Authentic Assessment:

Meaning, Methods and Tools

What is Authentic
Assessment?
“form of assessment in which
students are asked to perform
real-world tasks that
demonstrate meaningful
application of essential
knowledge and skills”
–Jon Mueller
“Engaging in worthy problems or
questions of importance in
which students must use
knowledge to fashion
performances effectively and
creatively.”
–Wiggins
“Performance assessments call
upon the examinee to
demonstrate specific skills and
competencies, that is, to apply
the skills and knowledge they
have mastered,”
–Richard J. Stiggins
Traditional Assessment
vs.
Authentic Assessment
 Traditional Assessment Authentic Assessment

▪ Multiple choice ▪ Inventories

▪ Gap fill ▪ Peer Rating/Self Rating
▪ True-False ▪ Journals
▪ Matching Type ▪ Portfolios
▪ Discussions
▪ Interviews
 Traditional Assessment Authentic Assessment

▪ To develop a productive ▪ To develop a productive

citizen citizen
▪ 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 proficient
skills at performing tasks
▪ Test the students if they ▪ Have the students perform
acquired the knowledge meaningful tasks
and skills
 Traditional Assessment Authentic Assessment

▪ Selecting a response ▪ Performing a task

▪ Contrived/Imagined ▪ Simulation/Real-life
▪ Recall/Recognition ▪ Construction/Application
▪ Teacher-structured ▪ Student-Structured
▪ Indirect Evidence ▪ Direct Evidence
Why use Authentic
Assessment?
Features of Authentic Assessment

1.An emphasis on doing open-ended activities for which

there is no correct, objective answer and that may
assess higher thinking.
2.Direct methods of evaluation.
3.Self-assessment.
4.Assessment of group performance as well as individual
performance.
5.Extended time for assessment.
Characteristics of 21 st Century Assessment

1.Responsive
2.Flexible
3.Integrated
4.Informative
5.Multiple methods
6.Communicated
7.Technically sound
8.Systematic
 Authentic Assessment:
Process-oriented or Product-oriented
Process-oriented Assessment
• It is concerned with the actual task
performance rather than the output or
product of an activity.

• It does not emphasize on the output or

product of the activity. This assessment
aims to know what processes a person
undergoes when given a task.
❖ An example of learning competencies for process-oriented is given
below:

TASK: Recite a Poem by Edgar Allan Poe, “The Raven”.

OBJECTIVES: The activity aims to enable the students to recite a
poem entitled “The Raven” by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambience of the poem through appropriate rising and
falling intonation;
5. Pronounce the words clearly and with proper diction.

Note: The specific objectives identified constitute the learning

competencies.
❖ The following competencies are simple competencies:
• speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.

❖ The following competencies are more complex

competencies:
• Recite a poem with feeling using appropriate voice quality ,
facial expressions and hand gestures;
• Construct an equilateral triangle given three noncollinear
points
• Draw and color a leaf with green crayon
Product-oriented Assessment
• It is a kind of assessment where in the
assessor views and scores the final
product made and not on the actual
performance of making that product.

• It is more concern to the outcome or the

performance of the learner. It also focuses
on achievement of the learner.
❖An example of learning competencies for product-
oriented is given below:

1. Make a lesson plan following the inductive lesson

development
2. Formulate multiple choice test items aligned to the
learning outcomes
3. Develop a scoring rubric for an oral defense of a
research paper
 DepEd Order 8 (s. 2015)
Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program
❖The main takeaway is that teachers can use the GRASPS
assessment model to:

▪ engage students through contextualized learning;

▪ provide simulations of real-world situations or challenges
that adults might encounter;
▪ create opportunities for students to practice transfer of
learning;
▪ foster curiosity and building experiences of students;
▪ develop project management skills of students.
The WHAT of GRASPS assessment model
▪ Goal: establish the challenge, issue or problem to solve;
▪ Role: give students a role that they might be taking in a familiar real-life
situation;
▪ Audience: identify the target audience whom students are solving the
problem for or creating the product for;
▪ Situation: create the scenario or explain the context of the situation;
▪ Product/Performance and Purpose: paint a clear picture of
the WHAT and WHY of the product creation or the performance;
▪ Standards & Criteria for Success: inform students how their work will be
assessed by the assumed audience.
Guidelines for Performance Assessment
▪ Establishing a clear purpose
▪ Identifying observable criteria
▪ Providing an appropriate setting
▪ Judging or scoring the performance
THANK
YOU!