AUTHENTIC ASSESSMENT
- students are asked to perform real-world
tasks that demonstrate meaningful application
of essential knowledge and skills.
- is grounded in real-life situations.
- is complex and time consuming.
- constructive.
- allows students to build new knowledge from
what they already know.
- Tasks provide opportunities for self-
evaluation.
- is a mostly complete picture of the learner’s
abilities.
- is an exercise of self-improvement.
- can be difficult to execute.
TRADITIONAL ASSESSMENT
- is grounded on the design of the curriculum.
- Tests are written to compare the cognitive
level of the learner against the standards set by
the course.
is relatively simpler.
- The longest tests take a couple of hours or
so. Checking can even be automated.
- is all about recalling.
- It has strong focus on cognitive abilities, and
unfortunately, memorization.
- is but a snapshot of what the learner can do.
Typically, learners simply have to answer a
question once.
Performance-Based Assessment
Performance Assessment - students demostrate
their knowledge and skill in a non traditional way.
Process-oriented - Information about outcomes is
of high importance; where students"end up"
matters greatly.
PROCESS-ORIENTED EVALUATION - It is an
evaluation that depends on the teacher's
observation.
Competencies - cluster of skills and abilities needed
for a particular task.
simple competencies:
 Speak with a well modulated voice. 
complex competencies:
 Recite poem with feeling using appropriate
voice quality, facial expression and hand
gesture.
PRODUCT-ORIENTED EVALUATION - the actual
creation of students that can be viewed or touched by
teacher.
- the actual performance is assessed through a
product such as completed project or work that
demonstrates level of task achievement.
Competencies - Learning competencies associated
with products or outputs are linked with an
assessment of the level of "expertise" manifested
by the product
Target atleast three (3) levels
A. Novice or begginer's level
B. Skilled level
C. Expert level
Example:
Topic: EDSA 1 People Power
1. Contains pictures, newspaper clippings, and
other illustration of the main characters of EDSA 1
(Beginner)
2. Contain remarks and caption for the
illustration made by the student himself for the
roles played by the characters of EDSA 1 People
Power (Skilled)
3. Be presentable, complete, informative, and
placing the reader of the scrapbook. (Expert)
Suggestions for Writing Performance Tasks
1. The performance task should integrate the most
essential aspects of the content being assessed
with the most essential skills.
2. The task should be authentic. According to Grant
Wiggins (1998), as cited by Mc Millan (2004),
3. Structure the task to assess multiple learning
targets. Design a task that can assess students
’knowledge, skills, and attitude based on then
learning target.
4. Structure the task so that you can help students
succeed.
5. Think through what students will do to be sure
that the task is feasible.
6. The task should allow for multiple solutions.
7. The task should be clear.
8. The task should be challenging and stimulating to
students.
9. Include explicitly stated scoring criteria as part of
the task.
10. Include constraints for completing the tasks.
Product-Based Assessment
Performance Assessment
-  Learners are required to do a meaningful and
realistic tasks or to perform real world contexts.
Alternative Assessment
- opposite from traditional form of assessment.
Alternative Assessment
- attributable to the reality to a more direct
evidence of meaningful application of knowledge
and skills.
4 VITAL REASONS WHY MENTORS MUST USE
CLASSROOM AUTHENTIC ASSESSMENTS
1. Direct Measures
2. Captured Constructive Nature of Learning
3. Integrate Teaching, Learning, and
Assessment
4. Provide multiple paths to Demonstration
Characteristics of a good performance
assessment:
 tasks are meaningful and realistic.
 It assesses more complex skills.
 It explains the task, required elements, and
scoring criteria.
 allows students to be involved in the
process of evaluating their performance and
output.
 GOALS
(What task do I want the students to achieve?)
- State the goal, problem, challenge, or outcome of
the project.
ROLES
(What’s the student’s role in the task?)
- Define the role of the students and the
GRASPS MODEL
perspective from which they approach the task.
Proponents: Grant Wiggins and Jay McTighe
AUDIENCE
Purpose: To guide teachers in designing authentic
(Who is the student’s target audience?)
performance-based assessment
- Define the relationship between the audience and
The GRASPS model helps define the scope and
the students. How will the two interact?
context of the learning experience.
SITUATION
(What’s the context? The challenge?)
Teachers can use GRASPS to:
- Describe the context for the inquiry.
Develop authentic learning experiences;
PERFORMANCE / PRODUCT
Clearer presentation of the purpose and content of
a project-based inquiry; (What will students create/develop?)
Guide the selection of learning experiences, - Define what will be produced in relation to the
content, and skills necessary for success. task. It should be authentically related to the Goal,
Role, Audience, and Situation.
STANDARDS
Students can benefit from assessments structured
using GRASPS to: (On what criteria will they be judged?)
See what they do in the classroom beyond the four - Identify the standards that will be used to
walls of the classroom; evaluate the success of the performance.
Understand the scope, purpose and reason for the
inquiry.
G- Goals
R- Roles
A- Audience
S- Situation
P- Performance / Product
S- Standards

EXAMPLE:
Product Assessment using GRASPS Model STANDARD:
UNIT: LITERARY FICTION
SUBJECT: ENGLISH
GOALS: Your task is to create an original
fairytale/fable/legend using literary elements.
ROLE: You are an author submitting an original
story to an online publishing house.
AUDIENCE: Editors – your classmates, parents, and
buddy-class members.
SITUATION: You have been asked to create and
submit a story using all 6 literary elements. In
addition to that task, you must write yourself in as
a character in the tale.
PRODUCT: Story board of the story
STANDARD:

Product & Performance Assessment using GRASPS

Model
ACTIVITY: PUBLIC SPEAKING
SUBJECT: ENGLISH
GOALS: Your goal is to create and deliver an
informative speech
ROLE: You are a speaker delivering an informative
speech about any societal issues in the Philippines.
AUDIENCE: Your classmates will serve as an
audience.
SITUATION: You have been asked to deliver a 3
minutes speech regarding a societal issue in the
Philippines in front of your class.
PRODUCT & PERFORMANCE:
 Printed Copy of the Speech
 3 minute Speech Delivery