TYPES OF

ASSESSMENT
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 DepEd No. 73, s. 2012

Assessment shall be used primarily as

quality assurance to track stu dent
progress to the attainment of standards,
promote self-reflection, and personal
accountability for one’s learning, and
provide a basis for the profiling of
student program.


 Traditional assessments are single-occasion tests which
measure what learners can do at a particular time.
TRADITIONAL
Law & Eckes (1995)
ASSESSMENT
Traditional assessments are indirect and inauthentic
measures of students learning outcomes. This kind of
assessment is standardized and for that reason, they are
one-shot, speed-based, and norm-referenced.
Bailey, 1998

Traditional assessment often focus on learner’s ability of

memorization and recall, which are lower level of
cognition skills.
Smaldino, 2000
 Authentic assessment focuses on the analytical and creative
thinking skills, students to work cooperatively and that
re ect student learning, student achievement, and student
AUTHENTIC
attitudes of relevant activities. ASSESSMENT

Assessment is authentic when it measures performances or

products which have realistic meaning than can be
attributed to the success in the school.

Activities, questions and problems with “real world” satisfy

the criterion that it needs to be an authentic intellectual
work within the given situation or contextual realism of the
tasks.

Cajigal & Mantuano (2014)

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 DIMENSIONS OF AUTHENTICITY (Frey, 2012)
THE CONTEXT OF THE
ASSESSMENT
• Realistic activity or context
• The task is performance-
based
• The task is cognitively
complex
THE ROLE OF THE STUDENT
•A defense of the answer
or product is required
•T h e a s s e s s m e n t i s
formative
• Students collaborate with
each other or with the
teacher
THE SCORING
• The scoring criteria are
known or student-
developed
• Multiple indicators or
portfolios are used for
scoring
•T h e p e r f o r m a n c e
expectation is mastery

Note:

“Test those capacities and habits we think are

essential and test them in context. Make them
replicate within reason, the challenges at the
heart of each discipline.”

Wiggins (1989)
 FOUR BASIC CHARACTERISTICS

• Thetask should be representative

of performance in the eld.

• Attention should be paid to teaching

and learning the criteria for assessment.

• Self - assessment should play a great

role.

• When possible, students should present

their work publicly and defend it.
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 AUTHENTIC ASSESSMENTS ARE DIRECT MEASURES
BEST USES OF
The main purpose of authentic assessment is to be able to use the acquired
AUTHENTIC knowledge and skills in the real world. Forms of assessment task must be
ASSESSMENT applied in authentic situations. This could be done also by teachers y asking the
students to use what they have learned in some meaningful way.
Mueller, 2010
AUTHENTIC ASSESSMENT CAPTURE CONSTRUCTIVE NATURE OF LEARNING
In a constructivist point of view, learners should create knowledge and
meaning based from schemata. Thus, assessments cannot just ask students to
repeat information they have received. Students must also be asked to
demonstrate that they have accurately constructed meaning about what they
have been taught. Moreover, students must given opportunity to engage in the
construction of meaning. Authentic tasks not only serve as assessments but also
as vehicle for such learning.


 AUTHENTIC ASSESSMENTS INTEGRATE TEACHING, LEARNING, AND
ASSESSMENT
BEST USES OF
AUTHENTIC In the authentic assessment model, the same authentic task used to
measure the students’ ability to apply the knowledge or skills is used as a vehicle
ASSESSMENT for student learning. Problem solving and decision-making skills are best
Mueller, 2010 exemplified by this purpose. Students are learning the process of developing a
solution to a problem by simply applying the meaningful concepts.
AUTHENTIC ASSESSMENTS PROVIDE MULTIPLE PATHS TO DEMONSTRATION
Students may have different ways by which they could demonstrate what
they have learned. Similarly, authentic tasks tend to give the students more
freedom on how they will demonstrate what they have learned. By carefully
identifying the criteria of good performance on the authentic task ahead of time,
the teacher can still make comparable judgments of student performance even
though student performance might be expressed quite differently from student to
student.


 ATTRIBUTES OF TRADITIONAL AND
PERFORMANCE ASSESSMENTS
Liskin-Gasparo (1997), Mueller (2008) & Wren (2009)

TRADITIONAL PERFORMANCE
ATTRIBUTE
ASSESSMENT ASSESSMENT
Assessment Activity Selecting a response Performing a task

Nature of Activity Contrived activity Activity emulates real life

Cognitive Level Knowledge / comprehension Application / analysis/ synthesis

Development of Solution Teacher - structured Student - structured

Objectivity of Scoring Easily achieved Dif cult to achieve

Evidence of Mastery Indirect evidence Direct evidence

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 FORMATIVE
ASSESSMENT “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 results of formative assessment leads to identifying its goal in
improving and motivating the students to enhance achievement.

FORMATIVE • Formative assessment occurs at 3 points of instruction: 1) during

instruction; 2) between lessons; and, 3) between units.
ASSESSMENT
• Formative assessment fosters learning with understanding which bene ts
both teachers and students by providing the teachers with information
on student learning needs.

• Teaching and learning plans are based on the results of formative

assessment which provides feedback on the effectiveness of teaching
and learning process as seen from the students learning.

• Formative assessments refers to the frequent, interactive assessment of

student progress to identify learning needs and shape teaching (OECD,
2005)

• Assessment for Learning pertains to the use of formative evaluation

to determine and improve students’ learning outcomes.

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• Assessment of Learning uses summative evaluation which provides
evidence of students’ level of achievement in relation to curricular
learning outcomes.
SUMMATIVE
• Summative assessment is used to determine how much student have EVALUATION
learned at the end of term, unit or academic year.
• Summative assessment is one basis for determining the nal grade as
demonstrated from the achievement of the students.
• Summative assessments are conducted at the end of each section or
unit to nd out student achievement. Summary of evidences indicate
extent of learning achievements which can classify or for certi cation or
giving of honors/awards.
• Summative assessments are typically traditional paper-and-pencil
measures such as unit tests, long tests, exams, essays, or projects that
form a portion of a student’s nal grade. This serve as evaluative
function at the end of the unit or term.
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 CHARACTERISTICS OF FORMATIVE AND
SUMMATIVE ASSESSMENT
McMillan (2007)

CHARACTERISTICS FORMATIVE SUMMATIVE

To provide on-going feedback and To document student learning at the

Purpose
adjustment to instruction end of an instructional segment
During instruction and after
When Conducted After instruction
instruction
Student Involvement Encouraged Discouraged

Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented

To provide immediate, speci c
To measure student achievement and
Teacher Role feedback and instructional
give grades.
correctives.





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 CHARACTERISTICS OF FORMATIVE AND

SUMMATIVE ASSESSMENT
McMillan (2007)

CHARACTERISTICS FORMATIVE SUMMATIVE

Deep understanding, application,

Learning Emphasized Knowledge and comprehension
and reasoning
Level of Speci city Highly speci c and individual General and group oriented

Structure Flexible, adaptable Rigid, highly structured

Techniques Informal Formal

Impact on Learning Strong, positive, long-lasting Weak and eeting

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 NORM- • Itgives us information on what the student can perform by comparing

REFERENCED to another student. It describes student performance in the class by
comparing to others.
ASSESSMENT
• Teachers can actually rank the achievement of their students; as a
result, there is a limited percentage of competition for those who are
high scorers.
• Criterion-referenced assessment described the performance of the
students without reference to the performance of others which uses
CRITERION-
preset criteria or prede ned and absolute standard or outcomes. REFERENCED
ASSESSMENT
• Itdescribes student’s mastery of the course content, thus, there is no
competition for a limited percentage for high score.
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 SUMMARY COMPARISON OF TWO
BASIC APPROACHES TO ACHIEVEMENT
Gronlund (2013)

CRITERION-
CHARACTERISTICS NORM-REFERENCED
REFERENCED
PRINCIPAL USE SURVEY TESTING MASTERY TESTING
Measures individual differences in Describes tasks students can
Major Emphasis
achievement. perform.
Compares performance to that of Compares performance to a clearly
Interpretation of Results
other individual speci ed achievement domain.
Typically covers a broad area of Typically focuses on a limited set of
Content of Courage
achievement learning tasks
Table of speci cation is commonly Detailed domain speci cations are
Nature of Test Plan
used favoured
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 SUMMARY COMPARISON OF TWO

BASIC APPROACHES TO ACHIEVEMENT
Gronlund (2013)

CHARACTERISTICS NORM-REFERENCED
PRINCIPAL USE SURVEY TESTING
Items are selected that provide
maximum discrimination among
Item Selection Procedures individuals (to attain a reliable
ranking). Easy items are typically
eliminated from the test.
Level of performance is determined
Performance Standards by relative positions in some known
group (ranks fth in a group of 20)
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CRITERION-
REFERENCED
MASTERY TESTING
Includes all times needed adequately
to describe performance. No attempt
is made to alter item dif culty or to
eliminate easy items to increase the
spread of scores.
Level of performance is commonly
determined by absolute standards
(demonstrates mastery by de ning
90 percent or technical terms)

 • Itsfocus is on the students’ construction of functioning knowledge and

CONTEXTUALIZED the student’s performance in application of knowledge in the real work
context of the discipline area. Assessment tasks re ect the goal of
ASSESSMENT
learning. It uses performance-based tasks which are authentic in nature.

• Itdescribes assessment practices which measures skills and knowledge

in dealing with speci c situations or perform speci c tasks which the
students have identi ed as important and meaningful to them.
Application of knowledge must be in the context of the real world as
possible.
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• According to Biggs (2011), decontextualised assessment includes
written exams and term papers, which are suitable for assessing DECONTEXTUALIZED
declarative knowledge, and do not necessarily have a direct ASSESSMENT
connection to a real-life context.

• It focuses on declarative knowledge and/ or procedural

knowledge in arti cial situations detached from the real work
context.
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Note:

• Both contextualized and decontextualized learning and assessment

has its role in evaluating learning outcomes, in practice,
decontextualised assessment has been overemphasized compared
to the place declarative knowledge has in the curriculum.

• Both must be assessed appropriately.

•A common mistake is to assess only the lad-in declarative
knowledge, not the functioning knowledge that emerges from it.

Biggs and Tang (2011)

 • It refers to speci c approach in the assessment of learning outcomes.
ANALYTIC • Students are given feedback on how well they are doing on each
ASSESSMENT important aspect of speci c task expected from them.

• Assessment is made speci c based on the importance of the

performance.

• Assessment shouldn’t be undertaken in part but must address the whole

performance.
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• Holistic assessment refers to a global approach in the assessment of a
student-learning outcome.

• Sadler (2009) pointed out that in holistic assessment, the teacher or the
HOLISTIC
assessor has to develop complex mental responses to a student’s work ASSESSMENT
and in evaluating the student’s work, the assessor provides a grade
and support supports it with a valid justi cation for assigning the grade.

• Holistic assessment could be in a form of re ection papers and journals,

peer-assessment, self-assessment, group presentation, and portfolio. The
application of various assessment methods need to be tailored in a way
that it will enhance a student’s personal strength. Subsequently, the
correct application of holistic assessment in the various areas of study is
expected to improve the student’s learning outcome (Akubuilo, 2012)

• One positive implication that may result from holistic assessment is that
the students are competent to handle assessment tasks accurately
(Sadler, 2009).
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 References:

Cajigal, Ronan M and Montuano, Maria Le or D. (2014),

Assessment of Learning 2. Adriana Publishing Co., Inc.,
Cubao, Quezon City.

Navarro, Rosita L. and Rosita De Guzman-Santos. (2013),

Authentic Assessment of Student Learning Outcomes,
Assessment of Learning 2 (2nd Edition). Lorimar Publishing,
Inc. Cubao, Quezon City.

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