARNING 1
VISION of DHVTSU: The lead university in producing quality individuals with MISSION of DHVTSU: DHVTSU commits itself to provide an environment conducive to
competent capacity to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the transformation of
practices for sustainable national and global competitiveness through continuous students into globally competitive professionals through the synergy of appropriate
innovation. teaching, research, service and productivity functions.
MISSION of College of Education: the mission of the College of Education is to
provide quality and effective instruction, personal and professional training and
CORE VALUES: Excellence, Professionalism, Good Governance
advancement, research and extension services to its clientele to ensure functional
undergraduate education.

Course Title Assessment of Student Learning 1 Course Code EDUC 313b

Credit Units 3 units Course Pre-/Co-requisites None
Revision Date Revised June 16, 2017
Course Description The course focuses on the development and utilization of assessment tools to improve the teaching learning process. It emphasizes
(Based on CMO No. 30 Series of 2006 to use of testing knowledge, comprehension and other thinking skills. It allows the student to go through the standard steps in test
and CMO No. 52 Series of 2007) construction for quality assessment.
Program Intended Learning Outcomes At the end of this program, graduates will have the ability to commit to its task of producing highly competitive and
(PILO) empowered graduates who can assume the following roles:
1. a dynamic and efficient conveyor of organized and systematic knowledge giving focus in the changes confronting education.
2. an efficient promoter and facilitator of learning that will enable the learners to develop to the fullest their potentials; thus,
transforming the graduates to become holistically developed.
3. a true source of inspiration who possesses a clear understanding and appreciation of the human ideals and values that
elevate the human spirit and contribute to man’s sense of satisfaction and fulfillment.
Course Intended Learning Outcomes The primary purpose of assessment is the improvement of student learning with gender sensitivity. The assessment
(CILO) process will highlight and promote those practices that are most effective, determine action for improvement where
needed and provide evidence of program quality and student learning. In addition, part of the objectives are given below:
1. assessment that guides and encourages effective approaches to learning
2. assessment that validly and reliably measures expected learning outcomes, in particular the higher-order learning that
characterizes higher education.
I. Course Design Matrix

INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, i. Vision, Mission, Student Thorough Collaborative Oral and During the discussion Self-Confidence 1 week
the students must have: Core Values and Handbook discussion of the Written Tests and other aspects of
Outcomes Student Brainstorming the instructions, the
1. internalized and Handbook following will be
demonstrated the A. The University observed:
vision, mission, Vision, Mission, Meticulous - use of non-
core values of the and Core explanation of sexist words
university, college Values; the rules and
and program B. The College of regulation
Education
Mission and Innovative
Goals presentation for
C. The Bachelor in the in-depth
Elementary understanding of
Education the VMGO
Outcomes

At the end of the lesson, I. Basic Concepts Gutierrez, Lecture- Graphic Lecture- During the discussion Camaraderie 2
the students must have: and Review of Danilo S., Discussion Organizing Discussion and other aspects of weeks
Assessment I Assessment of the instructions, the Cooperation
1. differentiated the Learning Small group Bookmark Small group following will be
four basic terms Testing, Assessment Outcomes discussion Making discussion observed:
(Assessment, and Bloom;s (Cognitive - show respect
Evaluation, Taxonomy including Domain) Book 1 Activity Sheets regardless of
Measurement, Revised Bloom’s gender
Testing) Taxonomy (GOIM) Gutierrez,
Danilo S.,
2. differentiated the Assessment of
concepts of Learning
Bloom’s Outcomes
taxonomy (Cognitive
Domain) Book 2
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, II. Introduction Gutierrez, Think-pair- Situation Paper and During the discussion Life I bounded 1 week
the students must have: Danilo S., share-team-up Analysis pencil test such and other aspects of by principles
A. Assessment Assessment of and learn from as worksheets, the instructions, the
1. analyzed the Principles Learning each other Group Activity activity sheets following will be Leadership
fundamental Outcomes and the observed:
concepts and B. Characteristics (Cognitive Cooperative traditional types - reduce Adaptation to
characteristics of of Modern Domain) Book 1 approach like multiple barriers in new fast-paced
21st century Educational choice and true- developing environment
assessment Assessment Gutierrez, false types) personal and
Danilo S., academic
2. formulated Assessment of Focus Group success
another modern Learning Discussion created by
educational Outcomes sexism
assessment (Cognitive
through focus Domain) Book 2
group discussion
Cajigal, Ronan
M., et.al.,
Assessment of
Learning
At the end of the lesson, III. Instructional Gutierrez, Think-pair- Concept Oral During the discussion Humility 1 week
the students must have: Objectives and Danilo S., share-team-up Mapping Presentation of and other aspects of
Learning Outcomes Assessment of and learn from comparison the instructions, the Goal-oriented
1. constructed Learning each other Bookmark between the following will be mindset
objectives Taxonomy of Outcomes Making levels of observed:
through the use of Instructional (Cognitive Lecture- Blooms - recognize
taxonomy of Objectives Domain) Book 1 discussion Taxonomy of gender issues
instructional (Socratic instructional arising from
objectives Gutierrez, method) Objectives the different
Danilo S., social position
2. prepared Assessment of Cooperative and gender
assessment Learning learning roles
procedures Outcomes
aligned to the (Cognitive
given objectives Domain) Book 2
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, IV. Approaches and Gutierrez, Lecture- Plus Minus Construction During the discussion Appropriateness 1 week
the students must have Trends in Danilo S., discussion Interesting and and other aspects of
analyzed the principles of Educational Assessment of (Socratic Framework Presentation of the instructions, the
the recent trends in Assessment Learning method) Framework following will be
educational assessment Outcomes observed:
Recent Trends in (Cognitive Cooperative - inculcate
Educational Domain) Book 1 learning practice on
Assessment studies which
Gutierrez, explain men
Danilo S., and women
Assessment of can change
Learning for the better
Outcomes
(Cognitive
Domain) Book 2
At the end of the lesson, V. Preparing for Gutierrez, Lecture- Rubric to Construction, During the discussion Proper Planning 1 week
the students must have: Assessment Danilo S., Discussion assess TOS Presentation, and other aspects of
Assessment of and Critiquing the instructions, the Appropriateness
1. developed a A. One-Way Table Learning Small group of TOS following will be
Table of of Specifications Outcomes discussion observed:
Specifications (TOS) (Cognitive - use of non-
(TOS) through Domain) Book 1 Group Activities sexist words
workshop B. Two-Way Table (Assessing a
of Specifications Gutierrez, real performance
2. presented the (TOS) Danilo S., task)
characteristics for Assessment of
an item writing C. Choosing the Learning Workshop
Most Appropriate Outcomes
Item Format (Cognitive
Domain) Book 2
D. General Rules
for Item Writing Cajigal, Ronan
M., et.al.,
Assessment of
Learning
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, VI. Writing Multiple Gutierrez, Lecture- Workshop in Presentation During the discussion Life has many 1 week
the students must have: Choice Items Danilo S., Discussion writing Multiple and analysis of and other aspects of options
Assessment of Choice Items multiple choice the instructions, the
1. crafted items in a Guidelines for Writing Learning Small group items following will be Choosing the
multiple choice Multiple Choice Items Outcomes discussion observed: best possible
format (Cognitive - inculcate option in
Domain) Book 1 Group Activities practice on decision making
2. construction and (Construction studies which
analysis of test Gutierrez, and presentation explain men
papers with Danilo S., of test paper) and women
multiple choice Assessment of can change
items Learning for the better
Outcomes
(Cognitive
Domain) Book 2

Cajigal, Ronan
M., et.al.,
Assessment of
Learning
At the end of the lesson, VII. Writing True- Gutierrez, Lecture- Test Analysis if test During the discussion Truthfulness 1 week
the students must have False and Matching Danilo S., Discussion Construction constructed and other aspects of
written the items of True- Types Assessment of the instructions, the Matching of
False and Matching Type Learning Small group following will be actions to one’s
A. Rules for writing Outcomes discussion observed: goals
True-False Items (Cognitive - reduce
Domain) Book 1 (Construction of barriers in
B. Writing Matching True-False items developing
Type Items Gutierrez, and Matching personal and
Danilo S., Type to their academic
C. Rules for writing Assessment of respective area success
Matching Type Learning of specification) created by
items Outcomes sexism
(Cognitive
Domain) Book 2
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, VIII. Writing Short Gutierrez, Lecture- Essay Analyses of During the discussion Individuality 1 week
the students must have Answer and Essay Danilo S., Discussion questions essay type of and other aspects of
developed and item(s) for Assessment of development test and short the instructions, the Uniqueness
short answers and essay A. Rules for Writing Learning Preparation of answer following will be
Short Answer Outcomes essay questions Short answer observed:
Items (Cognitive and short items - inculcate
Domain) Book 1 answer development practice on
B. Rules for studies which
Preparing / Gutierrez, explain men
Administering Danilo S., and women
Essay Questions Assessment of can change
Learning for the better
Outcomes
(Cognitive
Domain) Book 2
At the end of the lesson, IX. Improving Test Gutierrez, Group Activities Computation, Administration During the discussion Challenge 1 week
the students must have: Items Danilo S., (Computations discussion, and of examinations and other aspects of orientation
Assessment of of the difficulty interpretation of the instructions, the
1. computed the A. Item Analysis Learning and results following will be Improvement of
difficulty and Outcomes discrimination observed: one’s ability
discrimination B. Computing for (Cognitive indices) - reduce
indices Difficulty Index Domain) Book 1 barriers in
developing
2. analyzed and C. Computing for Gutierrez, personal and
corrected the Discrimination Danilo S., academic
items that in order Index Assessment of success
for the test to Learning created by
improve D. Table of Non- Outcomes sexism
Plausibility of (Cognitive
3. improved the Distracters Domain) Book 2
options in a
constructed test Cajigal, Ronan
M., et.al.,
Assessment of
Learning
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, X. From Discrete- Gutierrez, Lecture and Developing a Application of During the discussion Optimism 1 week
the students must have: Point to Integrative Danilo S., Group integrative way integrative and other aspects of
Assessment Assessment of Discussion of assessment assessment the instructions, the Adaptation
1. developed and Learning and its relation following will be
evaluated A. Discrete-Point Outcomes Brainstorming to OBE observed:
integrative Tests (Cognitive - use of non-
assessment B. Integrative Tests Domain) Book 1 sexist words
C. Cloze Test
2. differentiated D. C-Test Gutierrez,
between discrete E. Communication Danilo S.,
and integrative Tests Assessment of
assessment F. Dictation Test Learning
G. Oral Interview Outcomes
(Cognitive
Domain) Book 2
MIDTERM EXAMINATION
At the end of the lesson, XI. Measure of Gutierrez, Manual Application of Rubric During the discussion Humility 1 week
the students must have: Central Tendency Danilo S., Computation data gathered and other aspects of
Assessment of Data Analysis the instructions, the Helpfulness
1. computed the A. Preparing Learning Analysis of data following will be
value(s) of central Frequency Outcomes observed:
tendency in the Distribution (Cognitive - show respect
interpretation of B. Ranking Domain) Book 1 regardless of
test scores C. Graphing gender
Data Gutierrez,
D. The Mean Danilo S.,
E. The Median Assessment of
F. The Mode Learning
G. Kinds of Outcomes
Distribution (Cognitive
Domain) Book 2
Cajigal, Ronan
M., et.al.,
Assessment of
Learning
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, XII. Measure of Gutierrez, Lecture-Group Manual Authentic During the discussion Togetherness 1 week
the students must have: Variability and Danilo S., Activity Computation Assessment and other aspects of
Position Assessment of the instructions, the Oneness
1. applied the Learning Data analysis Analysis of following will be
concept of validity A. The Range Outcomes Data observed: Consistency
from students’ (Cognitive - recognize
test scores B. The Semi- Domain) Book 1 gender issues
Interquartile arising from
2. integrated the Range Gutierrez, the different
kinds of Danilo S., social position
distribution in the C. The Standard Assessment of and gender
determination of Deviation Learning roles
performance of Outcomes
students D. Kinds of (Cognitive
Distribution Domain) Book 2

E. The Percentiles

At the end of the lesson, XIII. Interpretation Gutierrez, Group Activity Manual Authentic During the discussion Authenticity 1 week
the students must have of Test Scores Danilo S., Computation Assessment and other aspects of
evaluated the test scores Assessment of the instructions, the Humility
based on rank, standard A. Using Mean to Learning Analysis of following will be
deviation, z-score Interpret Test Outcomes Data observed:
Scores (Cognitive - inculcate
Domain) Book 1 practice on
B. Using Rank to studies which
Interpret Test Gutierrez, explain men
Scores Danilo S., and women
Assessment of can change
C. Using Standard Learning for the better
Deviation to Outcomes
Interpret (Cognitive
Teacher’s Domain) Book 2
Performance
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, XIV. Correlating Gutierrez, Brainstorming Manual Authentic During the discussion No man is an 1 week
the students must have: Two Variable Danilo S., Computation Assessment and other aspects of island
Assessment of Collaboration the instructions, the
1. validated the A. Positive Learning Analysis of following will be There is always
result of Pearson Correlation Outcomes Problem Solving Data observed: relationship to
® value (Cognitive - show respect everything
B. Negative Domain) Book 1 regardless of
2. justified the Correlation gender
relationship of Gutierrez,
C. The Pearson-
Pearson ® to the Danilo S.,
Product-Moment
concept of validity Assessment of
Correlation
and variability Learning
Coefficient
Outcomes
D. Kuder- (Cognitive
Richardson Domain) Book 2
Formula
At the end of the lesson, XV. Marks and Gutierrez, Brainstorming Manual Authentic During the discussion Proper way of 1 week
the students must have Learning Outcomes Danilo S., Computation Assessment and other aspects of giving marks to
computed the students’ Assessment of Collaboration the instructions, the right person
final rating and finals A. Marks or Grades Learning Analysis of following will be and to the right
grades Outcomes Problem Solving Data observed: action
B. Converting Raw (Cognitive - recognize
Scores into Domain) Book 1 gender issues
Transmutable arising from
Scores Gutierrez, the different
Danilo S., social position
C. Transmutation
Assessment of and gender
Table
Learning roles
D. Weighed Outcomes
Grading System (Cognitive
Domain) Book 2
E. Method of
Computation of
Final Rating
INTENDED
TEXTBOOK / LEARNING TEACHING ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
REFERENCES OUTCOMES AND OF LEARNING VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
RESOURCE (ILO) LEARNING OUTCOMES INTEGRATION TABLE
(DLO) MATTER (GAD)
MATERIALS (Methodologies ACTIVITIES (ALO)
and Strategies)
At the end of the lesson, XVI. Evaluating Gutierrez, Brainstorming Evaluation of Defend the During the discussion Seeing the 1 week
the students must have Assessment Plans Danilo S., assessment prepared test and other aspects of goodness in
evaluated the prepared and Devices Assessment of Collaboration instrument papers the instructions, the another person
assessment instrument Learning following will be
Factors to Consider Outcomes observed:
in Evaluating (Cognitive - use of non-
Assessment Domain) Book 1 sexist words
Instruments
Gutierrez, - inculcate
Danilo S., practice on
Assessment of studies which
Learning explain men
Outcomes and women
(Cognitive can change
Domain) Book 2 for the better
Cajigal, Ronan
M., et.al.,
Assessment of
Learning
XI. Computation of
Grades using the K-
-
12 Curriculum
(Series of 2015)

II. Criteria for Grading

Recitation 15%
Quizzes 30%
Laboratory (Activities, Assignments, etc.) 15%
Examinations (Midterm and Final) 30%
Character 10%
100%
III. Other Requirements

Oral Presentation
Recitation
Quizzes and Assignments
Attendance
Examinations
Portfolio
Narrative Report
Test Construction

Revised: Approved:

JUSTIN PAUL P. SERRANO MR. DENNIS V. DIZON

Instructor Director
First Semester, A.Y. 2017-2018 Porac Campus