WRITTEN REPORT IN EDUC 80 ASSESSMENT IN LEARNING 2

INTRODUCTION TO AUTHENTIC ASSESSMENT

Submitted by:

ALERTA, JOYCE ANNE G.

CULLA, MARJORIE E.
ELEGINO, JOHANNE LAWRENCE L.
ESBRA, JENIVIE DAVE B.
FERNANDEZ, MARY LOUISE ANN S.
GARCIA, KYLA FRANCHESKA N.
GUYURAN, JEAN CARLA P.

Bachelor of Secondary Education

(Major in Filipino)
Second Year

Submitted to:

Ms. Aila Joy V. Madlansacay, MaEd

Instructor

March 15, 2023

Topic Outline

• Measurement, Assessment, and Evaluation

• Authentic Assessment Definition

• Characteristics of Authentic Assessment

• Elements of Authentic Assessment

• Learning Targets

• Authentic VS. Traditional Assessment

• Guidelines in Designing Authentic Assessment

• Advantages and Disadvantages of Authentic Assessment

MEASUREMENT, ASSESSMENT, AND EVALUATION

Measurement

Educational measurement is the quantifiable part of the testing process; it is required to gauge
the efficacy of programs and the student’s academic performance. Without measurement, we do
not know what to assess (Pechacek, 2022). The two types of measurement are Objective
Measurement and Subjective Measure. Wherein the Objective measurement is more stable in the
sense that repeated measurements of the same quantity or quality of interest will produce more or
less the same outcome. While the Subjective measurement is unstable and dependent on the
perception of the one doing the rating, and it differs from one assessor to the next even if the same
quantity or quality of interest is being measured.
Key points:
• A process by which the attributes or dimensions are determined.
• “We measure quantity.”
• We calculate, compute, or quantify data.
• We generally use a standard instrument to determine the quantity of something.
• Data [scores, grades]
Assessment

Assessment is a process by which information is obtained relative to some known objective or

goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests
are assessments made under contrived circumstances especially so that they may be administered.
In other words, all tests are assessments, but not all assessments are tests. We test at the end of a
lesson or unit. We assess progress at the end of a school year through testing (Kizlik, 2014).
Key points:
• “Assidere” (to sit beside another)
• “We assess teaching and learning.”
• A systematic process of gathering evidence of students’ performance over a while to
determine the learning and mastery of skills.
• The actual process of data [test, quizzes]. Testing is the most common type of assessment.
• Purpose: increase quality

Evaluation

Evaluation interprets and judges the results of the data collected throughout the assessment
process to determine whether the objectives have been achieved or not. It is the phase for decision-
making. When we evaluate, we are engaging in some process that is designed to provide
information that will help us make a judgment about a given situation (Kirthika, 2022).

Key points:

• The actual process of making decisions or judgment on student learning is based on

collected information from the measurement.
• “We evaluate quality and result.”
• Judgment [passed, failed, retained]
• Judges increase quality.

All in all, we measure distance, we assess learning, and we evaluate results in terms of some
set of criteria. These three terms are certainly share some common attributes, but it is useful to
think of them as separate but connected ideas and processes (Kizlik, 2014).
AUTHENTIC ASSESSMENT
Authentic Assessment is also known as alternative or performance assessment. The term
“authentic assessment” was first coined in 1989 by Grant Wiggins in K‒12 educational contexts.
It is a form of testing that requires students to perform a task rather than select an answer from a
ready-made list. Authentic assessment determines if a student can successfully apply classroom
information and abilities in a variety of contexts, scenarios, and circumstances. Authentic
Assessment is based on theoretical best practices for teaching and learning and acts as a useful
measure of course learning results. In many aspects, it is the distinction between measuring what
students know and how they can apply that knowledge (Messier, 2022).

CHARACTERISTICS OF AUTHENTIC ASSESSMENT

• They are realistic in nature.

They propose a scenario that makes sense and something that could really happen. They
should pose an interesting problem that can be visualized and understood.
• They should require creativity, ingenuity, and resourcefulness.
The student should have to 'think outside the box' a little to find the answer. The assessment
should bring some sort of surprise element and something that makes the student scramble a
little for answers.
• They should be similar to tests that show up in real life.
The abilities tested should be those same abilities that will be called into play in the home,
workplace, and/or marketplace.
• They should be complex enough.
The student must apply a variety of skills and information-seeking methods to reach viable
solutions.
• They should be re-iterative, in that the students should have feedback available, and
should be able to try different approaches as they search for a solution.
In addition, there should be ways to refine and improve their approach, looking not just for
a right answer but for optimal approaches and best practices.
• They should be action oriented.
 They should require that the student actually perform some tasks. The most effective of the
authentic assessments involve multiple learning modalities and complex applications of
different types of skills.

ELEMENTS OF AUTHENTIC ASSESSMENT

● Accuracy and validity – The accuracy of the assessment refers to how closely it resembles a
real-world situation, problem, disciplinary norm, or field of study. The assessment validity refers
to the alignment of grading criteria to the learning objectives, transferable skills (e.g.,
communication, critical thinking, etc.), workforce readiness skills, and disciplinary norms and
practices.

● Demonstration of learning – The outcomes of an assessment should allow students to

demonstrate learning in ways that reflect their field of study, for example, a performance or a
product that is authentic to their future career. Or the assessment should allow for student choice
based on interests and skills; for example, one group of students decides to create a podcast to
demonstrate their learning in general education coursework.

● Transfer of knowledge – The assessment should provide the transfer of knowledge from theory
to practice and from one task or experience to another. For example, students writing a blog post
about a scientific principle that was demonstrated in current events replacing a traditional essay or
paper on the scientific principle.

● Metacognition – The process of reflecting on learning should be purposefully planned for

students to make connections to prior knowledge, experiences, and different subject areas. For
example, metacognition can be encouraged in authentic assessments by asking students to evaluate
their progress, self-assess their product or performance, and reflect on their thought processes and
learning experiences during the authentic assessment.

● Collaboration – The assessments should provide opportunities for interaction that are aligned
to the real-world situation. For example, if the task is typically completed by a team in the field,
then the assessment should be completed collaboratively by a group.
● Flexibility – The assessment should provide flexibility in the timeline and due dates for meeting
project benchmarks and deliverables to align with real-world tasks. For example, if the task would
take a few weeks to complete while working full time then the timeline in the course should reflect
this timing to ensure authenticity and manageability.

● Environment and tools – The environment and tools used to provide the assessment should be
like the environments and tools in the students’ field of study or aligned with a real-world situation.
For example, students taking a graphic design course utilizing software that is used in their field
to create typography, logos, etc., or medical students practicing authentic tasks in a simulation
room to mirror a hospital room. (Messier, 2022)

LEARNING TARGETS

Key points:

• Learning targets are concrete goals written in student-friendly language that clearly
describe what students will learn and be able to do by the end of a class, unit, project,
or even a course.
• Learning targets are written from the students’ point of view and represent what both
the teacher and the students are aiming for during the lesson.
• Learning targets are a part of a cycle that includes student goal setting and teacher
feedback.

Learning targets fall into one of four categories: knowledge, reasoning, skill, and product
(Quijado, R.M. et al., 2022).

1. Knowledge-level learning targets represent factual knowledge (knowing from memory),

procedural knowledge (knowing how to execute a series of steps), and conceptual understanding
(being able to explain a concept). Because knowledge as defined here includes procedural
knowledge and conceptual understanding, we do not consider all knowledge targets to be "low-
level."
2. Reasoning-level learning targets define thought processes students are to learn to execute, such
as predict, infer, compare, hypothesize, critique, draw conclusions, justify, and evaluate.

3. Skill-level targets require a real-time demonstration or physical performance. The skills

category can be confusing, as we commonly talk about problem-solving skills (a reasoning target),
reading skills (also reasoning targets), thinking skills (reasoning targets, again), and so on. This
category is not set up to change how you use the word skills, but it is the term we use to identify a
small set of content standards that have a performance of some type at the heart of the learning.
Some subjects have no skill targets as part of their curriculum, and others have quite a few, such
as world languages, physical education, and fine and performing arts.

4. Product-level targets are just what they sound like: The content standard as written calls for the
creation of a product, and the evaluation of learning will be of the qualities of the product. We
often have students create products to demonstrate other types of learning targets, in which case
what should be evaluated is the intended learning, not the qualities of the product.

AUTHENTIC VS. TRADITIONAL ASSESSMENT

The table below from Wiggins (1998) compares traditional assessments (tests and exams)
to authentic assessments (tasks).

Authentic Assessment Traditional Assessment

Students demonstrate their knowledge and Students provide written responses to written
skills in a non-written fashion items

Focused on demonstration versus written Include questions to answer, topics to address

responses through paragraph responses, problems to
solve, etc.

Fosters active learning Fosters passive learning

Provides an examination of learning over time. Provides a one-time snapshot of student

understanding
 Involve complex tasks that for which there may Include easily scored items
be no right answer, and that may not be easily
scored

Are tied to real-world contexts and constraints; Generally, keeps learning confined to a book
require the student to "do" the subject or other academic context

Provide usable diagnostic information about Provide a score

students' skills and knowledge

Requires students to contextualize and apply Asks students about what they have learned out
what they have learned of context and tends to encourage rote
memorization

GUIDELINES IN DESIGNING AUTHENTIC ASSESSMENT

A. What are the outcomes to be assessed?

i. The objective of the lesson is what this question is talking about.

ii. We should think about our activities based on the objectives we have set from the very start of
the lesson.

B. What are the capabilities/skills implicit or explicit in the expected outcomes?

i. Skills that fall with the implicit are skills where all the steps cannot be specified, and more than
one answer is acceptable.

ii. While explicit has a defined set of answers that are expected for the learners to be able to give.
With that, the skills should also be determined and how the teacher will be going to observe.
C. What are the appropriate performance assessment tasks or tools to measure the outcomes
and skills?

i. Three Types of Authentic-based Assessment

1. Product refers to something produced by students providing concrete examples of the

application of knowledge.

a. refers to something produced by students providing concrete examples of the application of

knowledge.

b. brochures, reports, web pages, and audio or video clips.

c. generally done outside of the classroom and based on specific assignments.

2. Performances allow the teacher's direct observation.

a. allows students to show how they can apply knowledge and skills under the direct observation
of the teacher.

b. generally done in the classroom since they involve teacher observation at the time of
performance. However, much of the work may be prepared outside the classroom but the students
“perform” in a situation where the teacher or others may observe the fruits of their preparation.

c. includes oral reports, skits and role-plays, demonstrations, and debates.

3. Process-oriented assessments provide insight into student thinking, reasoning, and motivation

a. provides insight into student thinking, reasoning, and motivation.

b. provides diagnostic information on how when students are asked to reflect on their learning and
set goals to improve it.

c. think-aloud, self/peer assessment checklists or surveys, learning logs, and individual or pair
conferences.

ii. Rubric
 Student performance on a task is typically scored on a rubric to determine how successfully
the student has met specific standards. A rubric is a set of scoring guidelines/criteria that describes
a range of possible student responses for a particular assessment task.

Contains of a rubric

A scale that indicates the points that will be assigned to a student’s work (different levels
of proficiency).

A set of meaningful descriptors for each point on that scale. (Descriptors establish the
continuum of competence along which a learner moves towards proficiency).

1. Holistic single criteria rubrics (one-dimensional) used to assess participants' overall

achievement on an activity or item based on predefined achievement levels; performance
descriptions are written in paragraphs and usually in full sentences.

2. Analytic two-dimensional rubrics with levels of achievement as columns and assessment criteria
as rows. Allows you to assess participants' achievements based on multiple criteria using a single
rubric; written in a table form.

Features of high-quality rubrics

• Content—what counts?

• Clarity—Does everyone understand what is meant?

• Practicality—is it easy to use by teachers and students?

• Technical quality/fairness—is it reliable and valid?

D. Are the specific performance tasks aligned with the outcomes and skills interesting,
engaging, challenging, and measurable?
i. Check if your chosen activity falls with your objective and is appropriate to the skill you want
them to show.

ii. identify how it will affect their motivation and make them free in engaging in the activity.

E. Are the performance tasks authentic and representative of real-world scenarios?

i. It should not be done just for having a requirement, but it should benefit them in the future.

F. What criteria should be included to rate students’ performance levels?

i. When we say criteria, it serves as the foundation in developing a rubric, which is an example of
a tool for evaluating student work according to a performance scale.

1. Content criteria are used to evaluate the degree of a student’s knowledge and understanding of
facts, concepts, and principles.

2. Process criteria are used to evaluate the proficiency level of performance of a skill or process,
as well as the effectiveness of the methods and procedures used in a task.

3. Quality criteria are used to evaluate the overall quality and craftsmanship of a product or
performance.

4. Impact criteria are used to evaluate the overall results or effects of a product or performance
given its purpose and audience.

G. What are specific performance indicators for each criterion?

i. Once the key criteria have been identified for a given performance (based on the targeted

standards/outcomes), we can use them to develop more specific evaluation tools.

1. Content accurate clearly explained, complete, expert, knowledgeable.

2. Process collaborative, coordinated, efficient, methodical, precise.

3. Quality creative, organized, polished, effectively designed, well crafted.

4. Impact entertaining, informative, persuasive, satisfying, successful.

ADVANTAGES AND DISADVANTAGES OF AUTHENTIC ASSESSMENT

Advantages Disadvantages

•Authentic assessment provides students an •The largest drawback of authentic assessment is

opportunity to fully demonstrate their
abilities in a range of areas.
•The standards for authentic assessment are require the same factual knowledge as traditional
clearly defined and presented to students in
advance.
• Authentic assessment examines higher
level thinking skill, unlike traditional
testing that often evaluates factual recall.
• Using a student-centered design can
promote student motivation.
• Can be used to assess from multiple
perspectives.
its high cost.
•Some critics believe authentic tests cannot
assessments.
•It is difficult to grade students using authentic
assessment methods. These methods do not have
any right or wrong answers; they depend on how
well the students interpret and uniquely address
the challenges and contexts.
•Authentic assessment is highly subjective, and
the results can be unreliable.
•The validity of authentic assessment methods is
affected by the absence of a standardized
evaluation benchmark.
 • It shown improved student engagement
and learner retention through participation
in authentic assessments.
• Authentic assessments provide verifiable
evidence of a student’s knowledge and
application of that knowledge.
•It is time-consuming and requires a lot of hands-
on deck; especially when you have a large class.
•Authentic assessments typically require detailed,
personalized, and specific feedback which can
take a lot of time. (Shinta & Winarsih, 2012)

• It prepares students to take on real-life

challenges. Learners apply top-level
logical and analytical skills to solve
different real-world situations.

• It provides teachers with a holistic

overview of the student’s performance in
the classroom. Its detailed processes reveal
the strengths and weaknesses of the
students and show learning gaps.
References:

Butte College. (n.d.). What is Authentic Assessment.

http://www.butte.edu/departments/slo/authenticassessment/define_authentic.html?fbclid=IwAR1
b7NmPOmDVbmMwRUtBbuXh0CsBLtTGBW6RiQD3nSlf_xoydbnV0sa1tQ#:~:text=The%20
goal%20of%20authentic%20assessments

Grant, W. (2013). Characteristics of Authentic Assessments.

https://crlt.umich.edu/sites/default/files/resource_files/PSOT%20F2017/Characteristics%20of%2
0Authentic%20Learning%20Assessment%20.pdf?fbclid=IwAR2P2Igd47_ceNyt6zYanvQDUhB
5yj8y5zl4p2Z6dEZ1HCbno37w3aQcQ5I

Kirthika. (2022). Measurement, Assessment, Evaluation.

https://www.teacherscript.com/2022/02/measurement-assessment-evaluation.html

Kizlik, B. (2014). Measurement, Assessment, and Evaluation in Education.

https://www.cloud.edu/Assets/pdfs/assessment/assessment%20_%20evaluation_measurement.pd
f

Messier, N. (2022). Authentic Assessments. University of Illinois Chicago. Center for the
Advancement of Teaching Excellence
https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/authentic-
assessments/?fbclid=IwAR2Wpw-s5OaMX00oiNfnTs8-Nzuk-v5gD3U4cRKbz-
L5hhyVDTbdZkKw7GU

NJIT. (n.d.). Authentic Assessment. New Jersey Institute of Technology. Institute for Teaching
Excellence.
https://www.njit.edu/ite/authenticassessment?fbclid=IwAR07y3fQ7uIYBQ9cpQ7WQ03GuJgHa
8iIfI0WlljTiJHrB99nphPckjStuII

Pechacek, K. (2022, April 7). Measurement, Evaluation, and Assessment in Education: The
Purpose of Measuring and Assessing Student Progress. Illuminate
Education. https://www.illuminateed.com/blog/2022/04/measurement-evaluation-and-
assessment-in-education-the-purpose-of-measuring-and-assessing-student-progress/

Quijado, R.M. et al. (2022). EDUC 80 Assessment in Learning 2.

https://drive.google.com/file/d/1S2V6WgC0FsCank3F0Vs-YsSkd87Hrho3/view?usp=sharing

Redisite School Website. (n.d). Introduction to Learning Targets.

www.ccpcs.org/program/instructional-approach/sea/introduction-learning-
targets#:~:text=WHAT%20IS%20A%20LEARNING%20TARGET.

Seven Strategies of Assessment for Learning. (n.d.).

https://smartlearningsystems.com/wp-content/uploads/2014/10/Group-1-Unit-Criteria-Targets-
Reflect.pdf

Shinta & Winarsih. (2012). Introduction to Authentic Assessment. Language Learning Assessment
https://thejoyoflanguageassessment.wordpress.com/2012/12/18/introduction-to-authentic-
assessment/?fbclid=IwAR2ZNcI-T06EWKshluKHFhs8-uy7zUl5SzneT4qjC-lPh8OsG-
DgoNbQg_o