NAME: RICOS.

FERNANDEZ YEAR AND SECTION: BSE BIOLOGY 4C

Authentic assessment
1.) Why authentic assessment is perceived as holistic approach to evaluate
student’s learning abilities?
 Authentic assessment has become increasingly popular, as a perception has
grown that there is a need for more holistic approaches to evaluating students.
Authentic assessment moves beyond learning by rote and memorization of
traditional methods and allows students to construct responses. Authentic
assessment captures aspects of students’ knowledge, deep understanding,
problem-solving skills, social skills, and attitudes that are used in a real-world, or
simulation of a real-world situation. Authentic assessments set meaningful and
engaging tasks, in a rich context, where the learner applies knowledge and
skills, and performs the task in a new situation. Authentic tasks help students
rehearse for the complex ambiguities of adult and professional life.
2.) Compare and contrast authentic assessment and traditional assessment.
Authentic assessment(AA) Traditional assessment(TA)

 Must be capable of performing real  Must possess a body of knowledge

tasks and skills
 Schools must help students  Schools must teach this body of
become proficient at performing knowledge and skills
tasks  Test the students if they acquire the
 Have the students perform knowledge and skills
meaningful tasks  The curriculum drives assessment;
 Assessment drives the curriculum; the body of knowledge is determined
the tasks are determined first and first and it assess to determine if
the students perform to acquisition of the curriculum occurred.
demonstrate their mastery.

3.) Cite at least two forms of authentic assessment and discuss each implications
in assessing performance of students.
 Portfolio assessment- is an assessment form that learners do together with
their teachers, and is an alternative to the classic classroom test. The portfolio
contains samples of the learner’s work and shows growth overtime.
 Rubrics- Teachers create and use rubrics to help assess how well students have
grasped important aspects of learning activities. These sometimes consist of a
checklist that help teachers note the presence or absence of specific attributes in
student’s performances or products. Rubrics can also be used to note the various
aspects of student’s work. The scale judgments replace the all-or-nothing
characteristic of a checklist.
4.) As a future, educator can you suggest for an authentic assessment strategy in
the subject area of your choice to your student’s varied intelligences? Write your
thought based on what you have gained in your readings.
 As a future educator, I I much prefer to use or suggest using varied strategies to
cater the needs and varied intelligences of the students. Howard Gardner
proposed that each individual has a unique characteristics and intelligences and
therefore to cater the needs of the students it requires varied strategies from the
others.
References:

Meyer, C. A. (1992). What's the difference between authentic and performance

assessment? Educational Leadership, 49, 39-40.

Newmann, F. M. & Wehlage, G. G. (1993). Five standards of authentic

instruction. Educational Leadership, 50, 8-12.

Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and
assessment in schools. New York: Longman.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and

improve student performance. San Francisco: Jossey-Bass Publishers.

Art of Questioning

1.) What are the principles of questioning?

 Plan to use questions that encourage thinking and reasoning

Really effective questions are planned beforehand. It is helpful to plan sequences

of questions that build on and extend students’ thinking. A good questioner, of course,
remains flexible and allows time to follow up responses.

 Ask questions in ways that include everyone

It is very important that everyone is included in thinking about the questions

asked. Here are three ways that teachers have tried to achieve this:

 Use a ‘no hands up’ rule

 Ask questions that encourage a range of responses
 Avoid teacher - student - teacher - student ‘ping pong’
 Arrange the room to encourage participation

 Give students time to think

 The time interval between a teacher asking a question and supplying the answer
herself, or following up with an additional question or comment, is commonly
called ‘wait time’. For many teachers, the mean wait time is less than one second
(Rowe (1974).
 Avoid judging students’ responses
Interestingly, Rowe (1974) found that if a teacher made judgmental comments,
even positive ones such as “Well done!”, then this negatively affected students’
verbal performance even with the lengthened wait times.
 Follow up students’ responses in ways that encourage deeper thinking
2.) Write three questions under each of the six levels of bloom’s taxonomy of
cognitive domain.

 Knowledge
What is cell?
Who is the first person discovered cell?
Can you name the different parts of the cell?
 Comprehension
How does cell works in our body?
What is a difference between Golgi body and Endoplasmic reticulum?
Can you write a brief outline about the cell?
 Application
Can you show to us of how to manipulate microscope?
How would we prevent an HIV/AIDS?
From the information given, can you develop a set of instructions about how to
manipulate microscope?
 Analysis
Can you explain what must have happened when a person infected by a virus?
Can you distinguish the difference between algae and fungi?
Can you make a summary about the digestive system?
 Synthesis
How many ways can you prevent of having an HIV/AIDS?
Create a case study about Retinitis Pigmentosa?
Can you propose a study about of how to prevent an HIV/AIDS?
 Evaluation
Can you determine of how important sleep in our body?
How would you feel if your friend is infected with HIV/AIDS?
Discuss how HIV/AIDS destroys our body?
3.) Analyze the questions you wrote in #2 by filling up the chart below. Make a
chart with three columns:
 Questions
 What is cell?
 Who is the first person discovered
cell?
 Can you name the different parts
of the cell?
 How does cell works in our body?
 What is a difference between
Golgi body and Endoplasmic
reticulum?
 Can you write a brief outline about
the cell?
 Can you show to us of how to
manipulate microscope?
 How would we prevent an
HIV/AIDS?
 From the information given, can
you develop a set of instructions
about how to manipulate
microscope?
 Can you explain what must have
happened when a person infected
by a virus?
 Can you distinguish the difference
between algae and fungi?
 Can you make a summary about
the digestive system
 How many ways can you prevent
of having an HIV/AIDS?
 Create a case study about
Retinitis Pigmentosa?
 Can you propose a study about of
how to prevent an HIV/AIDS?
 Can you determine of how
important sleep in our body?
 How would you feel if your friend
is infected with HIV/AIDS?
 Discuss how HIV/AIDS destroys
our body?
Category( level of Justification (reason for the
questions) category chosen in columns)
knowledge Requires that the student
recognize or recall information.
Requires the student to think on
Comprehension low level such that the knowledge
can be reproduced or
communicated without a verbatim
repetition
Requires the student to solve or
explain a problem by applying what
he or she has learned to other
situations and learning tasks
Application
Requires the student to solve a
problem through the systematic
examination of facts or information
Analysis
Requires the student to find a
solution to a problem through the
Synthesis use of original, creative thinking.
Requires the students to make an
assessment of good or not so good
according to some standards
Evaluation
References:
Albertson,L ., and D. Kagan.1 987.O ccupational stressa mongt each-ers. Journal of
Research and Development in Education (Fall): 69-75
http://www.teachers.ash.org.au/researchskills.dalton.htm

Formative Assessment in Science and Mathematics Education