Republic of the Philippines

Province of Northern Samar

Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

CRIMINOLOGY DEPARTMENT
COURSE MODULE

Course Code Course Title Name of Student Contact Number

TEACHING SOCIAL STUDIES IN THE
EED 3 ELEMENTARY GRADES (Philippine
History and Government)

TITLE:

Lesson 20: Traditional and Authentic Assessment in Social Studies

OVERVIEW:

All of you have experienced to be students and later on, teachers. We have seen different assessment
techniques that our teachers employed inside our classrooms. At some points, we compare them. As pre-service
teachers, you will have to experience choosing assessment strategies very much soon. Hence, this chapter is what you
really need so that you can better understand the horizon of assessment strategies and how to use each of them.

Traditional and authentic assessments are crucial aspects of classroom assessment. However, as time passed
by, many misconceptions have risen especially on this aspect. One can argue that authentic assessment is far better
that traditional assessment. This is an example of a concept that you need to understand in order to become the best
teacher.

COURSE LEARNING OUTCOMES:

The student should be able to:

 Distinguish the different types of traditional and authentic assessments in social studies
 Determine the appropriate assessment type to use in classroom assessment

DISCUSSION OF TOPICS:

Traditional Assessment

Paper-and-pencil test is the best example or traditional assessment which is used to determine the student
learning outcomes (Cajjgal & Mantuano, 2014). In this light, traditional assessment refers to the tools such as multiple
choice tests, true or false, fill-in-the-blanks, matching types, and many others. Students typically answer questions
through recalling information from à Schema. These forms of tests may be standardized or teacher-made. Traditional
assessment is a methodology which involves assessment tools primarily focusing on the attainment of intellectual
abilities and is focused on the cognitive skills (Çaliskan and Yigittir, 2008).

Having a strong focus on the cognitive aspect, traditional assessment is considered as an indirect and
inauthentic approach in measuring student learning outcomes.

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Purposes of Traditional Assessment

Evaluate Learners. Traditional assessment is mainly administered to gather academic data to be used in
evaluation purposes. With the data at hand, teachers are able to identify the extent of student learning. Specifically,
this type of assessment can easily give feedback to teachers on what competencies the learners understood and failed
to understand.

Rank Learners. With the accessibility of assessment data, it is quite easier for teachers to rank students.
Traditional assessment, in the form of examinations, is usually given high emphasis rather than performances. This is
all because this type of assessment elicits information relatively faster compared to authentic assessment which
requires more preparations.

Feedback of Evaluation Results. Once the teachers are done with the evaluation process, it is now time for
them to report the results of the evaluation. The results are placed in a report card and are given to the parents during
the parent-teacher conference.

Strengths

Reliability. An assessment tool is reliable when it measures what it is supposed to measure. This is the main
highlight of traditional assessment. Teachers are able to convert the different competencies required in the curriculum
guide in the form of an objective type of test. In this light, the teachers will generate information that is based on what
is required.

Validity. Traditional assessment becomes valid only when it answers the following questions: (1) What is to
be measured? and (2) How consistently is it measured? (Ebel & Frisbie, 1991). This implies that valid assessment
tools will allow the learners score the same regardless of the date they take the exam and whoever administer the
exam.

Easy to Administer and Check. The paper-and-pencil type of tests generally contain only a specific answer
per item which makes it easier to administer and check. Unlike performances, this type of assessment focuses only on
a specific learning outcome and does not require more time and effort.

Limitations

Individualist. Traditional assessment is mainly designed to measure learning on an individual basis. The
learners may find it difficult especially during quarterly assessment because of the depth and breadth of content.
Moreover, it moves away from the aim of 21st century skills which aims to develop collaboration skills among papers
depending on the quantity of learners. Lastly, though it is easy to check, teachers might also find it difficult to check
papers depending on the quantity of learners.

Competition. As mentioned above, 21st century education promotes collaboration among learners. However,
traditional assessment is limited only to individual learners, which could start and cultivate competition among other
learners.

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Guidelines to Promote Validity and Reliability in Traditional Assessment Items

Matching Items
Directions refer to specific headings and Right column "answers" listed in
address “extra response." alphabetical/numerical order.
Specify point value for each response. Right column contains one more item than the
left.
Only one accurate response to the question. The elements in each column are
homogeneous.
Items clearly indicates the desired response. Each column has at least seven elements, and
neither has more than 10 elements.
Answers are placed on a specified location (no Item strongly aligns with learning target(s).
lines).
Column headings are specific and descriptive. No writing/grammar/spelling errors.
Fill-in-the-Blank Items
Point value is specified for each blank. Missing information is limited to one to two
words.
Item clearly indicates the desired response. Item strongly aligns with learning target(s).
There is only one accurate response to the No writing/grammar/spelling errors.
question.
Multiple Choice Questions
Point value is specified for each response. Options do not include “all of the above" and
"none of the above"
Item is written in the form of a question All answer options are of similar length.
Question clearly indicates the desired response. Item strongly aligns with learning target(s).
There is only one accurate response to the No writing/grammar/spelling errors.
question.
Four plausible options are provided.
Short Answer Questions
Point value is specified for each response. There are multiple correct responses.
Application and higher-order questions are Item strongly aligns with learning target(s).
included.
Question clearly indicates the desired response. No writing/grammar/spelling errors
Item asks for three to five distinct elements
only.
Essay question is clear and includes multiple No lists of factual pieces of information.
components.
Rubric is used and point value is specified for Item strongly aligns with learning target(s).
each component

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Focuses on higher-order critical thinking. No writing/grammar/spelling errors

No "right" answer; multiple possible responses.
Source: Patel, N. & Herick, D (2019)
Authentic Assessment

Teachers are faced with various dilemmas with regard to classroom assessment. From the limited pool of assessment
strategies to time constraints, the quality of assessment is definitely placed at stake. To avoid this, teachers must bear
in mind that the best assessment technique should target a wide range of objectives that could enhance the cognitive,
affective, and psychomotor skills of the learners.

With regard to its features, Janisch, Liu, and Akrofi (2007) emphasized the idea that authentic assessment is
mainly based on a constructivist perspective of learning wherein the interplay of the learners, materials, and content
affects the learning outcomes. In this light, we can firmly say that assessment strategies that are grounded in
constructivism must emphasize both the processes and the outcomes. Authentic assessment establishes the idea that
teachers should take into consideration the learners learning styles and needs, as well as their extent of learning.
Hence, the centerpiece of authentic assessment must be able to motivate and interest the learners to progress in their
own phase.

Generally, most teachers think that authentic assessment is intended merely for performance evaluation.
Authentic assessment is sometimes called alternative assessment; however, there is a thin line that separates the two.
Alternative assessment, based on the name, is a form of assessment that moves away from the traditional paper-and-
pen form of assessment. This could be in the form of performance-based assessment, product-based assessment,
portfolio assessment, and many others. On the other hand, authentic assessment is a form of assessment that aims to
allow the learners to simulate real-life situations to ensure authentic lifelong learning. Hence, alternative assessment
could possibly be an authentic assessment at the same time, but it is also possible to have an authentic assessment that
is the objectified paper-and-pen type of test.

Tay (2017) identified cardinal rules in planning and implementing authentic assessments:

Determining the skills and achievement that students will develop. To ensure that the assessment is valid,
it should always be grounded on the curriculum standards and learning competencies. It can be determined using the
curriculum guide provided by the Department of Education.

Elaborating the task that students will use to demonstrate their skills and achievements. The success of
any assessment activity, may it be formative or summative, depends on the intended goals and outcomes.
Communicating the goals to the learners must be a norm for them to gauge themselves in whatever activity or
performance they will have to do. Finally, teachers must also process the outcomes of any activity for the learners to
see the reason why they had to undergo such activity.

Determining and communicating scoring rubrics for evaluation. In every activity that students have to do,
they must be guided by how they will have to be graded. For this reason, they will know on which part of the
performance or project they have to put more weight or emphasis.

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Identifying proofs for supporting decisions. If possible, teachers in basic education must always elaborate
on why the learners ended up with their scores. In doing so, teacher should have with them pieces of evidence that
would help them communicate to learners their success and lapses.

Improving educational and instructional programs. Finally, authentic assessment must always address the
improvement of educational outcomes. To achieve this, teachers should have a strong background on how authentic
assessments work and how to properly align the performances or activities with the standards and objectives.

Strengths

Authentic Assessments are direct measures. The main idea behind authentic assessment is for learners to
use in real life what they have learned inside the classroom. By immersing the learners through various authentic
tasks, learners are not only achieving the lesson objectives but also gaining authentic learnings useful when they go
out of the school. This is why authentic assessment, when properly implemented, directly measures learning.

Authentic assessments capture the constructive nature of learning. As reflected in the K-12 curriculum,
social studies education must be constructivist in nature where learners are not passive receivers of knowledge but
rather the creator and developer of skills. Thus, authentic assessment could properly address this demand by
implementing tasks or performances that are performance-based in nature.

Authentic assessments integrate teaching, learning, and assessment. In this model, it is possible to
combine teaching, learning, and assessment. While students are evaluated in performing a specific task, teaching and
learning may take place at the same time. This encourages the development of a wide range of skills such as problem-
solving and decision-making skills.

Authentic assessments provide multiple paths to demonstration. There are various ways for learners to
demonstrate how much they have learned. Moreover, the learners may also have the freedom to choose how they will
showcase their extent of learning. In a similar context, authentic assessment also promotes multiple intelligences by
allowing the learners to perform at their most comfortable skills.

Limitations

Subjectivity in scoring. With this kind of assessment, it is unavoidable that teachers already have
preconceived ideas about their learners. This kind of preconceptions tends to result in biased evaluation results.
Hence, teachers are advised to create their own ways to remove or if not, minimize the preconception of learners'
strengths and weaknesses.

Costliness. Learners in the 21st century tend to increase their competitiveness toward attaining learning
outcomes. This means that in performing authentic tasks, learners may produce materials that would help them
achieve high scores. To avoid this trend, teachers must clearly explain the criteria in the scoring rubrics for them to
focus on the criteria that has the heavier weight.

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Limits skills and knowledge that are assessed. Another limitation of authentic assessment is that is only
focuses on what is required. Due to the demands of performance, the learners may only address few learning
competencies required in curriculum guide, which brings us to the next limitation.

Time constraints. It is apparent that when students have to perform, they should also be given enough time to
consolidate their concepts and practice. In this light, it cost not only financial resources but also instructional time.
Moreover, this kind of time issue also extends at home, leaving the learners restless.

Which Assessment Type is Better?

Social studies education aims to develop knowledge, skills, and attitude among Filipino learners for them to become
functional iterate Filipinos. In achieving this vision, social studies teachers must possess creative and reflective skills
in content and pedagogy, especially assessment. Learners must be immersed in various experiences for them to
achieve what is expected of them. For the past years, there have been emerging concepts that teachers in the 21st
century must implement, including innovations in the classroom such as the authentic form of assessment. Authentic
assessment is perceived to be far more effective than traditional assessment because it can assess all domains of
learning-cognitive, affective, and psychomotor. However, traditional assessment is also equally important inside the
classroom, particularly during unit and periodical exams.
This now leads us to the crucial question: Which is better between the two?

Lombardi (2019) created a comparison table for us to understand the underlying concepts between traditional
and authentic assessments:

Traditional Vs. Authentic Assessment

Traditional Assessment
Generally relies on forced-choice, written measures
Relies on proxy measures of student learning to
represent target skills
Encourages memorization of correct answers
Goal is to measure acquisition of knowledge
Curriculum directs assessment
Emphasis on developing a body of knowledge
Promotes “what” knowledge
Provides a one-time snapshot of student
understanding
Emphasizes competition
Targets simplistic skills or tasks in a concrete,
singular fashion
Priority on summative outcomes or product
Authentic Assessment
Promotes integration of various written and
performance measures
Relies on direct measures of target skills
Encourages divergent thinking in generating
possible answers
Goal is to enhance development of meaningful
skills
Assessment directs curriculum
Emphasis on ensuring proficiency at real-world
tasks
Promotes “how” knowledge
Provides an examination of learning over time
Emphasizes cooperation
Prepares students for ambiguities and exceptions
that are found in realistic problem settings
Priority on the learning sequence or process

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

As seen in the table, it is apparent that both traditional and authentic assessments have their own concepts and
applicability. It also laid down the general differences between the two, particularly in their nature and purposes.
Therefore, there is no better form of assessment because both of them have advantages and disadvantages. This leads
us to the general understanding that traditional assessment and authentic assessment are both needed inside the
classroom.

Since no one is higher over the other, we have to understand now when to use traditional and authentic forms
of assessment. First, we have to go back to the curriculum guide. As social studies teachers, we must learn how to
analyze and surface what is required among the learners. In general, these are stated in the performance standards and
learning competencies. By the time you have identified the competencies and standards, you may now plan on what
type of assessment is suitable to achieve the required competencies. If the competencies require students to perform,
you can plan activities that will allow them to showcase their understanding.

Second, know the purpose of assessment. As mentioned earlier in the chapter, assessment can be formative
and summative. It can be used to assess learning and to evaluate student achievement. Having this in mind, authentic
assessment can be used to improve instruction, so might as well assess student achievement, too. However, when
summative assessment is concerned, it is generally in the form of a long quiz or periodical exam. This explains why
traditional assessment is important in the K-l2 curriculum because part of the grading system is the quarterly
examination which is in the form of a paper-and-pen type of test.

Finally, in planning and implementing both traditional and authentic assessments, teachers must be creative
and reflective. There is no single rule that limits the teachers in creating strategies and techniques to ensure learning.
You are expected to carry out lessons properly and ensure that the learners could understand the concepts and enhance
their skills. You have the capacity to assess whether the tasks implemented have attained the goals. If not, you can
subject them for proper evaluation and improvement for the next classroom use. Hence, it might be a very tedious
process but we have to keep in mind that this is our calling a mission, and vocation. Nothing is more fulfilling than
seeing the learners satisfied with the manner of your teaching. It all starts from knowing what type of assessment to
implement in the classroom.

SELF-CHECK TEST:

A. Write T if the statement is true and F if the statement is false.

____1. Traditional assessment can mostly be seen as a paper-and-pen type of test.

____2. Traditional assessment can also exemplify authentic learning.
____3. Authentic tasks always reflect lifelong learning.
____4. Authentic assessment is better compared to traditional assessment.
____5. The most important part of traditional assessment is its reliability.
____6. Authentic assessment is usually given at the end of the unit or grading.
____7. Traditional assessment requires more time and money.
____8. Authentic assessment encourages collaboration.
____9. Traditional assessment is individualist in nature.
____10. Traditional and authentic assessments are both relevant.

B. Complete the table below by answering the question: How will this assessment enhance the cognitive, affective, and
psychomotor skills of the learners?
Cognitive Skills Affective Skills Psychomotor skills

“Molding Holistic Individuals for a Brighter Tomorrow”

7
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas
COLEGIO DE LAS NAVAS
(The First Community College in the Island of Samar)

Traditional Assessment

Authentic Assessment

REFERENCES:

TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES (Philippine History and Government)
Brenson Y. Andres; Ernest L. Esmeralda; Rowel S. Padernal

“Molding Holistic Individuals for a Brighter Tomorrow”