Syllabus

1. Republic of the Philippines
College of Our Lady of Mercy of Pulilan Foundation, Inc.
Longos Pulilan Bulacan
www.colm.edu.ph
S.Y. 2023-2024
RECALIBRATED OUTCOMES-BASED COURSE SYLLABUS IN
Assessment of Learning 1
Vision
The College of Our Lady of Mercy of Pulilan Foundation, Inc. envisions itself as a center of excellence within the region in the areas of instruction,
research, and community service.
Mission
The College of Our Lady of Mercy of Pulilan Foundation, Inc. as a non-profit organization commits itself to offer relevant affordable programs
through high-quality education responsive to the needs of the industries and the communities that will develop well-rounded and competent graduates
imbued with Christian values.
Goals
Guided by its vision and mission, COLM aims to:
● provide advanced and specialized instruction that will produce globally competitive and well-rounded graduates;
● strengthen research capabilities of both faculty members and students that will stimulate new ideas towards innovations;
● develop faculty and student who are socially responsible and dedicated to promoting a self-sustaining life;
● create linkages with local and international organizations that will serve as a source of learning and growth for the faculty and students; and
● build a God-centered community with a genuine concern for others.

2. 2 | 13
Course Prerequisites /
Co-requisites
Course Schedule Saturday, 11 AM to 02 PM
Course Description Assessment within the framework of Outcome-Based Education (OBE) prioritizes evaluating student achievement in relation to
clearly defined learning goals. OBE shifts the emphasis from teaching content to ensuring that students acquire specific
knowledge, skills, and competencies. Assessments in OBE are tailored to align with these predefined outcomes, ensuring that
students are evaluated based on their mastery of the required areas. This approach underscores the significance of assessing not
just factual knowledge but also critical thinking abilities, problem-solving skills, and practical application of learning. By
focusing on outcomes, assessment in OBE aims to offer valuable feedback to students, inform teaching practices, and shape
curriculum development to better cater to learners' needs and equip them for success in diverse contexts.
Course Outcomes Upon completion of this course, student should be able to:
1. Identify and explain student learning outcomes at the different levels of schooling.
2. Illustrate a variety of assessment tools to determine if the desired outcomes have been achieved.
3. Explain the characteristics of outcome-based learning.
4. Enhance their capability to apply the concept learned.
5. Construct a test.
6. Create a portfolio.
7. Execute basic item analysis statistics.
8. Properly compute grades.
Week Topic
Intended Learning
Outcomes (ILO)
Outcomes-based
Assessment (OBA)
Philosophy, Vision,
Mission, Goals &
Objectives
Teaching and Learning
Activities
1
Orientation
● Course Overview
● Classroom Policies
● Introduce self to
classmates and
teachers
● Course syllabus
● Question and
Answer
● Commitment
● Ownership Competitive Learning
INSTRUCTOR’S INFORMATION
Name: DIMAZANA, MA. ANDREA C. Contact Number: 09152302404
Email: dimazana.maandrea@colm.edu.ph Consultation Hours: 10 AM to 05 PM Monday to Friday
COURSE INFORMATION
Course Code Course Title Assessment of Learning 1 Credit Units: 3

3. 3 | 13
● List of
expectations for
the course
2
1. Shift of Educational Focus from
Content to Learning Outcomes
1.1 Outcome-Based Education:
Matching Intentions with
Accomplishments
1.2 The Outcomes of Education
1.3 Sample Educational Objectives
and Learning Outcomes in Araling
Panlipunan (K to 12)
 Distinguish
among
institutional
outcomes,
program
outcomes, course
outcomes, and
learning
institutional
outcomes.
 Discussion
 Lecture
 Recitation
 Exercise
● Good Leader
● Lifelong
Learning
Adult Learning Approach
Socratic Questioning
3
2. Measurement, Assessment, and
Evaluation in Outcome-Based
Education
2.1 Measurement
2.1 Evaluation
2.3 Assessment FOR, OF, and AS
Learning
 Differentiate
Measurement,
Evaluation, and
Assessment.
 Discussion
 Lecture
 Quiz
● Good Leader
● Lifelong
learning
Adult Learning Approach
Socratic Questioning
4
3. Program Outcomes and Learning
Outcomes
3.1 Program Outcomes and Learning
Outcomes
3.2 Program Outcomes for Teacher
Education
3.3 The Three Types of Learning
3.3.1 Domain I: Cognitive
3.3.2 Domain III: Affective
3.3.3 Domain III: Psychomotor
3.4 Bloom’s Taxonomy
3.5 Kendall and Manzano’s New
Taxonomy
 Analyze the
components and
hierarchy of
Bloom's
Taxonomy.
 Compare and
contrast Bloom's
Taxonomy with
Kendall and
Marzano's New
Taxonomy.
 Discussion
 Lecture
 Recitation
 Activity
● Lifelong
learning
● Good Leader
Adult learning approach
Socratic Questioning
5 PRELIMINARY EXAMINATION

4. 4 | 13
6
4. Assessing Student Learning
Outcomes
4.1 Principles of Good Practice in
Assessing Learning Outcomes
4.2 Samples of Supporting Student
Activities
4.3 The Outcomes Assessment Phases
in the Instructional Cycle
4.4 Constructive Alignment
4.5 Variety of Assessment Methods,
Tools, and Tasks
 Understand the
principles of good
practice in
assessing learning
outcomes.
 Explore examples
of activities that
support student
learning and
assessment.
 Identify the
phases of
outcomes
assessment within
the instructional
cycle.
 Comprehend the
concept of
constructive
alignment in
curriculum design
and assessment.
 Familiarize
oneself with a
variety of
assessment
methods, tools,
and tasks used to
evaluate learning
outcomes.
 Discussion
 Lecture
 Quiz
● Lifelong
learning
● Good Leader
Adult Learning Approach
Socratic Questioning
7
4.6 Portfolio
4.6.1 Types of Portfolio
4.6.2 Working Portfolio
 Understand the
purpose and
characteristics of
each type of
portfolio.
 Discussion
 Lecture
 Activity
● Lifelong
learning
● Good Leader
Adult Learning Approach
Socratic Questioning

5. 5 | 13
4.6.3 Display, Showcase, or Best
Works Portfolio
 Identify situations
where each type
of portfolio might
be most
effectively
utilized.
 Demonstrate
proficiency in
creating and
managing
portfolios as a
method of
assessing student
learning
outcomes.
8
4.7 Scoring Rubrics
4.8 Assessment Methods and Multiple
Intelligences
4.9 Assessment of Learning
Outcomes in K to 12 Program
 Understand the
purpose and
structure of
scoring rubrics in
assessing student
learning
outcomes.
 Explore the
relationship
between
assessment
methods and
multiple
intelligences in
catering to
diverse learner
needs.
 Discussion
 Lecture
 Activity
 Lifelong
learning
 Good Leader
Adult Learning Approach
Socratic Questioning
9 MIDTERM EXAMINATION
10
5. Development of Varied Assessment
Tools
 Learn about the
different types of
 Discussion
 Lecture
● Lifelong
learning
Adult Learning Approach
Socratic Questioning

6. 6 | 13
5.1 Types of Objective Tests
5.2 Planning a Test and Constructing
a Table of Specification
5.3 Constructing a True-False Test
5.4 Multiple Choice Tests
5.5 Matching Type
5.6 Supply Type or Constructed-
Response Type
5.6.1 Completion Type of Tests and
Guidelines in its Formulation
5.6.2 Essays
5.6.2.1 Types of Essays
objective tests,
including true-
false, multiple
choice, matching,
and supply type
tests.
 Develop skills in
creating supply
type or
constructed-
response tests,
including
completion type
tests and essays,
while adhering to
guidelines for
their formulation.
 Activity ● Good Leader
11
6. Item Analysis and Validation
6.1 Basic Item Analysis Validation
6.1.1 Basic Item Analysis Statistics
6.1.2 More Sophisticated
Discrimination Index
6.2 Validity
6.3 Reliability
 Understand the
process of basic
item analysis
validation,
including basic
item analysis
statistics and
more
sophisticated
discrimination
index.
 Explore the
concepts of
validity and
reliability in
educational
assessment,
gaining insight
 Discussion
 Lecture
 Activity
● Lifelong
learning
● Good Leader
Adult Learning Approach
Socratic Questioning

7. 7 | 13
into their
importance and
methods of
measurement.
12
7. Performance-Based Test
7.1 Performance-Based Test
7.2 Performance Task
7.3 Rubrics and Examplars
7.4 Creating Rubrics
 Understand the
components and
characteristics of
performance-
based tests,
including
performance
tasks.
 Learn how to
create and use
rubrics and
exemplars for
assessing
performance-
based tasks
effectively.
 Discussion
 Lecture
 Activity
● Lifelong
learning
● Good Leader
Adult Learning Approach
Socratic Questioning
13
7.5 Writing and Selecting Effective
Rubrics
7.5.1 Desired Characteristics of
Criteria for Classroom Rubrics
7.6 Tips in Designing Rubrics
7.7 Automating Performance-Based
Test
 Gain practical
tips for designing
rubrics that
accurately assess
student
performance and
provide
meaningful
feedback.
 Explore methods
for automating
the assessment
process of
performance-
 Discussion
 Lecture
 Activity
● Lifelong
learning
● Good Leader
Adult Learning Approach
Socratic Questioning

8. 8 | 13
based tests to
streamline
grading and
provide timely
feedback to
students.
14 PRE-FINAL EXAMINATION
15
8. Grading Systems
8.1 Norm-Referenced Grading
8.2 Criterion-Referenced Grading
8.3 Four Questions in Grading
8.4 What Should Into a Student’s
Grade
 Understand the
principles and
distinguishing
characteristics of
norm-referenced
grading.
 Demonstrate
comprehension of
criterion-
referenced
grading and its
application in
assessing student
performance.
 Analyze the four
essential
questions in
grading to
effectively
evaluate student
achievement.
 Identify the
various factors
that contribute to
determining a
student's grade,
including
academic
 Discussion
 Lecture
 Activity
● Lifelong
learning
● Good Leader
Adult learning Approach
Socratic Questioning

9. 9 | 13
performance,
effort,
improvement, and
adherence to
standards.
16
8.5 Standardized Test Scoring
8.6 Cumulative and Averaging
Systems of Grading
8.7 Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education DepEd Order No. 8, s.
2015
8.8 Steps in Grade Computation
8.9 Grade Computation
 Demonstrate
proficiency in
cumulative and
averaging
systems of
grading.
 Apply policy
guidelines
outlined in
DepEd Order No.
8, s. 2015,
regarding
classroom
assessment.
 Execute the steps
involved in grade
computation
effectively.
 Discussion
 Lecture
 Activity
● Lifelong
learning
● Good Leader
Adult learning Approach
Socratic Questioning
17
8.10 Reporting the Learner’s Progress
8.11 Promotion and Retention at the
End of the School Year
8.12 Alternative Grading System
 Understand the
criteria for
promotion and
retention at the
end of the school
year.
 Familiarize with
alternative
grading systems.
● Discussion
● Lecture
● Activity
● Lifelong
learning
● Good Leader
Adult learning Approach
Socratic Questioning
18 FINAL EXAMINATION
Total Hours 54

10. 10 | 13
COURSE REQUIREMENTS AND CLASS POLICY
Course Requirements
Each student is required to:
1. Attend at least 80% of the class hours (i.e., at least 12 sessions)
2. Submit individual/group assignments/projects
3. Give a presentation of project/performance/product assigned to him/her either individual or group; and
4. Pass the major examinations.
Class Policy
1. Lateness. A student will be marked “late” if he/she enters the class 5 minutes after the indicated time. Any student
who comes to class 15 minutes after the scheduled time or is always late for two consecutive meetings shall be
marked “absent”
2. Missed work or exam. Any student who missed giving a class presentation, submitting a work assignment, or taking
a test should consult the concerned instructor for immediate compliance.
3. Cheating and plagiarism. Any student who committed any form of academic dishonesty shall be given disciplinary
action provided in the COLM’s Student Handbook.
GRADING SYSTEM TEXTBOOKS/SUPPLEMENTARY READINGS
Attendance ---------------------------------------- 10%
Participation -------------------------------------- 15%
Written Works ----------------------------------- 20%
Performance Task ------------------------------- 30%
Major Exam -------------------------------------- 25%
Total-----------------------------------------------100%
Rosita L. Navarro, Ph.D., Rosita G. Santos, Ph.D., Brenda B. Corpuz, Ph.D. & Lorimar Publishing, Inc. (2017). Assessment
of Learning 1 – Third Edition
Prepared by:
MA. ANDREA C. DIMAZANA
College Instructor
Checked by;
DR. AMELITA C. MIRANDA
Dean of Education Department
Approved by:
DR. RODRIGO D. JIMENEZ
VP for Academic Affairs