Developing Discussion Techniques: Panel Forum

Discussion techniques help create a conducive atmosphere
A panel forum usually involves four to six students who discuss a topic in front of the class followed by comments or reactions from the class. The steps to carry this out involves the following:

1. Identify the particular subject matter through assigning it in advance or brainstorming in class
2. Divide the class into groups or groupings. It is an ideal scenario if small groups are created to allow all members to share.
3. Each group / grouping must have a leader who will serve as the moderator and rapporteur. Such task must be assigned to a capable and active student who can communicate well both in oral and written English or Filipino. The spirit of volunteerism must be encouraged in order to create an atmosphere of trust and respect.
4. Once a leader in a group is defined, there should be no time wasted by seeing to it that the discussion will start on time.
5. It is a must that the subject matter, topic or problem be evaluated in terms of its data or statistics from reliable sources.
6. Concluding activities must not be overlooked as this brings finality to what occured in the discussions.

The panel forum is commonly practiced in television shows where the opinions or viewpoints of the participants are magnified through the use of television cameras and microphones. A panel forum moderator makes sure that all the differing viewpoints are expressed in such a manner that both sides of a subject, especially controversial ones, are given enough exposure. The moderator makes sure that nobody dominates the conversation. Watch the videos on panel forum, see how the moderator manages the discussions and the experts/specialists tackle the questions or the topic.

Panel Forum: Bullying

Panel Forum: Future of Sales 

Course Syllabus for Assessment of Learning 1

A. COURSE INFORMATION

Course Number	ED 127 – Assessment of Student Learning 1
Course Credit	3 units
Course Component, Hours/Week	3 hours/week
Course Description	This course focuses on the development and utilization of assessment tools to improve the teaching-learning process. Emphasis is given on the use of Objective Testing for measuring knowledge and thinking skills of students in the Basic Education
Course Goals	(1) Show understanding of the basic concepts and principles of high quality assessment; (2) Match the different learning targets & their appropriate assessment methods; (3) Identify the role of assessment in making instructional decision; (4) Construct classroom assessment tools in measuring knowledge and thinking skills; (5) Derive information from test results; (6) Apply statistical procedures in standardizing test
Pre-requisite	Math 31		Co-requisite	FS 104
Reference/s	(1)Del Socorro, FR., Omas-as, RL., & Galela, RS. (2011). Assessment of Student Learning 1 & 2. Great Books Publishing. (2) Santos, R. d. (2007). Assessment of Learning 1. Quezon City: Lorimar; (3) Kubiszyn, T., & Borich, G. (2000). Educational Testing and Measurement: Classroom Application and Practice. New York: John Wiley & Sons; (4) Wegener, D. P. (2009). Test Construction. Available online at: http://www.delweg.com/dpwessay/tests.htm
Other Supplemental Materials	PELC/PSSLC K-12 Curriculum Guide
Course Requirements	individual task (15%); group task (15%); project (20%); quizzes (15%); term exam (25%); attendance (10%)
Grading System	Class Participation (75%) 1.       Attendance 2.       Project 3.       Quizzes/Seatwork/Exercises 4.       Individual & Group Task (online/offline/oral recitation) Term Exam (25%)
Teacher	Name: Room: Schedule:

 B. LEARNING PLAN

Desired Learning Outcome	Learning Content	Teaching and Learning Activities	Instructional Materials & References	Assessment Tasks & Tools	Evidence of Outcomes	Time Allotment
1.       Explain the VMGO of the Institute & of the College 2.       Discuss course coverage, grading system and their importance	1.        VMGO of MSU-IIt & of the College of Education 2.        Course Coverage and Grading System	·   Reflective Thinking ·   Group Discussion	-LCD Projector -PPT Presentation Student Manual	·   reflective journal ·   oral questioning *rubric	All students achieve at least _____%	3 hours
3.        Describe educational measurement, assessment, and evaluation 4.        Identify types of educational measurement, and roles of assessment 5.        Distinguish indicators, variables, & factors	3.        Basic Concepts: Educational Measurement; Assessment; Evaluation of Learning & Programs 4.        Types of Measurement §  indicators, variables &  factors 5.        Various roles of assessment	·   Class Discussion ·   Buzz Group Discussion ·   Situation Analysis	-LCD projector & laptop -PowerPoint presentation / flipchart ASL1 pp. 7-13	·   K-W-L-H ·   Oral Questioning ·   Oral Presentation *rubric *MOLE quiz module	All students achieve at least _____%	3 hours
6.        Compare behavioral  and non-behavioral objectives 7.        Explain clarity of learning targets /objectives 8.        Write a specific and clear learning targets / objectives 9.        Discuss the learning domains 10.     Classify cognitive targets / objectives according to Bloom’s taxonomy	6.        Clarity of Learning Targets - cognitive targets - skills, competencies & abilities targets 7.        Learning Domains 8.        Bloom’s Taxonomy of cognitive objectives	·   Visual List: In groups, students list down the given objectives under proper column labelled behavioural │ non-behavioral objectives ·   Collaborative Learning-writing SMART learning objectives	-LCD projector & laptop -PowerPoint presentation / flipchart -Hand-out on learning domains -Chart on Bloom’s taxonomy of cognitive objectives ASL1 pp. 20-23	·   Group presentation ·   Performance test (writing learning targets) *rubric *performance checklist *MOLE quiz module	·   All students achieve at least _____%	6 hours
11.     Discuss various assessment methods 12.     Determine appropriate assessment methods relative to the learning targets	9.        Appropriateness of Assessment Methods - written response    instruments - product rating scales - performance test - oral questioning - observation and self-reports	·   Lecture-Discussion: ·   Panel Discussion: Student groups are assigned to write an objective, determine appropriate assessment method  and asked to make a short presentation	-LCD projector & laptop -PowerPoint presentation -Hand-out on assessment methods -Video on importance of observation & self-reports ASL1 pp. 24-26	·   Oral Questioning ·   Group Presentation ·   Prelim Exam *rubric *MOLE quiz module / on site exam	All students achieve at least _____%	3 hours
Desired Learning Outcome	Learning Content	Teaching and Learning Activities	Instructional Materials & References	Assessment Tasks & Tools	Evidence of Outcomes	Time Allotment
13.     Describe what is validity & reliability of test 14.     Discuss the following: ·  content validity ·  criterion related  validity ·  construct validity ·  test-retest reliability ·  parallel forms reliability ·  internal consistency reliability using split half method ·  fairness of assessment ·  practicality & efficiency of assessment ·  ethics of assessment 15.     Establish validity & reliability of a given test	10.     Properties of Assessment Methods ·         validity of test ·         reliability of test ·         fairness of assessment ·         practicality & efficiency of assessment ·         ethics in assessment	·   Group Research on assigned topics ·   Asynchronous Learning: Group members participate in online forum on assigned topics ·   Collaborative Learning: Groups members participate in validating a given test	-LCD projector & laptop -PowerPoint presentation -Hand-out on properties of assessment -Flipchart ASL1 pp. 26-31	·   Group Presentation ·   Peer Assessment ·   Performance Test *Rubric *performance checklist *MOLE forum activity module	All students achieve at least _____%	7 hours
16.     Identify steps in planning for a test 17.     Discuss on how to construct a table of specifications (TOS) 18.     Construct Table of Specifications	11.     Planning a Test ·         steps in planning for a test ·         table of specifications	·   Lecture-Discussion ·   Student-Teacher Interaction ·   Workshop: Group members participates in planning and constructing their respective TOS	-LCD projector & laptop -PowerPoint presentation -Chart on table of specification ASL1 p. 37	·   Oral Questioning ·   Group Presentation ·   Performance Test *rubric *performance checklist	All students achieve at least _____%	3 hours
19.     Identify and describe types of objective & free-response tests 20.     Discuss guidelines in constructing objective & free response tests 21.     Construct objective & free response type of tests 22.     Discuss guidelines in creating scoring guide for free response test 23.     Create scoring guide for free responses test	12.     Types of Tests ·         true-false type test ·         matching type test ·         supply type test ·         multiple choice test ·         short answer test ·         essay test	·   Group Research on assigned topics ·   Class Discussion ·   Workshop1: Group members participates in planning and constructing objective and free response tests ·   Workshop2: Group members actively participates in creating scoring guide for free-response test following the guidelines	-LCD projector & laptop -PowerPoint presentation -Hand-outs on types of test -PELC/PSSLC or Curriculum Guide -Chart on rubrics ASL1 pp. 36, 39-49	·   Group Presentation ·   Oral Questioning ·   Product Outputs ·   MC test ·   Midterm Exam *rubric *product rating scale *MOLE quiz module / on site exam	All students achieve at least _____%	9 hours
Desired Learning Outcome	Learning Content	Teaching and Learning Activities	Instructional Materials & References	Assessment Tasks & Tools	Evidence of Outcomes	Time Allotment
24.     Define what is item analysis 25.     Describe steps in item analysis 26.     Discuss index of difficulty and discrimination 27.     Analyse items in a test constructed	13.     Item Analysis ·         index of difficulty ·         index of discrimination	·   Lecture-Discussion ·   Student-Teacher Interaction ·   Collaborative Learning: Group members participates in Item Analysis of the test constructed	-LCD projector & laptop -PowerPoint presentation -Hand-outs on item analysis ASL1 pp. 54-65	·   Oral Questioning ·   Group Outputs *rubric *checklist	All students achieve at least _____%	5 hours
28.     Discuss the following measures of central position 29.     Compute the measures of central position in a given data	14.     Measures of Central Position ·         Mean ·         Median ·         Mode	·   Lecture-Discussion ·   Student-Teacher Interaction ·   Think/Pair/Share	-LCD projector & laptop -PowerPoint presentation -Calculator ASL1 pp. 66-70	·   Oral Questioning ·   Numerical Exercises *Quiz *MOLE quiz module	All students achieve at least _____%	4.5 hours
30.     Discuss the measures of variability 31.     Determine the homogeneity or heterogeneity of a given data	15.     Measures of Variability ·         fractiles ·         quartile deviation ·         mean absolute deviation ·         standard deviation & variance	·   Lecture-Discussion ·   Student-Teacher Interaction ·   Group Dynamics	-LCD projector & laptop -PowerPoint presentation -Hand-outs -Calculator ASL1 pp. 66-75	·   Oral Questioning ·   Numerical Exercises *Quiz *MOLE quiz module	All students achieve at least _____%	4.5 hours
32.     Identify & describe various grading system 33.     Use grading system in converting raw score values into standard grading formats	16.     Grading System ·         norm-referenced grading ·         criterion-referenced grading system ·         alternative grading system ·         cumulative & averaging grading system	·   Student-Teacher interaction ·   Collaborative Learning - converting raw scores into standard grading formats	-LCD projector & laptop -PowerPoint presentation -Class record ASL1 pp. 77-88	·   Oral Questioning ·   Group Outputs ·   Final Exam *rubric *MOLE quiz module / on site exam	All students achieve at least _____%	6 hours