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Traditional and Authentic Assessment: A. The Context of The Assessment
Traditional and Authentic Assessment: A. The Context of The Assessment
The commonly reported dimensions of authenticity are grouped into three broad
categories (Frey, 2012)
A. The Context of the Assessment
Realistic activity or context
The task is performance-based.
The task is cognitively complex.
B. The Role of the Students
A defense of the answer or product is required.
The assessment is formative.
Students collaborate with each other or with the teacher.
C. The Scoring
The scoring criteria are known or student-developed.
Multiple indicators or portfolios are used for scoring.
The performance expectation is mastery.
In general, below are some of the best uses of authentic assessment
Formative assessment can be defined more specifically as, "All those activities
undertaken by teachers, and by their students in assessing themselves, which provide
information to be used as feedback to modify the teaching and learning activities in
which they are engaged" (Black &William, 1998). The result of formative assessment
leads to identifying its goal in improving and motivating the students to enhance
achievement. The gathered information and interpreted evidence is utilized by the
teacher to give feedback about the progress of students as learning takes place.
Formative assessment occurs at three (3) points of instruction: (1) during
instruction; (2) between lessons; (3) between units. Most formative assessments occur
during instruction (William & Leahy, 2007). This is when teachers are actively engaged
in assessing student progress as they instruct. Teachers are observing and using
questions, giving feedback in informal targeted ways. This is typically based on quizzes,
observation, student self-assessment, and other major assessment which are given at
the end of these time frames.
Characteristics of Formative and Summative Assessments
Characteristics Formative Summative
Purpose To provide ongoing To document student
feedback and adjustment learning at the end of an
to instruction. instruction segment.
When conducted During instruction and after After instruction
instruction
Students Involvement Encouraged Discouraged
Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-
oriented
Teacher Role To provide immediate, To measure student
specific feedback and achievement and give
instructional correctives. grades.
Learning emphasized Deep understanding, Knowledge and
application, and reasoning Comprehension
Level of Specificity Highly specific and General and grouped
individual oriented
Structure Flexible, adaptable Rigid, highly structured
Techniques Informal Formal
Impact on Learning Strong, positive, long- Weak and Fleeting
lasting
PREPARED BY:
DR. GEMO D. PARAJAS