Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of Assessment for Formative
BEED/BSED and Summative Purposes

FIELD STUDY

FS 2

Participation and
Teaching Assistantship
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

Using Traditional and

Authentic Types of
Assessment for
Formative and
Summative Purposes

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

To have a meaningful and successful accomplishment in this FS Episode, be sure to read
through the whole episode before participating and assisting in you FS 2 Resource Teacher’s
class. Note all the information will need and tasks you will need to do before working on this
episode.

TARGET Your Intended Learning

Outcome

At the end of this Learning Episode, I must able to:

 determine if an assessment task is aligned to the intended learning outcome.
 evaluate traditional and authentic assessment tasks in the light of the principles
of test construction.
 identify a problem related to traditional and authentic assessment for an action
research

Introduction
The essence of outcome-based teaching—learning (OBTL) is the alignment of learning
content, teaching and learning activities, and assessment task/s with intended leaning
outcomes. OBTL includes assessing students’ learning to determine if the learning outcomes
set at the beginning of the lesson, chapter or unit have, been attained. _ Depending on the
learning outcome to assess, the assessment task that teacher formulates can be a traditional
assessment task or an authentic assessment task. '

Clarify Your Task

You are expected to formulate /develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

Revisit the Infographic/s

Revisit
Let’s revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based, teaching-learning (OBTL), subject matter /content, teaching-learning
activities and assessment tasks are aligned with learning outcomes. At the end of instruction,
you find out if you were able to achieve or realize your intended learning outcomes by way of
an assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.

Teaching
Learning Content / Assessment
Learning
Outcomes Subject Matter task
Activities

Figure 3. The Essence of OBL- The Alignment of Content, Teaching-Learning Activities

and Assessment Task with Learning Outcomes

There are many ways of classifying assessment but one basis of classifying is the nature
of the assessment task required of learners, whether the assessment task is done through
papers pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic
assessment)

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

Traditional Authentic
assessment / Paper- assessment / Non
and-pencil test paper-and-pencil
test

Type of
Assessment Task

Figure 4. Type of Assessment according to kind of task required of a learner

Paper-and-pencil test/ traditional assessment makes use of two types of test according
to mode of answering: the supply type and the selected-response type

Supply-response Selected-
type response type

Paper-and-pencil
test / Traditional
Assessment

Figure 5. Types of Paper-and-pencil test / Traditional Assessment

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

Types of Paper-and-Pencil test / Traditional Assessment
Specific examples of selected-response type and supply-response type of paper-and-
pencil test are given below.

Supply-response Selected-
type response type

Paper-and-pencil
test / Traditional
Assessment

Figure 6. Example of Selected-responses type of test

SHORT
ESSAY ANSWER

PROBLEM
COMPLETION
SUPPLY SOLVING

TYPE

Figure 7. Example of Supply--responses type of paper-and-pencil test

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

Authentic assessment or non-paper-and pencil test is done by requiring learners to
come up. with a product or demonstrate a process as proofs of authentic learning. Examples of
products are given in Figure 8. Examples of processes are given in Figure 9.

Product Process
assessment assessment

Authentic
Assessment Task

Figure 8. Types of authentic of assessment

Poems, essay, song,

Project in Science,
composition, art
TLE, Math
work

Example of
Product
Assessment

Figure 9. Example of Product of assessment

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

Focusing the
microscope

Dance Micro teaching

Performance in P.E Example of
Process
Assessment

Figure 10. Example of Process Assessment

Portfolio falls under authentic assessment. A portfolio is a purposeful collection of
selected significant samples of student work accompanied by clear criteria for performance
which i student effort, progress or achievement in a given area or course. It is a direct evidence
of learning. It is-not a mere collection of a student’s work nor a mere work folder which serves
as q receptacle for student’s work. It is an intentional collection of students’ works guided by
learning outcomes accompanied by the student’s reflections.
Among the three types of portfolio given below, the assessment/evaluation portfolio is
the one that relates to our concern on assessment of learning. An assessment/evaluation
portfolio can come in an electronic/digital (e-portfolio) or in manual form. |

Assessment
Portfolio / e-portfolio

Best work /
Development / Showcase/ Display
Growth Portfolio/ Example of
Portfolio/ e-
e-portfolio Process portfolio
Assessment

Figure 11. Types of Portfolio

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic
rubric. If on the other hand, you wish to give specific scores on the different criteria for every
dimension of the product or process or portfolio, you use an analytic rubric.

Holistic Analytic

Rubric used to
assess product or
process

Figure 12. Types of Scoring Rubric

Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes,
please take note of what you are expected to give more attention to as asked in NOTICE,
the next step
1. Confer with your Cooperating Teacher about the lessons for the week or better still
study your Cooperating Teacher’s lesson plans for the week. This may also be done face -to-
face or online.

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

2. Ask your Cooperating Teacher what you can do to assist him / her in the assessment
phase of the lesson, e.g. contribute/formulate assessment tasks, supervise students as they do
assessment task.

Notice

1. Take notice of
 the alignment of the different assessment task/s both paper-and-pencil (traditional)
and non-paper and pencil tests (authentic) used to asses the learning outcomes.
 the quality of both traditional and authentic tasks used (If constructed in accordance
with principles of test construction/assessment task development
 the student’s comments/reaction /response/behavior while doing both traditional and
authentic assessment tasks.
 the CT's comments/reaction /response/behavior while giving both traditional and
authentic assessment tasks.
 the assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
 your own feelings and thoughts as you assisted your CT:
- formulate the assessment tasks.
- administer the assessment.

Analyze

1. Are the assessment tasks aligned with the learning outcomes?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
2. Did teacher make use of both traditional and assessment task?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

3. Are the traditional and authentic assessment task (written test) formulated in the
accordance with principles of test construction?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
4. Were the assessment task for formative purposes also used for summative purposes? Why
or Why not?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

5. Where were assessment results students better- in the result of traditional or authentic
assessment?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
6. Which assessment activity/ activities did the students like more? Least like? Why?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

hb Reflect

How can I make the assessment process more meaningful to and more acceptable to
students?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Write Action Research Prompts

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

OBSERVE
1. One thing / Some things that went well is/are in the development / use / administration of
assessment tasks are... |
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

2. One thing / Some things is/are that did not go very well in the development/ use/
administration of assessment tasks are.
REFLECT

This part of the assessment process went well because ...

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
The part of assessment process did not go well because?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
ACT
To ensure that the assessment process serves its purpose, to help students learn. I will read
researches on…. Or view video on….
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

PLAN
To help improve formative assessment practice, I would like to conduct an action research on
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Check for Mastery

Directions: Read each of the following then choose the letter of the correct answer.
1. Teacher C made her students write a paragraph about their favorite food to check their
ability to pronounce words correctly, her intended learning outcome. Is the assessment task
aligned with the assessment task?
A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome: “To illustrate the principle of law and demand with a
concrete example.” Which assessment task is aligned with the learning outcome?
A. Give a concrete example to illustrate the principle of law and demand.
B. Illustrate with a diagram the law of supply and demand.
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.
3. Here is the completion test: _____________ is an example of an invertebrate. It is the completion
test in accordance with the principles of test construction
A. Yes.
B. Somewhat
C. No.

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS2
Using Traditional and Authentic Types of
Assessment
Episode 17

FIELD STUDY for Formative and Summative

D. Yes, it is specific.
4. For the course on Practice Teaching/Teaching Internship, the College Supervisor of Student
teachers required each student intern to compile his/her lesson plans with comments from
their Cooperating Teachers and to write their reflections and lessons learned. Which type of
assessment are the student interns required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students before
they worked on their projects. Which type of rubric did Teacher use to assess her students’
work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric

WORK ON WORK ON MY ARTIFACTS

Compile samples of traditional and authentic assessment task used in the classes you
observed. Include your annotations/ improvements of the assessment task.

FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes