EDU 312 WHAT IS AUTHENTIC ASSESSMENT?

Assessment in Learning 2
1. Most popular Model for Alternative
MTh – 4:30 - 6:00 PM
Assessment
2. Real-world context
 Group Presentation
3. Product or performance
 Portfolio
4. Resemble real world tasks or applications
 Minimum of 6 homework per term
NATURE OF AUTHENTIC ASSESSMENT
Unit 1 Authentic Assessment in the Classroom
A. High Quality Assessment in Retrospect  It’s realistic.
 It requires judgment and innovation
Purpose of Assessment  It asks the students to “do the subject.
General purpose Specific reason for (Demonstration, role playing)
of Assessment assessment  It replicates or simulates the contexts in
ADMINISTRATIVE  General which adults are “tested” in the
assessment workplace, in civic life and in personal
 Placement life.
 Exemption  It assesses the student’s ability.
 Certification
 It allows appropriate opportunities to
 promotion
rehearse, practice, consult resources,
INSTRUCTIONAL  diagnosis
and get feedback on and refine
 evidence of
progress performances and products,
 feedback of the CHARACTERISTICS OF AUTHENTIC
respondent ASSESSMENT
 evaluation of
teaching or  Resemble real-world tasks and activities
curriculum  Can be structured as written or oral
RESEARCH  evaluation assessments (individual, pair, or groups)
 experimentation  Often presented as ill-structured
 knowledge problems with no right answers
about language  Ask students to communicate their
learning &
knowledge orally in writing to a specific
language use
audience and for specific purpose.
 Usually ask students to address
Targets
professional or lay audiences
Matching targets and learning outcomes

Skill – Product – Reasoning – Knowledge

PRINCIPLES OF AUTHENTIC ASSESSMENT

Methods
What are ways to use to assess students?
Sampling- facilitates the assessment process
when programs have large number of students
 Focus of what really matters
 Ensure that assessments are valid
indications of student competence
 Develop assessment practices that use
the teachers time efficiently (Time
table)

Accuracy

Reliability refers to the extent to which

assessments are consistent

Validity refers to whether a test measures what

it aims to measure
 Table 1. Traditional vs. Authentic Assessment
Methods EXAMPLES OF AUTHENTIC ASSESSMENT

Traditional Assessment Authentic Assessment

 MEMOS, LETTER TO THE EDITOR, E-
Relies on forced- Promotes integration of
MAILS
choice, written various written and
 asks students to write from the first-
measures performance measures
Proxy measures of Relies direct measures person singular perspective of an
student learning to of target skills historical individual, an imagined
represent target skills individual, or themselves for the
Encourages Encourages divergent purpose of developing a coherent
memorization of thinking in generating thread of knowledge for an
correct answers possible answers intended/imagined audience.
Goal: Measure Goal: Enhance  encourages students to use their
acquisition of development of imaginations but also to research and
knowledge meaningful skills collate an explicit and tangible body of
Curriculum directs Assessment directs knowledge in their discipline while at
assessment curriculum the same time developing critical and
Emphasis on Emphasis on ensuring professional written and
developing a body of proficiency at real-world
communication skills.
knowledge tasks
Promotes “what” Promotes “how’ Examples:
knowledge knowledge
One-time snapshot of Examination of learning  Students in Finance might be asked to
student understanding over time write a client memo
Emphasizes Emphasizes cooperation  Students in Recreation and Leisure
competition Studies might be asked to write a letter
Simplistic skills or Prepares students for to the editor of a local newspaper about
tasks in a concrete, ambiguities and a community concern
singular fashion exceptions that are  Students in Visual Culture might be
found in realistic asked to write an e-mail to an imagined
problem settings manager about a magazine cover they
Priority on summative Priority on the learning are currently designing.
outcomes or product sequence or process
 PRESENTATIONS (Poster Presentations)
Developing Authentic Classroom Assessments  are the most readily approachable
method of authentic assessment for
Operation Transformation Authentic Assessment
both students and teachers.
 Realism  students take their work and make it
 Meta-cognition public within the context of the
 Feedback processes classroom not only encourages students
 Cognitive Challenges to invest more time and thought into
their work but also immediately
1. Identify your standards for your students. connects to the development of
2. Develop a task students could perform that professional skills and of presentation
would indicate that they have met the skills for a variety of audiences.
standards.  Key aspects that make presentations
3. Identify the characteristics of good authentic are the rehearsal and
performance on that task, the criteria, that will preparation time required to succeed,
indicate that they have performed well on the the practice and development of an
task. appropriate, polished use of PowerPoint
4. Identify two or more levels of performance and/or other visual aids and
along which students can perform which will representations, the growth of working
sufficiently discriminate among students’ either individually or collaboratively, as
performance for that criterion (create a rubric). well as the improvement of posture,
gesture, and vocal variety all while
 enhancing professional verbal, visual, Examples:
written communication skills.
 Students in Pharmacy might
Examples: enact a simulation game of a
case study on drug information
 Students in Chemistry might present on
and patient safety
how to balance a simple combustion
 Students in Peace and Conflict
reaction
Studies might take on a
 Students in Rhetoric might present a
simulation game of a case study
major research paper
involving international
 Students in Mechanical Engineering
development
might present a unit manufacturing
 Students in Nanotechnology
process of ceramic casting
might present a simulation
game of a case study
 PROPOSALS, POLICY BRIEFS AND
concerning the testing of
REPORTS
environmental pollutants
 proposal for a larger, longer, and/or
more heavily weighted project
 FISHBOWLS
offers students the opportunity to
 small numbers of students are
try on and out their ideas and set
picked to sit the “hot seats” in
their own goals for their learning
the center of class where they
before executing the final project.
respond to questions, concerns,
 A policy brief and/or report asks
ideas, etc. about subject matter
students to address in a
that will have been passed out
professional manner – for which the
prior to the fishbowl activity
intended audience is other
date. The remainder of the class
professionals interested in the
sits around the hot seated
problem, investigation, research,
students to form the perimeter
etc. – a research question, course of
of the fishbowl, and the engage
action, decision, theory, etc. that is
with the prepared participants
of interest and importance.
to advance further their
 familiarizes students with the genre
knowledge and comprehension
and language of the proposal, the
of the subject material.
policy brief, and/or the report for
 a variation of the flipped-
the professional field following their
classroom teaching method,
education
and it develops in students’
Examples:
professional skillsets for active
 students in Psychology might
listening and critical inquiry as
write a proposal for an
well as professional
experimental study
communication, presentation,
 Students in Applied and group discussion skills.
Mathematics write a policy
report of ethical navigation of Examples:
stock option prices
 Students in Sexuality, Marriage,
 Students in Biology might write and Family Studies might
a report on their own dietary prepare for and discuss issues
analysis. of surrogate motherhood
 Students in Earth and Space
 CASE STUDIES AND SIMULATION
Science might prepare for and
GAMES
discuss methods of
 present a fictional scenario that instrumentation and
leads up to one (or more) observation of different
dilemma that requires problem wavelength
solving or decision-making.
  Students in Acrylic Painting
prepare for and discuss 8. Generally, this type of assessment shifts
innovative application from the traditional way of assessing the
techniques and mark-making students

QUIZ 1
a. Performance Assessment
1. Identify if the following is a characteristic of b. Authentic Assessment
authentic assessment c. Alternative Assessment
d. Portfolio Assessment
Resemble real-world tasks and activities- Yes
Often presented as well-structured problems- 9. The teacher wants to diagnose the weakness
No her students have been encountering in their
Can be unstructured- No Calculus 3. What is the purpose of the
assessment?
2. Match the description with the type of
assessment a. Administrative
Monitors learning progress- Formative b. Instructional
Assessment c. None of the Above
Identifies causes of learning problem- d. Research
Diagnostic Assessment
Conventional method of testing- Traditional 10. Identify if the following are considered as
Assessment nature of authentic assessment. Kindly click
Measures entry behavior- Placement VVWW for yes and VWVW for no.
Assessment
Measures end-of-course achievement- It replicates or simulates the contexts in which
Summative Assessment adults are "tested" in the workplace, in civic life,
and in personal life. VVWW

3. The teacher wants to check the learning It assesses the student's ability to efficiently and
progress of her students in their College and effectively use a repertoire of knowledge and
Advanced Algebra Class. What is the purpose skill to negotiate a simple task. VWVW
of the assessment?

a. Instructional It allows appropriate opportunities to rehearse,

b. None of the Above practice, consult resources, and get feedback on
c. Administrative and refine performances and products. VVWW
d. Research
It's unrealistic VWVW
4. Sampling happens if we have a small
population to assess. It asks the students to be passive with the
False subject. VWVW

5. The purpose of the assessment is to find It requires judgement and innovation. VVWW
highly intellectual individual

a. Research
b. Instructional 11. Develop assessment practices that use the
c. Administrative teacher's time efficiently.
d. None of the Above True

6. Focus of what really matters 12. Identify whether the following descriptor is
True referring to traditional assessment or authentic
assessment.
7. Targets should match the learning outcomes
True
Emphasizes competition- Traditional
Assessment Prepares students for ambiguities and
exceptions that are found in realistic problem
Promotes integration of various written and settings- Authentic Assessment
performance measures- Authentic Assessment
Goal is to measure acquisition of knowledge-
Relies on direct measures of target skills- Traditional Assessment
Authentic Assessment
Promotes "how: knowledge- Authentic
Priority on the learning sequence or process- Assessment
Authentic Assessment
13. Which of the following is not a target?
Provide an examination of learning over time- a. Skill
Authentic Assessment b. Product
c. Reasoning
Encourages memorization of correct answers- d. Understanding
Traditional Assessment
14. Which of the following is not part of AA
Emphasis on ensuring proficiency at real-world Model based on Gulikers and Villeraroel?
tasks- Authentic Assessment a. Feedback Processes
b. Cognitive Challenge
Goal is to enhance development of meaningful c. Realism
skills- Authentic Assessment d. Cognition

Promotes "what" knowledge- Traditional 15. This refers to the extent to which the
Assessment assessments are consistency.
a. Accuracy
Emphasizes cooperation- Authentic Assessment b. Validity
c. Reliability
Targets simplistic skills or tasks in a concrete, d. Fairness
singular fashion- Traditional Assessment
16. Assessment only occurs during the
Provides a one-time snapshot of student instruction
understanding- Traditional Assessment False

Priority on summative outcomes or product- 17. One assessment fits all types of learning
Traditional Assessment outcomes
False
Relies on proxy measures of student learning to
represent target skills- Traditional Assessment 18. When preparing for authentic assessment,
you need to identify the standards for the
Curriculum directs assessment- Traditional students.
Assessment True
Encourages divergent thinking in generating
possible answers- Authentic Assessment 19. This is usually done by universities and
colleges as a form of entry requirement for
Assessment directs curriculum- Authentic students. What is the purpose of the
Assessment assessment?

Generally, relies on forced-choice, written a. Administrative

measures- Traditional Assessment b. Research
c. None of the above
Emphasis on developing a body of knowledge- d. Instructional
Traditional Assessment
20. We use assessment to support student
learning
True

21. This refers to whether the test measures

what it ought to measure
a. Fairness
b. Accuracy
c. Reliability
d. Validity

22. In authentic assessment, we need to rate

our students objectively.
True

However, authentic assessment can be more

challenging to implement than traditional
assessment. This is because authentic
assessments need to be carefully designed to
ensure that they are aligned with the learning
objectives of the course and that they provide
students with opportunities to demonstrate
their learning in meaningful ways.

Overall, authentic assessment is a valuable tool

that teachers can use to assess student learning
and promote deeper understanding. By
incorporating authentic assessments into their
classrooms, teachers can help students develop
the skills and knowledge they need to succeed
in college, the workplace, and in life.

UNIT 2: PERFORMANCE ASSESSMENT
Performance Assessment
- an assessment activity or set of activities that
require students to generate products or
performances that provide direct or indirect
evidence of their knowledge skills and abilities
in an academic domain.
 Teacher observes and makes judgment
about the student’s demonstration of a
skill or competency in creating a
product, constructing a response, or
making a presentation -McMillan, 2007
PERFORMANCE ASSESSMENT
 It is an alternative form of assessment.
 provide a basis of teachers to evaluate
both the effectiveness of the process or
procedure used and the product
resulting from performance of a task. -
Linn, 1995
DepEd Order No. 7, s. 2012
 highest level of assessment focuses on
the performances (product) which the
students are expected to produce
through authentic performance tasks.
TYPES OF PERFORMANCE ASSESSMENT
Process-based vs. Product-based
 Process-based assessment include
actual performance of making products.
 Product-based assessment is used for
assessing learning outcomes that
involve designing or creating projects or
products.
PROCESS-BASED ASSESSMENT
 ORAL
PRESENTATIONS/DEMONSTRATIONS-
paper presentation, poster
presentation, individual or group report
on assigned topic, skills demonstrations
such as baking, teaching and problem
solving
 DRAMATIC/CREATIVE PERFORMANCES-
dance, recitals, dramatic enactment,
prose or poetry interpretation, role
playing, playing musical instrument
 PUBLIC SPEAKING- debate, mock trials,
simulations, interviews, panel
discussions, storytelling, poem reading
 ATHLETIC SKILLS DEMONSTRATION/
COMPETITION- playing basketball,
baseball, soccer, volleyball, and other
sports
PRODUCT-BASED ASSESSMENT
 VISUAL PRODUCTS- charts, illustrations,
graphs, collages, murals, maps, timeline
flows, diagrams, posters, advertisement,
video presentations, art exhibits
 KINESTHETIC PRODUCTS- diorama,
puzzles, games, sculpture, exhibits,
dance recital
 WRITTEN PRODUCTS- journals, diaries,
logs, reports, abstracts, letters, thought
or position papers, poems, story,
movie/TV scripts, portfolio, essay, article
report, research paper, thesis
 VERBAL PRODUCTS- audiotapes,
debates, lectures, voice recording,
scripts
CHARACTERISTICS OF GOOD PERFORMANCE
ASSESSMENT
 Authentic
 provides opportunities for students to
show both what they know and how
well they can do what they know.
 allows students to be involved in the
process of evaluating their own and
their peer’s performance and output.
 assesses more complex tasks
 explains the task, the required
elements, and the scoring criteria to the
students before the start of the activity
and the assessment.
GENERAL GUIDELINES IN DESIGNING
PERFORMANCE ASSESSMENT
 What are the outcomes to be assessed?
 What are the appropriate performance
assessment tasks or tools to measure
the outcomes and skills?
 Is the specific performance task aligned
with the outcomes and skills interesting,
engaging, challenging, and measurable?
 Are the performance tasks authentic
and representative of real-world
scenarios?
 What criteria should be included to rate
students’ performance level?
 What are specific performance
indicators for each criterion?
 The choice of teaching and learning
activities is also of utmost importance in
 choosing the performance assessments
to use
HOW TO CONDUCT PERFORMANCE
ASSESSMENT?
 DEFINE THE PURPOSE
 What concept, skill, or knowledge of the
students should be assessed Define the
purpose
 At what level should the students be
performing?
 What type of knowledge is being
assessed?
 Choose the output that you will assess.
TYPES OF CRITERIA
 Content criteria- to evaluate the degree
of a student’s knowledge and
understanding of facts, concepts, and
principles related
 Process criteria- to evaluate the
proficiency level of performance of a
skill or process.
 Quality Criteria To evaluate the quality
of a product or performance.
 Impact Criteria- to evaluate the overall
result a or effects of a product or
performance
TYPES OF RUBRICS
 Holistic Rubric- Student
performance or output is evaluated
by applying all criteria
simultaneously, thus providing a
single score based on overall
judgment about the quality of
student’s work
 Analytic Rubric- Student’s work is
evaluated by using each criterion
separately, thus providing specific
feedback about the student’s
performance or product along
several dimensions.
 General Rubric- contains criteria
that are general and can be applied
across tasks
 Task Specific Rubric- contains
criteria that are unique to a specific
task
 Assess student’s performance/product
TYPES OF PERFORMANCE TASK
 Solving a problem
 Completing an Inquiry
 Determining a position
 Demonstration Task
 Developing Exhibits
 Presentation Task
 Capstone Performances
SUGGESTIONS FOR CONSTRUCTING
PERFORMANCE TASK
 Focus on learning outcomes that
require complex cognitive skills and
student performances.
 Select or develop tasks that both
represent the content and the skills that
are central to important learning
outcomes
 Minimize the difference of tasks
performance on skills that are irrelevant
to the intended purpose of the
assessment task.
 Provide the necessary scaffolding for
students to be able to understand the
task and what is expected.
 Construct task directions so that the
student’s task is clearly indicated.
 Clearly communicate performance
expectation in terms of the criteria by
which the performance will be judged.
GRASPS (Goal, Role, Audience, Situation,
Product, Standard) MODEL
GOAL
o Provide a statement of the task.
o Establish the goal, problem, challenge,
or obstacle in the task
ROLE
o Define the role of the students in the
task
o State the job of the students for the
task.
AUDIENCE
o Identify the target audience within the
context of the scenario
o Example audiences might include a
client or committee
SITUATION
o Set the context of the scenario
 o Explain the situation
PRODUCT
o Clarify what the students will create
STANDARDS
o Provide students with a clear picture for
success.
o Identify the specific standards for
success.
o Issue rubrics to the students or develop
them with the students.

ANALYTIC VS. HOLISTIC RUBRIC

Analytic Rubric
Identify specific and detailed criteria.
Each criterion receives a separate score,
thus providing better diagnostic
information and feedback from
students.

Holistic Rubric
Judgment about the over-all quality
Each category of the scale contains
several criteria which shall be given a
single score that gives an over-all rating

RUBRIC DEVELOPMENT
Stevens and Levi’s Introduction to Rubrics
(2005) enumerated the steps in developing the
rubric.

 Task
 Description
 Scale
 Description of the Dimensions

QUIZ 2: PERFORMANCE ASSESSMENT

Performance assessment could either be

process-based, product-based or both.
True