Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo

SCHOOL OF EDUCATION
Teacher Education Department

COURSE SYLLABUS IN ASSESSMENT IN LEARNING 2 (BSED ENGLISH)

1st Semester 2018– 2019

QUALITY POLICY

NIPSC commits itself to continually strive to provide quality and relevant instruction, research and extension activities adhering to quality
standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the
management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of
Filipino values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and
graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

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CORE VALUES
C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management,
hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing education;

2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering, criminal justice;

3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;

4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1 2 3 4 5
1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional
requirements, and gainful employment. / /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social
development. / /
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / /
6.To enhance the management capabilities of key officials through the use of participatory decision making. / /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and

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 members of civic, professional, religious, and other NGO’s in the service area, / /
8.To use research to generate knowledge and find solutions to social problem, / /
9.To make institutional development planning as a means for responding to changes / /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / /

GOALS OF THE SCHOOL OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming
useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of School of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor
in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to
make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work
well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;

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 4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to
do their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for
higher learning as well as competence in the field of work. / /
2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /
3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /
4.practice and demonstrate professional and ethical requirements of the teaching profession / /

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 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

CURRICULUM MAPPING
First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL100 Introduction to Linguistics
GE1 Purposive Communication
GE2 Readings in Philippine History
1st year GE3 Mathematics in the Modern World
GE4 Komunikasyon sa Akademikong Filipino
GE5 Art Appreciation
GE6 Understanding the Self
PE1 Physical Fitness
NSTP CWTS/ROTC

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL101 Language, Culture and Society
EL 102 Structure of English
GE7 Masining na Pagpapahayag/ Retorika
1st year GE8 Ethics
GE9 The Contemporary World
GE 11 Science, Technology and Society
GE 12 The Life and Works of Rizal

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 PE 2 Rhythmic Activities
NSTP CWTS/ROTC

First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 103 Principles and Theories of Language Acquisition and Learning
EL107 Teaching and Assessment of the Macroskills
EL112 Mythology and Folklore
2nd year EL 104 Language Programs and Policies in Multilingual Societies
EL108 Teaching and Assessment of Grammar
PEd 108 Technology for Teaching and Learning 1
PEd 101 Child and Adolescent Learner and Learning Principles
PEd 102 The Teaching Profession
PE 3 Individual/Dual Games

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 109 Speech and Theater Arts
EL111 Children and Adolescent Literature
EL 120 Technology for Teaching and Learning 2
2nd year ( Technology in Language Education
EL 118 Technical Writing
GE10 Panitikan ng Pilipinas
PEd 103 The Teacher and the Community, School Culture and Organizational Leadership
PEd 104 Foundation of Special and Inclusive education
PEd 105 Facilitating Learner-Centered Teaching
PE 4 Team Sports and Games

First
COURSE
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Semester PROGRAM OUTCOMES

a b c d
EL 105 Language Learning Materials Development
EL 113 Survey of Philippine Literature in English
EL 114 Survey of Afro-Asian Literature
3rd year EL 115 Survey of English and American Literature
EL 116 Contemporary, Popular and Emergent Literature
PEd 105 Facilitating Learner-Centered Teaching
PEd106 Assessment in Learning 1
PEd 109 The Teacher and The School Curriculum
Elective 1 Creative Writing

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 106 Teaching and Assessment of Literature Studies
EL 110 Language and Education Research
El 117 Literary Criticism
3rd year EL 119 Campus Journalism
PEd 107 Assessment in Learning 2
PEd 110 Building and Enhancing New Literacies Across the Curriculum
Elective 2 Stylistics and Discourse Analysis

First

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Semester COURSE PROGRAM OUTCOMES

a b c d
PEd 111 Undergraduate Thesis
FS 1 Field Study 1 (Observations of Teaching-Learning in Actual School Environment)
FS 2 Field Study 2 (Participation and Teaching Assistantship )
4th year

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 112 Problems Met in Teaching Internship
PEd 113 LET Enhancement/Review/Pre-Board
4th year PEd 114 Teaching Internship

School: School of Education Program: BSED

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 Prepared by: Reviewed by: Recommending Approval: Approved by:

FRESAN R. MAGNATE, MAEd ARTHUR O. BUENAVISTA, Ed. D. HELEN A. GASAPO, Ed. D ALMA DEFACTO, Ed. D
Subject Teacher Chairman, BSED Program Dean, School of Education Vice President for Academic Affairs

Descriptive Title: Assessment in Learning 2

Course Code: Ped 107__

Course Credit: 3 Lecture Hours/ Week: 3

Pre-requisite: None

Course Description:
This is a course that focuses on the principles, development, and utilization of alternative forms of assessment in measuring authentic learning. It
emphasizes how to assess process-and product-oriented learning targets as well a affective learning. Students will experience how to develop rubrics and other
assessment tools for performance-based (.e.g. portfolio) and product-based assessment.

INTENDED LEARNING OUTCOMES TOPICS TEACHING/ EQUIPMENT TEXTBOOK/ OUTCOME-BASED ASSESSMENT TIME

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 ALLOTM
LEARNING ACTIVITIES REFERENCE Task Tool
ENT

At the end of the lesson, the learners 1. Vision, Mission,

must have: Goals and Objectives
of the College
a. familiarized with the Mission, 2. Grading System,
Vision, Goals and Objectives of the Admission and
Interactive Class Discussion Oral Feedback
College and of the Department; Retention Policies of Projector, laptop NIPSC Student Transmutation
1 hour
b. aware of the grading system, the Department and white board Handbook Table/ Rubric
Power point presentation Quiz
admission and retention policies of 3. Teacher Education
the Department; and Program Outcomes,
c. discussed the teacher education Degree, (e.i. BEED,
program outcomes, the degree BSED) and course
outcomes and the course outcome. outcome

At the end of the lesson, the learners Unit 1. Flipped Approach (home-
OHP /
must have: INTRODUCTION TO based reading of text and
Multimedia Rubrics for
ASSESSMENT IN suggested supplementary Create a situation Situational
a. Define and explain the LEARNING 2 materials then discussions in showing
Projector Activity, and
alternative assessment and class) application of the Journal
related concepts; 1. Basic Concepts, principles
Computer / 5 hours
b. Demonstrate an understanding Theories and Interactive Discussion Quiz using
Laptop T1 Reflective Journal
of the different principles in Principles in Google form
assessing learning using Assessing Learning Actual Planning of situations
using Non-Traditional applying the principles in Google Docs
alternative methods;
c. Formulate learning targets that Methods assessing learning
can be assesses through Android Phone
performance and product-
oriented assessment; and Flipped Approach (home- OHP /
d. Create an assessment plan based reading of text and Multimedia
using alternative method of Rubrics for
suggested supplementary
assessment. formulated
2. Learning Targets materials then discussions in Projector
Formulate learning
for Performance and class)
learning targets outcomes, and
Product-Oriented Computer / T1 5 hours
Journal
Assessment Interactive Discussion Laptop
Reflective Journal
Quiz using
Actual planning of learning Google Docs Google form
targets
Android Phone
T1 Rubric for 6 hours

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At the end of the lesson, the learners Flipped Approach (home-
OHP /
must have: based reading of text and
Multimedia performance-
Unit 2. suggested supplementary
based
a. Identify and design appropriate ALTERNATIVE materials then discussions in Create a plan for
Projector assessment
performance assessment tools WAYS IN class) performance- plan and
for intended student learning ASSESSING based Journal
Interactive Discussion Computer /
outcomes; LEARNING assessment
Laptop
b. Develop an assessment tool to Quiz using
measure affective outcomes of 1. Performance Actual Planning of Reflective Journal
Google Docs Google form
learning; assessment performance-based
c. Develop a plan in assessing assessment
students’ learning using portfolio Android Phone
assessment;
d. Develop sound and appropriate OHP /
Flipped Approach (home- Multimedia
rubric to assess students’ based reading of text and Rubric for
performance and outputs; and suggested supplementary Develop an affective
e. Skillfully use rubrics to assess Projector
materials then discussions in affective instruments
students’ performance and 2. Affective class) instrument and Journal
output. Computer / T1 6 hours
Assessment
Laptop
Interactive Discussion Reflective Quiz using
Journals Google form
Google Docs
Actual Planning of affective
assessment
Android Phone

OHP /
Flipped Approach (home- Multimedia Rubric for
based reading of text and Develop a plan in portfolio
suggested supplementary assessing
Projector assessment
materials then discussions in students’ learning plan and
3. Portfolio class) using portfolio
Computer / T1 Journal 6 hours
Assessment assessment
Laptop
Interactive Discussion
Quiz using
Reflective
Google Docs Google form
Actual Planning of portfolio Journals
assessment
Android Phone

MIDTERM EXAMINATION 1 hour

At the end of the unit, the students Unit 3. ANALYSIS Flipped Approach (home- OHP /

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 must have: AND REPORTING Multimedia
OF DATA FROM based reading of text and
a. Develop sound and appropriate NONTRADITIONAL suggested supplementary
materials then discussions in Projector
rubric to assess students’ METHODS
performance and outputs; class)
b. Skillfully use rubrics to assess Computer /
Rubric for
students’ performance and Interactive Discussion Laptop
T1 Develop a rubric rubric
output; 1. Process in development
c. Use quantitative analysis to Actual Rubric Planning Google Docs
Developing and Using 7 hours
reports of alternative methods of Rubrics for Alternative
assessment; Assessment Android Phone
d. Present and summarize results
of alternative methods of OHP /
assessment to make them useful Flipped Approach (home- Multimedia
for learners; based reading of text and Rubric for
e. Create a set of criteria, factors, 2. Organization and suggested supplementary Projector Analyzed and organization
and characteristics to be Analysis of materials then discussions in organized data and analysis of
assessed using alternative Assessment Data class) T1 from alternative data from 9 hours
Computer /
methods; from Non-traditional methods of alternative
Laptop
f. Provide appropriate feedback Methods assessment methods of
Interactive Discussion
based on alternative methods of assessment
Google Docs
assessment;
g. Tell learners’ progress based on Actual Analysis of data from
alternative methods of alternative methods of Android Phone
assessment; assessment
h. Report to parents’ the results of OHP /
non-traditional methods of Flipped Approach (home- Multimedia
assessment. based reading of text and
i. suggested supplementary
Projector
materials then discussions in Assess Report for
3. Communication Rubric for
class) Parents and
and Reporting of Computer / T1 report 7 hours
Other Relevant
Assessment Data Laptop assessment
Interactive Discussion Stakeholders
from Alternative
Methods Google Docs
Actual planning in
communicating assessment
Android Phone
results to parents and other
relevant stakeholders

FINAL EXAMINATION 1 hour

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Course Requirements:

Periodic Exams Individual Website

Learning Portfolio Learning Activity
Reflections/ Analysis Group Individual Reports
Group Individual Projects

Grading System OBE Based

Non-Laboratory Subjects

A. Cognitive 40%
1. Formative (Quizzes/Assignments) 20%
2. Summative (Midterm/Final) 20%
B. Psychomotor 40%
1. Process/Performance 20%
2. Output/Product 20%
C. Affective 20%
1. RICH Values 10%
2. Classroom Deportment and Punctuality 10%
TOTAL 100%

Laboratory Subjects

A. Cognitive 30%
1. Formative (Quizzes/Assignments) 15%
2. Summative (Midterm/Final) 15%
B. Psychomotor 60%
1. Process/Performance 30%
2. Output/Product 30%
C. Affective 10%
1. RICH Values 5%
2. Classroom Deportment and Punctuality 5%
TOTAL 100%
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 Computation

RS x 35
Rating = +60
Total No. of Items
TEXTBOOK

T1: Balagtas, M., David, A., Golla, E., Magno, C. & Valladolid, V., (2020). Assessment in Learning 2. Rex Book Store, Inc. (RBSI). Sampaloc
Manila.

RUBRIC FOR ASSESSMENT

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 Reflective Journal

Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

Content 0-34 points 35-39 points 40-44 points 45-50 points /50
Reflection Reflection lacks critical thinking. Superficial Reflection demonstrates limited Reflection demonstrates some degree Reflection demonstrates a high degree of
connections are made with key course critical thinking in applying, analyzing, of critical thinking in applying, analyzing, critical thinking in applying, analyzing, and
concepts and course materials, activities, and/or evaluating key course concepts and/or evaluating key course concepts evaluating key course concepts and
and/or assignments and theories from readings, lectures, and theories from readings, lectures, theories from readings, lectures, media,
media, discussions, activities, and/or media, discussions activities, and/or discussions activities, and/or assignments.
assignments Minimal connections assignments. Connections made Insightful and relevant connections made
made through explanations, through explanations, inferences, through contextual explanations,
inferences, and/or examples. and/or examples. inferences, and examples.

Personal Growth 0-13 points 14-15 points 16-17 points 18-20 points /30
Conveys inadequate evidence of reflection on Conveys limited evidence of reflection Conveys evidence of reflection on own Conveys strong evidence of reflection on
own work in response to the self-assessment on own work in response to the self- work with a personal response to the own work with a personal response to the
questions posed. Personal growth and assessment questions posed. self-assessment questions posed. self-assessment questions posed.
awareness are not evident and/or Demonstrates less than adequate Demonstrates satisfactory personal Demonstrates significant personal growth
demonstrates a neutral experience with personal growth and awareness growth and awareness through some and awareness of deeper meaning through
negligible personal impact. Lacks enough through few or simplistic inferences inferences made, examples, insights, inferences made, examples, well
inferences, examples, personal insights and made, examples, insights, and/or and challenges. Some thought of the developed insights, and substantial depth
challenges, and/or future implications are challenges that are not well future implications of current in perceptions and challenges. Synthesizes
overlooked. developed. Minimal thought of the experience. current experience into future
future implications of current implications.
experience.

Writing Quality 0-13 points 14-15 points 16-17 points 18-20 points /20
Poor writing style lacking in standard English, Average and/or casual writing style Above average writing style and Well written and clearly organized using
clarity, language used, and/or frequent errors that is sometimes unclear and/or with logically organized using standard standard English, characterized by
in grammar, punctuation, usage, and spelling. some errors in grammar, punctuation, English with minor errors in grammar, elements of a strong writing style and
Needs work. usage, and spelling. punctuation, usage, and spelling. basically free from grammar, punctuation,
usage, and spelling errors.

Timeliness Deduct 11 points-overall failing Deduct 6-10 points Deduct 1-5 points 0 points deducted /--
Journal reflection is submitted 2-3 days (49-72 Journal reflection is submitted 1-2 Journal reflection is submitted within 1 Journal reflection is submitted on or before
hours) after the deadline. days (25-48 hours) after the deadline. day (24 hours) after the deadline. deadline.

TOTAL POINTS (sum of 4 Criteria) /100

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 Transmutation Of Score to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

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