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Course Learning

The document outlines course learning outcomes related to formative, summative, and authentic assessments, emphasizing their roles in enhancing student learning and evaluating achievements. It includes references in APA format from notable authors and educational organizations that support these assessment principles. The focus is on applying assessment strategies to improve educational practices in K to 12 and higher education contexts.

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CHRIS TV SISTOSO
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2 views2 pages

Course Learning

The document outlines course learning outcomes related to formative, summative, and authentic assessments, emphasizing their roles in enhancing student learning and evaluating achievements. It includes references in APA format from notable authors and educational organizations that support these assessment principles. The focus is on applying assessment strategies to improve educational practices in K to 12 and higher education contexts.

Uploaded by

CHRIS TV SISTOSO
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Course Learning Outcomes (General/Shortened)

Formative Assessment:

Demonstrate understanding of the role of formative assessment in supporting and improving student
learning.

Summative Assessment:

Apply principles of summative assessment to evaluate and document students’ overall learning
achievements.

Authentic Assessment:

Develop authentic assessment tasks that reflect real-life applications of knowledge and skills.

Reliable References (APA Format)

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles,
Policy & Practice, 5(1), 7–74.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student
performance. San Francisco, CA: Jossey-Bass.

Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in
standards-based schools. Phi Delta Kappan, 87(4), 324–328.

Department of Education (DepEd). (2015). DepEd Order No. 8, s. 2015: Policy guidelines on classroom
assessment for the K to 12 Basic Education Program. Manila, Philippines: Department of Education.
Commission on Higher Education (CHED). (2017). CHED Memorandum Order No. 74, s. 2017: Policies,
standards and guidelines for teacher education programs. Quezon City, Philippines: Commission on
Higher Education.

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