Unit 1 PDF

PROFED 107
Assessment in Learning 2
Unit 1
AUTHENTIC ASSESSMENT IN THE
CLASSROOM
Intended Learning Outcomes:
1. Discuss the nature and characteristics of authentic

assessment and related terms;
2. Differentiate authentic and traditional assessments;
3. Reflect on the importance and applications of authentic
assessment; and
4. Make connections between the principles of high-
quality assessment and the development and use of
authentic assessment techniques and tools within and
across teaching areas.
Assessment as an Integral Part of Teaching
“I enjoy teaching, but assessing and

correcting papers reduce my love for
teaching”.
Introduction
Both assessment and evaluation are
based on the judgment of an
experienced, thoughtful human being –
an expert. Machines don’t assess, tests
don’t assess. Humans assess. And what
better person is there to assess the
progress and development of his/her
students than the classroom teacher.
- Larry Malone
Introduction
"The central purpose of Classroom
Assessment is to empower both teachers
and their students to improve the quality
of learning in the classroom" through an
approach that is "learner-centered,
teacher-directed, mutually beneficial,
formative, context-specific, and firmly
rooted in good practice" (Angelo & Cross,
1993, p. 4).
Assessment in the Context of Teaching-
Learning Process
• Diagnostic assessment - Before

• Formative assessment - During
• Summative assessment - After
Key Terms
The terms assessment, evaluation,
testing and marks are often used in
determining the degree of attainment of
student learning outcomes (SLO). At
times they are used interchangeably, it
will be useful to clarify their meanings to
distinguish them form one another.
1. Assessment – refers to the process of
gathering data and information about
what students know and can do.
Through assessment, the teacher can
find out what students are learning.
Assessment is feedback from the
student to the instructor about the
student’s learning.
2. Evaluation – involves the task of
interpreting, forming conclusions and
making judgments about the information
which was gathered in the process of
assessment. Evaluation is feedback from
the instructor to the student about the
student’s learning.
3. Testing – an instrument of assessment.
A test is an assessment tool that reflects
the records of the students’ learning
outcomes.
4. Marks – are reports of the results of
evaluating information obtained in the
assessment process. Marks have certain
components related to the learning
activities undertaken by the students.
Examples of such components are:

20 % for class participation
10 % for assignments
40 % for quizzes, etc.
Assessment involves review of evidence of
learning such as journal entries, written
work, portfolios, skill demonstrations,
performance in learning activities, test
results and rubrics ratings which cover a
period time and should reveal the progress
of students in competencies.
Evaluation on the other hand occurs when
a mark or grade is assigned after a quiz, a
presentation or a completed task.
HIGH-QUALITY ASSESSMENT IN RETROSPECT
Assessment literacy involves understanding how

assessments are made, what type of assessments
answer what questions, and how the data from
assessments can be used to help teachers,
students, parents, and other stakeholders make
decisions about teaching and learning.
HIGH-QUALITY ASSESSMENT IN RETROSPECT
No single assessment or piece of work can provide

educators, students, parents, and the public with
information about what you know and can do.
High-quality, comprehensive, and timely
information on student progress is critical to
ensuring that schools can prepare you for success
in school, college, careers, and life.
Why Establish High Quality Assessments?
1. Quality assessments are in accordance with

contemporary view of active learning and
motivation.
- This means that learners discover and construct

meaning; think critically and creatively, apply
what they learn to real-world situations.
- Making learners intrinsically motivated to learn
2. Assessment of high quality is valid.
- Assessment is valid if it measures what is

supposed to measure, i.e., how well the learning
outcomes are attained.
- Focuses on the alignment of the intended
learning outcomes, teaching-learning activities
and assessment
3. Assessment of high quality is reliable.
- Assessment is reliable when the test produces

consistent results.
- Pre-test and post-test results have to be reliable
and consistent
3. Assessment of high quality is fair.
- Assessment is fair when it assesses what is

supposed to be assessed as stated in the
learning outcome which is expected to have
been TAUGHT.
- Assessing learners on something they have not
been taught is UNFAIR.
Characteristics of High Quality Assessment
1. Learner-Centered: Classroom Assessment

focuses the primary attention of teachers and
students on observing and improving learning,
rather than on observing and improving teaching.
2. Teacher-Directed: The individual teacher decides

what to assess, how to assess, and how to respond
to the information gained through the assessment.
Characteristics of High-Quality Assessment
3. Mutually Beneficial: Classroom Assessment

requires the active participation of students and
faculty. When students participate more actively,
and feel more confident that they can succeed, they
are likely to do better in their course work. As
teachers work closely with students to assess
learning, they improve their teaching skills and
gain new insights.
4. Formative: Classroom Assessment is formative

rather than summative. Summative assessments
include tests and other graded evaluations.
Classroom Assessments, on the other hand, are
almost never graded and are almost always
anonymous. Their aim is to provide faculty with
information on what, how much, and how well
students are learning.
5. Context-Specific: Classroom Assessments need to

respond to the particular needs and characteristics
of the teachers, students, and disciplines to which
they are applied. Being Context-Specific means:
what works in one class will not necessarily work in
another.
6. Ongoing: Classroom Assessment is an ongoing

process, perhaps best thought of as the creation
and maintenance of a classroom "feedback loop."
Changes are made based on the classroom
research results and student feedback.
7. Builds on Good Teaching Practices: Most college

teachers already collect some feedback on their
student’ learning and use that feedback to inform
their teaching. Classroom Assessment is an attempt
to build on existing good practice by making it
more systematic, more flexible, and more effective.
REVIEW ACTIVITY
Direction: Answer the following questions based on your

understanding of the lesson.
1. Why does a teacher engage himself/herself in diagnostic,
formative and summative assessment?
2. Can a diagnostic assessment and a formative assessment
affect the result of summative assessment?
3. As teachers, why do we need to establish and provide high
quality assessments to our students?
PURPOSES OF HIGH QUALITY ASSESSMENT
Assessments serve a variety of purposes, and many

do not just measure learning outcomes and growth
but are also vital to the process of teaching and
learning— especially formative assessments.
Purposes of Classroom Assessment
1. To Teachers and leaders, assessment allows

them to understand the knowledge, skill levels and
understanding of the students at the beginning of a
unit or the school year, in order to make informed
decisions on instruction, learning strategies,
programming and supports in response to
assessment data for each individual learners.
2. To students, when assessment are timely and the

purpose and results are clear, these can help them
understand how their knowledge, skills and
behavior are developing and engage them to own
and advance their learning.
3. To families, clear, timely assessment data can

provide them with information they need to
understand and support their students’ progress
towards attainment of their goals.
4. To policy-maker, assessment data that are valid,

reliable, and comparable across local, regional or
national schools, and that are coherent across
assessments, can provide them key information on
whether local or national policies and programs
are having an intended impact on student
progress, where inequities exist, and where
attention and resources may be most needed.
5. To stakeholders, assessment results that are

comparable, valid and reliable can help them
understand current education progress.
Assessments are the most significant part of the
education system as it gives an accurate picture to
the students of where they stand. It acts as a
catalyst and positive reinforcement to learners by
encouraging them to perform better. Therefore,
high-quality assessment is very important as it
focuses on a targeted area with complete precision.
10 Principles for Building a High-Quality System of Assessments
1. Capture the array of knowledge, skills, and

behaviors needed for college and career readiness
(i.e., deeper learning).
2. Balance assessment of learning with assessment

for and as learning through a comprehensive set of
tasks and measures.
3. Advance equity and be inclusive of and

accessible to all students.
4. Build educator and school capacity for designing

and using assessments.
5. Align assessments to support learning and avoid

duplication of testing.
6. Convey clear, coherent, and continuous data on

student learning.
7. Include meaningful, ongoing input and

collaboration from local communities and diverse
stakeholders in the development and continuous
improvement of the system.
8. Encourage cycles of review, calibration, and

continuous improvement of assessments
individually and as a collective system.
9. Employ high standards of coherence, validity,

reliability, and fairness.
10. Protect data privacy.

STUDENT LEARNING OUTCOMES (SLO)
All assessment and evaluation activities should

start with the identification and clarification of
the student learning outcomes (SLO) .
The SLO in the teacher education program are

the skills, competencies and values that the
students are expected to demonstrate at the
end of every course/subject which are in turn,
integrated into the year-end formation of
students as the progress towards becoming
professional teachers.
Students who put into picture and live up the

behaviors that are expected from them in a
course/subject or learning activity are therefore
perceived to attain success. These behaviors are
clearly identified and spelled out in the intended
student learning outcomes.
CHARACTERISTICS OF STUDENT LEARNING OUTCOMES (SLO)
Student learning outcomes serve as base line in

the selection and development of assessment
activities that are essential and therefore must
have the following characteristics:
(1) Good student learning outcomes (SLO) are

centered on the students, on what the
learners are capable of doing, instead of the
teaching technique. The teaching strategy will
only be guided by the desired learning
outcomes.
(2) Good learning outcomes are based on the

program and mission statement agreed upon
by the program faculty in consultation with
other stakeholders like alumni and other
professionals. ---DEPEd & CHEd
(3) Good students learning outcomes are very

well understood by both students and
faculty. They should be in agreement on the
importance of these competencies which they
will cooperatively develop.
(4) Good learning outcomes include a

spectrum of thinking skills from simple to the
higher order of application of knowledge and
skills.
(5) Good student learning outcomes are

measurable. Student competencies should be
expressed as transitive verbs and/or action
words which are demonstrable and observatble
at various levels.
ACTIVITY
Direction: Create two (2) examples of student learning outcomes

derived from any of the following sources:
1. PSU’s vision
2. PSU’s mission
3. PSU’s core values
Authentic Assessment
vs
Traditional Assessment
Intended Learning Outcomes:
1. Discuss the nature and characteristics of authentic

assessment and related terms;
2. Differentiate authentic and traditional assessments;
3. Reflect on the importance and applications of authentic
assessment; and
4. Make connections between the principles of high-
quality assessment and the development and use of
authentic assessment techniques and tools within and
across teaching areas.
A B
Big Question?
What is authentic assessment and why

use authentic assessment?
AUTHENTIC VS TRADITIONAL ASSESSMENT
Traditional Assessment - is commonly associated with

pre-determined choice measures of assessment such
as multiple-choice tasks, fill-in-the-blanks, true-false,
matching type and others. Teaching and learning are
often separated from assessment, i.e a test is
administered after knowledge or skills have been
acquired.
Traditional Assessment – it is required that the

child recalls information that he or she has learnt to
complete the assessment. The skill that is being
tested here is not so much the understanding of the
subject matter but the memory power of the child.
The focus of most TAs is on developing productive
citizens by imparting knowledge.
Traditional Assessment – traditional assessment

includes the pencil-and-paper tests. Paper-and-pencil
tests are either the selected-response type or
constructed-response.
Traditional Assessment
• Selected-response type
Ø Alternate response (T-F, Yes-No, / - X)
• Constructed-response type
Ø Short answer
Ø Essay
Ø Problem solving
Traditional Assessment is grounded on the following principles:

q A school’s mission is to develop useful citizens.
q To be a useful citizen, one must possess a certain body of
knowledge and skills.
q The school is entrusted to teach this body of knowledge and
skills.
q To determine if the students have acquired these knowledge
and skills, the school must test the students on these
knowledge and skills.
Authentic assessment
“A form of assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of essential
knowledge and skills…” – Jon Mueller (2011)
Authentic assessment – the term authentic

assessment was coined by Grant Wigging (1993) a
leading proponent of reform in testing
- Assessment is termed authentic because students’
knowledge and skill are assessed in a context that
approximates the real world or real life as closely as
possible.
Authentic assessment – other terms are:

• Performance assessment
• Alternative assessment
• Non-test assessment
• Non-traditional assessment
Authentic assessment – the assessment

requires student performance that models
realistic encounters in life in contrast to taking a
written test or writing an essay.
Authentic assessment – authentic assessment can

be in the form of students’ performance to display
skills learned, mastery of a process or procedure or in
the form of a product or concrete output.
Authentic Assessment is grounded on the following principles:

q A school’s mission to develop useful citizens.
q To be a useful citizen, one has to be capable of performing
useful tasks in the real-world.
q The school’s duty is to help students develop proficiency in
performing the tasks that they will be required to perform after
graduation in the work place.
q The school must then require students to perform tasks that
duplicate or imitate real-world situations.
Mueller (2008) compares traditional assessment and authentic

assessment using this table.
Attributes Traditional Assessment Authentic Assessment
1. Action/Option Selecting a response Performing a task
2. Setting Contrived/Imagined Simulation/Real-life
3. Method Recall/Recognition Construction/Application
4. Focus Teacher-structured Student-structured
5. Outcome Indirect evidence Direct evidence
Traditional to authentic assessment is like going

from “KNOWING” to “SHOWING”.
CHARACTERISTICS OF AUTHENTIC ASSESSMENT
q 1. AA starts with clear and definite criteria of performance

made known to students.
q 2. AA is criterion-referenced rather than norm-referenced
and so it identifies strengths and weaknesses, but does
not compare students nor rank their levels of
performance.
v Criterion-referenced assessment – In criterion-

referenced assessment, we compare a student’s
performance against a criterion of success which is
predetermined standard. The performance (score)
of each student is compared against a standard set
by the teacher. It is not compared against the
performance of the other students.
v Norm-referenced assessment – In norm-referenced

assessment, we compare a student’s performance with
the performance of other students, the norm group,
against a predetermined standard. The composition of
the norm group depends on the assessment. An example
is comparing the performance of seventh graders in
Reading in a particular system to the performance of
nation-wide group of seventh graders in reading.
q 3. AA requires students to make their own answers to

questions rather than select from given options as in multiple
choice items, and requires them to use a range of higher order
thinking skills.
q 4. AA often emphasizes performance and therefore students
are required to demonstrate their knowledge, skills or
competencies in appropriate situations. AA does not rely on
ability to recall facts or memorize details, instead students are
asked to demonstrate skills and concepts they have learned.
q 5. AA encourage both teacher and students to

determine their rate of progress in cooperatively attaining
the desired student learning outcomes.
q 6. AA does not encourage rote learning and passive
taking of tests; instead, students are required to
demonstrate analytical skills, work in a group, skills in oral
and written communication.
q 7. AA changes the role of students as passive test takers

into becoming active and involved participants in
assessment activities that emphasize what they are
capable of doing instead of tests to measure student’s
skills or retained facts has come under scrutiny because
of the limitation encountered in determining the students’
capability to utilize their knowledge and skills in work and
professional practice.
BUT why use authentic assessment?
Let us keep in mind that the question "Why

use authentic assessment?" is not meant to
suggest that you have to choose between
traditional assessments such as tests and
more authentic or performance
assessments.
Why use authentic assessment?
Often, teachers use a mix of traditional and

authentic assessments to serve different
purposes. Authentic assessment
complements traditional assessment.
Assessment is not a matter of “either-or”. It
is not a case of either you use traditional or
authentic. It is a matter of “both-and”.
Why use authentic assessment?
Why is it that authentic assessments have

become more popular in recent years?
Because authentic assessments:

• are direct measures;
• capture constructive nature of learning;
• integrate teaching, learning and assessment; and
• provide multiple paths to demonstration.
Developing Authentic Classroom
Assessments
Developing Authentic Classroom Assessments
Authentic assessments are reverse backward

planning models of instructions. Assessments in
this method are developed to meet standards
and activities are used to guide students
towards the desired performance.
Authentic Assessment Development Process
1. Identify your standards for your students.

2. For a particular standard or set of standards,

develop a task your students could perform that
would indicate that they have met these
standards.
3. Identify the characteristics of good

performance on that task, the criteria, that, if
present in your students’ work, will indicate that
they have performed well on the task, i.e., they
have met the standards.
4. For each criterion, identify two or more levels

of performance along which students can
perform which will sufficiently discriminate
among student performance for that criterion.
The combination of the criteria and the levels of
performance for each criterion will be your
rubric for that task (assessment).
In general, outcomes assessment goes through five (5) phases.
1. Identify learning outcomes

2. Determine criteria and acceptable evidence of
performance
3. Implement supporting learning experiences and
instructional activities
4. Implement assessment strategies
5. Evaluate results to determine attainment of
outcomes and ensure continuous improvement.

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PROFED 107

AUTHENTIC ASSESSMENT IN THE

1. Discuss the nature and characteristics of authentic

“I enjoy teaching, but assessing and

• Diagnostic assessment - Before

Examples of such components are:

Assessment literacy involves understanding how

No single assessment or piece of work can provide

1. Quality assessments are in accordance with

- This means that learners discover and construct

2. Assessment of high quality is valid.

- Assessment is valid if it measures what is

3. Assessment of high quality is reliable.

- Assessment is reliable when the test produces

3. Assessment of high quality is fair.

- Assessment is fair when it assesses what is

1. Learner-Centered: Classroom Assessment

2. Teacher-Directed: The individual teacher decides

3. Mutually Beneficial: Classroom Assessment

4. Formative: Classroom Assessment is formative

5. Context-Specific: Classroom Assessments need to

6. Ongoing: Classroom Assessment is an ongoing

7. Builds on Good Teaching Practices: Most college

Direction: Answer the following questions based on your

Assessments serve a variety of purposes, and many

1. To Teachers and leaders, assessment allows

2. To students, when assessment are timely and the

3. To families, clear, timely assessment data can

4. To policy-maker, assessment data that are valid,

5. To stakeholders, assessment results that are

1. Capture the array of knowledge, skills, and

2. Balance assessment of learning with assessment

3. Advance equity and be inclusive of and

4. Build educator and school capacity for designing

5. Align assessments to support learning and avoid

6. Convey clear, coherent, and continuous data on

7. Include meaningful, ongoing input and

8. Encourage cycles of review, calibration, and

9. Employ high standards of coherence, validity,

10. Protect data privacy.

All assessment and evaluation activities should

The SLO in the teacher education program are

Students who put into picture and live up the

Student learning outcomes serve as base line in

(1) Good student learning outcomes (SLO) are

(2) Good learning outcomes are based on the

(3) Good students learning outcomes are very

(4) Good learning outcomes include a

(5) Good student learning outcomes are

Direction: Create two (2) examples of student learning outcomes

1. Discuss the nature and characteristics of authentic

What is authentic assessment and why

Traditional Assessment - is commonly associated with

Traditional Assessment – it is required that the

Traditional Assessment – traditional assessment

Traditional Assessment is grounded on the following principles:

Authentic assessment – the term authentic

Authentic assessment – other terms are:

Authentic assessment – the assessment