MICAH COMPAS SOPHIA ALCANTARA MICKY ELLA FERNANDEZ ANATHALIA NUNEZ

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ASSESSMENT
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H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADITIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

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U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
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A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
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A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
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U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E TEACHER
TOOL
E T Z A C D T O C T I C I C
AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
T X P H U E G N M G L I I I
STRUCTURED
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
 WORD SEARCH
A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
 WORD SEARCH
A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
 WORD SEARCH
A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
 WORD SEARCH
A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
 WORD SEARCH
A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
 WORD SEARCH
A S S E S S M E N T T O T O

U S S U T H Y P Q T P B R B
ASSESSMENT
T D H T R E R T T E A J A J STANDARDIZED
H N O E U S A O P S D E D E
TEACHER
TOOL
E T Z A C D T O C T I C I C AUTHENTIC
N O I C T R E L B E T T T T OBJECTIVE
STRUCTURED
T X P H U E G N M G L I I I
TEST
I K Z E R E Y L T Y N V O V TRADTIONAL
C X C R E E G M M G A E N E STUDENT
S T A N D A R D I Z E D A D

S T A N D A R D I Z E D L D
Traditional
Assessment
Presented by Group 4
Traditional Assessments
Refer to conventional methods of testing,
usually standardized and use pen and
paper with multiple-choice, true or false
or matching type test items.
 Advantages of Traditional
Assessment
Easy to score; Teachers can evaluate
students more quickly and easily.
Less time and easier to prepare; easy to
administer
Objective, reliable and valid
 Disadvantages of Traditional
Assessment
Provides students limited options to
demonstrate what they have learned, usually
limited to pencil and paper tests
Assesses only the lower level thinking/cognitive
skills: focuses only on the students’ ability to
memorize and recall information
 Disadvantages of Traditional
Assessment

Teacher-structured: teachers direct

and act as evaluators; students
merely answer the assessment tool.
 Traditional vs. Authentic Assessment
Traditional
Purpose: to evaluate if the
students have learned the
content; to determine whether or
not the students are successful
in acquiring knowledge; to
ascribe a grade for them; to rank
and compare them against
standards or other learners
Authentic
Purpose: to measure students’
proficiency by asking them to
perform real life-tasks; to
provide students many avenues
to learn and demonstrate best
what they have learned; to
guide instruction.
Traditional vs. Authentic Assessment
Traditional Authentic
Provides teachers a Provides teachers a more
complete picture of what the
snapshot of what the
students know and what they can
students know
do with what they know
Measures students’ Measures students’ ability to apply
knowledge of the content knowledge of the content in real
life situations; ability to use/apply
what they have learned in
meaningful ways
Traditional vs. Authentic Assessment
Traditional Authentic
Requires students to Requires students to
demonstrate knowledge by demonstrate proficiency by
selecting a response/giving performing relevant tasks
correct answers; usually showing application of
tests students’ proficiency what has been learned
through paper and pencil
tests
Traditional vs. Authentic Assessment
Traditional Authentic
Provides direct evidence
Provides indirect of learning/competency;
direct demonstration of
evidence of learning
knowledge and skills by
performing relevant
tasks
 Traditional vs. Authentic Assessment
Traditional Authentic
Requires students to Provides opportunities
practice cognitive ability for students to
to recall / recognize / construct meaning/new
reconstruct body of knowledge out of what
knowledge that has been has been taught
taught
 Traditional vs. Authentic Assessment
Traditional
Tests and strengthens the
students’ ability to recall/recognize
and comprehend content, but
does not reveal the students’ true
progress of what they can do with
the knowledge they acquired. Only
the students’ lower level of
thinking skills, (knowledge and
comprehension), are tapped.
Authentic
Tests and strengthens the
students’ ability to recall/recognize
and comprehend content, but
does not reveal the students’ true
progress of what they can do with
the knowledge they acquired.
Only the students’ lower level of
thinking skills, (knowledge and
comprehension), are tapped.
Traditional vs. Authentic Assessment
Traditional Authentic

Hides the test Teaches the test

Teachers serve as Involves and engages
evaluators and students the students in the
as the evaluatees: teaching, learning and
teacher-structured assessment process:
student structured
 Traditional vs. Authentic Assessment
Traditional Authentic
Assessment is separated Assessment is integrated
from teaching and with instruction. Assessment
learning. Test usually activities happen all
comes after instruction to throughout instruction to help
evaluate if the students students improve their
have successfully learning and help teachers
learned the content. improve their teaching.
Traditional vs. Authentic Assessment
Traditional Authentic
Provides multiple avenues
Provides limited ways for students to demonstrate
for students to best what they have learned
demonstrate what they Flexible and provides
have learned multiple acceptable ways of
constructing products or
Rigid and fixed
performance as evidence of
learning
Traditional vs. Authentic Assessment
Traditional Authentic
Standardized; valid Needs well defined
criteria/rubrics and standards
and reliable to achieve reliability and
Curriculum drives validity
assessment. Needs well defined
criteria/rubrics and standards
to achieve reliability and
validity
 Traditional vs. Authentic Assessment
Traditional Authentic
Examples: Examples:
demonstrations
True or False; multiple hands-on experiments
choice tests computer simulations
standardized tests portfolios
achievement tests projects
multi-media presentations
intelligence tests role plays
aptitude tests stage plays
TRADITIONAL vs.
AUTHENTIC
 Nature in Learning

Traditional Authentic
Must possess a body of Must be capable of
knowledge and skills performing real tasks.
Schools must teach this Schools must help
body of knowledge and students become
skills proficient at performing
Test the students if they tasks.
acquired the knowledge Have the students
and skills perform meaningful tasks.
 Curriculum–Assessment Relationship
Traditional
The curriculum drives the
assessment
1. body of knowledge is
determined first
2. design the curriculum
3. assess to determine if the
acquisition of the
curriculum occurred.
Authentic
Assessment drives the
curriculum.
1. tasks are determined
first
2. students perform to
demonstrate their
mastery
3. design the curriculum
 Assessment Tool

Traditional Authentic
Multiple choice Inventories
Peer rating / Self rating
Gap fill
Journals
True-false
Portfolios
Matching
Discussions
Interviews
 Skills
Traditional Authentic
Selecting a response Performing a task
Contrived Real-life
Recall / Recognition Construction /
Teacher-structured Application
Indirect evidence Student-structured
Direct evidence
Thank
You