Course Syllabus
Introduction to Assessment Literacy and Performance-based Competencies
1.1 Terminologies and Purposes of Educational Assessments
1.2 Evidence of Learning
1.3 Theories and Approaches in Assessments
1.3.1 Behaviorist Approaches to Assessment
1.3.2 Constructivist Approaches to Assessment
1.3.3 Humanistic Approaches to Assessment
1.3.4 Judgment-based Assessment
1.3.5 Competency-based Assessment
1.3.6 Integrated Assessment
1.3.7 Digital Assessment/Technology-based Assessment
Classifications of Educational Assessments
2.1 Introduction to School-based Assessments and Classroom Assessments
2.2 Traditional Assessments vs. Alternative Assessments
2.3 Norm-referenced Framework vs. Criterion-referenced Framework
2.4 Formative Assessments vs. Summative Assessments
2.5 Formal Assessments vs. Informal Assessments
Characteristics of Effective Assessments
3.1 Validity and Types of Validity
3.2 Reliability and Types of Reliability
3.3 Objectivity
3.4 Fairness and Equity
3.5 Practicality and Its Considerations
Learning Domains and Taxonomies of Educational Objectives
4.1 Taxonomy of Educational Objectives: Cognitive Domain
4.1.1 Bloom's Taxonomy: Original Taxonomy (1956) and Revised Taxonomy (2001)
4.1.2 SOLO Taxonomy
4.2 Taxonomy of Educational Objectives: Affective Domain
4.2.1 Krathwohl's Taxonomy of Affective Domain (1965)
4.3 Taxonomy of Educational Objectives: Psychomotor Domain
4.3.1 Dave's Taxonomy (1975)
4.3.2 Simpson's Psychomotor Domain (1972)
4.3.3 Dreyfus Model of Skill Acquisition (1980)
Traditional Assessments: Test and Examination
5.1 Test Planning
5.2 Item Construction
5.3 Test Assembly
5.4 Test Administration
5.5 Scoring and Grading: Development of Answer Scheme
5.6 Reporting
Data Analytics Towards Item Improvements
6.1 Introduction to Data Analytics
6.2 Measures of Central Tendency
6.3 Item Analysis
6.3 Item Discrimination
6.4 Item Improvement
Alternative Assessments
7.1 Assessment Forms and Tasks
7.1.1 Performance-based Assessments
7.1.2 Process and Product-based Assessments
7.1.3 Problem-based Assessments
7.1.4 Compilation and Information-focused Assessments
7.1.5 Experiential-based Assessments
7.2 Purpose and Relevance
7.3 Issues in Accommodating for Valid and Reliable Alternative Assessments
Development of Alternative Assessments
8.1 Task Planning
8.2 Rubric Development
8.3 Provision of Feedback
8.4 Reporting
Scoring Tools and Rubric Development
9.1 Checklist
9.2 Rating Scales
9.3 Rubric Development: Analytic and Holistic
9.3.1 Assessment Criteria
9.3.2 Performance Quality
9.3.3 Performance Descriptors
Technology-based Assessments
10.1 Introduction to Technology-based Assessments
10.2 Assessments in Open and Distance Learning (ODL)
10.3 Assessments for Hybrid Learning
10.4 Assessments for Mobile Learning
10.5 Assessments for Ubiquitous Learning
Issues in Educational Assessments
11.1 Educational Assessments during Pandemic
11.2 Two-tier Scoring and Reporting System
11.3 Teacher Assessments Over Examination Grades
11.4 Online Assessments: Integrity and Authenticity
1.1 Terminologies and Purposes of Educational Assessments
1.2 Evidence of Learning
1.3 Theories and Approaches in Assessments
1.3.1 Behaviorist Approaches to Assessment
1.3.2 Constructivist Approaches to Assessment
1.3.3 Humanistic Approaches to Assessment
1.3.4 Judgment-based Assessment
1.3.5 Competency-based Assessment
1.3.6 Integrated Assessment
1.3.7 Digital Assessment/Technology-based Assessment
Classifications of Educational Assessments
2.1 Introduction to School-based Assessments and Classroom Assessments
2.2 Traditional Assessments vs. Alternative Assessments
2.3 Norm-referenced Framework vs. Criterion-referenced Framework
2.4 Formative Assessments vs. Summative Assessments
2.5 Formal Assessments vs. Informal Assessments
Characteristics of Effective Assessments
3.1 Validity and Types of Validity
3.2 Reliability and Types of Reliability
3.3 Objectivity
3.4 Fairness and Equity
3.5 Practicality and Its Considerations
Learning Domains and Taxonomies of Educational Objectives
4.1 Taxonomy of Educational Objectives: Cognitive Domain
4.1.1 Bloom's Taxonomy: Original Taxonomy (1956) and Revised Taxonomy (2001)
4.1.2 SOLO Taxonomy
4.2 Taxonomy of Educational Objectives: Affective Domain
4.2.1 Krathwohl's Taxonomy of Affective Domain (1965)
4.3 Taxonomy of Educational Objectives: Psychomotor Domain
4.3.1 Dave's Taxonomy (1975)
4.3.2 Simpson's Psychomotor Domain (1972)
4.3.3 Dreyfus Model of Skill Acquisition (1980)
Traditional Assessments: Test and Examination
5.1 Test Planning
5.2 Item Construction
5.3 Test Assembly
5.4 Test Administration
5.5 Scoring and Grading: Development of Answer Scheme
5.6 Reporting
Data Analytics Towards Item Improvements
6.1 Introduction to Data Analytics
6.2 Measures of Central Tendency
6.3 Item Analysis
6.3 Item Discrimination
6.4 Item Improvement
Alternative Assessments
7.1 Assessment Forms and Tasks
7.1.1 Performance-based Assessments
7.1.2 Process and Product-based Assessments
7.1.3 Problem-based Assessments
7.1.4 Compilation and Information-focused Assessments
7.1.5 Experiential-based Assessments
7.2 Purpose and Relevance
7.3 Issues in Accommodating for Valid and Reliable Alternative Assessments
Development of Alternative Assessments
8.1 Task Planning
8.2 Rubric Development
8.3 Provision of Feedback
8.4 Reporting
Scoring Tools and Rubric Development
9.1 Checklist
9.2 Rating Scales
9.3 Rubric Development: Analytic and Holistic
9.3.1 Assessment Criteria
9.3.2 Performance Quality
9.3.3 Performance Descriptors
Technology-based Assessments
10.1 Introduction to Technology-based Assessments
10.2 Assessments in Open and Distance Learning (ODL)
10.3 Assessments for Hybrid Learning
10.4 Assessments for Mobile Learning
10.5 Assessments for Ubiquitous Learning
Issues in Educational Assessments
11.1 Educational Assessments during Pandemic
11.2 Two-tier Scoring and Reporting System
11.3 Teacher Assessments Over Examination Grades
11.4 Online Assessments: Integrity and Authenticity
Frequently Asked Questions
Q1 : Is this course a pre-requisite to other courses within the plan of studies?
A1 : No. This course is not a pre-requisite to future course(s) in ISMP's plan of studies.
Q2 : Do I have to resit the entire course again if I fail?
A2 : Yes. This is a core course, hence the minimum pass is a basic requirement.
Q3 : Is this course suitable for students without any assessment knowledge and experience?
A3 : Yes. The course begins with the introduction of basic concepts of educational assessments before proceeding to advanced context and topics.
Q4 : Will experienced teachers sitting for the course find the content redundant to the knowledge and skills they already acquired?
A4 : Some content may overlap with teachers' existing knowledge and skills. However, the course is designed based on the current development of educational assessments with content emphasis that is significantly different than assessment-related courses from the previously designed teacher training programs.
Q5 : Will I learn how to develop HOTS (KBAT) questions?
A5 : Definitely. Students will be equipped with the skills to develop questions based on each level of Bloom's Taxonomy (Revised Version) (2001). These included both the Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions.
A1 : No. This course is not a pre-requisite to future course(s) in ISMP's plan of studies.
Q2 : Do I have to resit the entire course again if I fail?
A2 : Yes. This is a core course, hence the minimum pass is a basic requirement.
Q3 : Is this course suitable for students without any assessment knowledge and experience?
A3 : Yes. The course begins with the introduction of basic concepts of educational assessments before proceeding to advanced context and topics.
Q4 : Will experienced teachers sitting for the course find the content redundant to the knowledge and skills they already acquired?
A4 : Some content may overlap with teachers' existing knowledge and skills. However, the course is designed based on the current development of educational assessments with content emphasis that is significantly different than assessment-related courses from the previously designed teacher training programs.
Q5 : Will I learn how to develop HOTS (KBAT) questions?
A5 : Definitely. Students will be equipped with the skills to develop questions based on each level of Bloom's Taxonomy (Revised Version) (2001). These included both the Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions.