ASSESSMENT IN

LEARNING 2
M/TH 1:00-2:30 PM
 Chapter 2
AUTHENTIC ASSESSMENT IN THE
CLASSROOM
 Authentic assessment
• is the measurement of "intellectual accomplishments that are worthwhile, significant, and
meaningful," as contrasted with multiple-choice tests. Authentic assessment can be devised by
the teacher, or in collaboration with the student by engaging student voice. When applying
authentic assessment to student learning and achievement, a teacher applies criteria related to
“construction of knowledge, disciplined inquiry, and the value of achievement beyond the
school.”

 What is AUTHENTIC ASSESSMENT? “A form of assessment in which students are asked to

perform real-world task that demonstrate meaningful application of essential knowledge and
skills.” –Jon Mueller (2011) “Engaging and worthy problems or questions of importance, in
which students must use knowledge to fashion performances effectively and creatively. The
tasks are either replicas of or analogous to the kind of problems faced by adult citizens and
consumers or professionals in field.” – Grant Wiggins (1987)
 A. HIGH QUALITY ASSESSMENT IN RETROSPECT.

(Purpose)

High Quality Assessment in Retrospect High-quality assessments are
balanced to provide instructors with ongoing feedback about student
progress. In particular, data gathered from assessments given
throughout the learning process give educators the information they
need to adjust their instruction.
 HIGH QUALITY ASSESSMENT IN RETROSPECT.

(Target)

• Targets of High-Quality Assessment a. Learning Target a clear

description of what students know and able to do. it is an outcome that
the teacher wants her students to attain or acquire from her teaching.
This involves knowledge, reasoning, skills, product and effect. It needs
to be stated in behavioral terms or term which denotes something
which can be observed through the behavior of the students
A. HIGH QUALITY ASSESSMENT IN RETROSPECT.
 HIGH QUALITY ASSESSMENT IN RETROSPECT.

(Sampling)

• High quality assessment takes the massive quantities of performance

data and translates that into meaningful, actionable reports that
pinpoint current student progress, predict future achievement, and
inform instruction.
 HIGH QUALITY ASSESSMENT IN RETROSPECT.

(Accuracy)
• is the measurement of the how reliable and accurate a test can run. Example, if
you want to get the perfect scale of student assessment. Make sure you use
appropriate assessment tools that will display clarity of what you wanted to
achieved. In this form, assessment can be done precise and accurate. Its
measurable
 Authentic Assessment
• “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills” – Jon Mueller (2011)

• “Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion
performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced
by adult citizens and consumers or professionals in the field.” – Grant Wiggins (1987)

• “Performance (authentic) assessments call upon the examinee to demonstrate specific skills and
competencies; that is to apply of their weakness. This results is diminished fear of tests and improvement.

• “Authentic assessments are products and/or performances correlated with life experiences.” - Newton Public
Schools

• Other names for authentic assessment are performance assessment, alternative assessment and direct
assessment.
 Characteristics of Authentic Assessment (AA)
• 1. AA starts with clear and definite criteria of performance made known to the students.

• 2. AA is a criterion- referenced rather than norm- referenced and so it identifies strengths and weaknesses, but does not compare students nor rank
their level of performance.

• 3. AA requires students to make their own answers to questions rather than select from given options as in multiple choice items, and requires them
to use a range of higher oreder thinking skills (HOTS).

• 4. AA often emphasizes performance and therefore students are required to demonstrate their knowledge, skills or competencies in appropriate
situations. AA does not rely on ability to recall facts or memorize details, instead students are asked to demonstrate skills and concepts they have
learned.

• 5. AA encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired student learning outcomes.

• 6. AA does not encourage rote learning and passive taking of tests; instead students are required to demonstrate analytical skills, ability to integrate
what they learn, creativity and ability to work in a group, skills in oral and written communications. In brief, AA values not only the finished products
which are the learning outcomes, but also the process of learning.

• 7. AA changes the role of students as passive test takers into becoming active and involved participants in assessment activities that emphasize what
they are capable of doing instead tests to measure students’ skills or retained facts has come under scrutiny because of the limitation encountered in
determining the students’ capability to utilize their knowledge and skills in work and professional practice.
Phases of Authentic Assessment
 Examples of Authentic Assessment Activities
1. Doing science experiments

2. Conducting social science field research

3. Writing stories and reports

4. Reading and interpreting literary pieces

5. Solving mathematical problems that have real-world implications

6. Performing particular skills/competencies

7. Simulation or role playing

8. Exhibiting and displaying completed works

9. Submitting portfolios

10. Submitting original creative projects

Traditional Assessment is commonly associated with pre-determined choice measure of assessment such us
multiple choice task, fill-in-the-blanks, true – false, matching type and others. Students typically
recall or select the answer. Essentially. TA springs from the educational philosophy which involves the
following principles and practices.

1. A school’s mission is to develop useful citizen.

2. To be a useful citizen, one must possess a certain body of knowledge and skills.
3. The school is entrusted to teach this body of knowledge and skills;
4. To determine if the students have acquired these knowledge and skills, the school must test the students on
these knowledge and skills.
Traditional Assessment are
the conventional methods of
testing such as: Advantages:

- Quiz - Easy to score; teachers can

- evaluate students more quickly
Exam
and easily
- Paper
- Less time and easier to prepare;
- Standardized test easy to administer
- Most state achievement test - Objective, reliable and valid
- High school graduation exam
Disadvantages:

1. Provides teachers with just a snapshot of what the students have truly learned.
2. Provides students limited options to demonstrate what they have learned, usually limited to pencil and paper tests
3. Assessment is separate from instruction
4. Reveals and strengthens only the students’ low level cognitive skills: knowledge and comprehension
5. Assesses only lower level thinking/ cognitive skills; focuses only on the students’ ability to memorize and recall
information.
6. Hides the test
7. Teacher-structured; teachers direct and act as evaluators: students merely answer the assessment tool.
8. Involves students working alone: promotes competitiveness
9. Invokes feelings of anxiety detrimental to leaning
10. Time is fixed and limited; students are time-pressured to finish the test
11. Focuses on one from intelligence
Authentic Assessment:
A form of assessment in which students are asked to perform real-world task that demonstrate meaningful application
of essential knowledge and skills,”
Jon Mueller (2011)
On the other hand, is grounded on the following principles and practices.
1. A school’s mission is to develop useful citizen
2. To be a useful citizen, one has to be capable of performing useful tasks in the real world
3. The school’s duty is to help students develop proficiency in performing the task that they will be required to
perform after graduation in the work place.
4. The school must then require students to perform tasks that duplicate or imitate real-world situations.

AUTHENTIC ASSESSMENT:
- Inventories
- Peer rating
- Journals
- Portfolios
- Interviews
ADVANTAGES:
1. Provides teachers with the true picture of how and where their students are in their learning; gives more information about their
students’ strengths, weaknesses, needs and preferences that aid them in adjusting instruction towards enhanced teaching and
learning.
2. Provides students many alternatives/ways to demonstrate best what they have learned; offers a wide array of interesting and
challenging assessment activities
3. Assessment is integrated with instruction.
4. Reveals and enriches the students’ high level cognitive skills: from knowledge and comprehension to analysis, synthesis, application
and evaluation
5. Enhance students’ ability to apply skills and knowledge to real life situations
6. Teaches the test
7. Student-structured; students are more engaged in their learning; assessment results guide instruction
8. Oftentimes involves students working in groups hence promotes team work, collaborative and interpersonal skills
9. Reduce anxiety and creates a more relaxed happy atmosphere that boosts learning
10. Focuses on the growth of the learner
11. Learners express their understanding of the learning content using their preferred multiple forms of intelligence.
Disadvantages:
1 . Harder to evaluate
2. Time consuming; labor intensive
3. Sometimes, time and effort spent exceed the benefits.
4. Susceptible to unfairness, subjectivity, lacking objective, reliability, and validity if not properly guided by well-defined/clear
criteria or rubrics/standard

Attributes Traditional assessment Authentic assessment

Action/option Selecting a response Performing a task

Setting Contrived/imagined Simulation/ real-life

Method Recall/ recognition Construction/ application

Focus Teacher centered Student-structured

Outcome Indirect evidence Direct evidence

 DEVELOPING AUTHENTIC ASSESSMENT

Develop an Authentic Assessment Now that we’ve already explored the benefits and drawbacks of authentic assessment
and looked at a handful of examples, let’s move on to the steps involved in designing one. The following steps, based on
those developed by the University of Florida’s Center for Instructional Technology and Training (2018), can help set you
on your way toward developing an authentic assessment that addresses your learning objectives, enhances your course,
and meets your students’ needs.

1. identify Learning objectives

2. • define relevant tasks
3. • identify essential performance criteria
4. • develop a rubric
 IDENTIFY LEARNING OBJECTIVES

are the cornerstone of your course; they communicate what students should be able to
do and what skills they’ll develop during the course. Thus, it goes without saying that
developing an authentic assessment should begin with these objectives. By starting this
process with an objective in mind, you ensure that the authentic assessment you’re
developing will align with the objective and any corresponding instructional material.
 DEFINE RELEVANT TASKS

After identifying the learning objective(s) you’re looking to measure through your
authentic assessment, you can then start defining what students will actually do. Given that
the assessment should be, well, authentic, start by looking at what professionals in your
field do on a daily basis and how those tasks might relate to your selected learning
objective. Although your task doesn’t ultimately have to relate to your field, it should
require students to apply themselves in a relevant and new situation. Ultimately, the
relevance of your assessment to students’ lives and/or goals should be clear. In fact, it’s
helpful to state the relevance explicitly at the outset of the assessment.
 IDENTIFY ESSENTIAL PERFORMANCE CRITERIA

If the previous step was to define what students will do to complete your authentic
assessment, this step focuses on how you’ll know whether they’ve done it well. After all,
just because an authentic assessment doesn’t look like a traditional assessment doesn’t mean
that the goal isn’t the same. You still need to have an indication of how well students have
performed and whether they’ve achieved mastery.
 DEVELOP A RUBRIC

Rubrics are a powerful tool for many assessment types, and they’re an essential component
of authentic assessment. After all, authentic assessments are fairly subjective, and rubrics
help ensure instructors are grading fairly and consistently from assessment to assessment
and student to student. With this in mind, once you’ve identified the task and essential
performance criteria (that is, what students will do and what benchmarks exist to make sure
students do it well), the next step is to develop a rubric.
 Group 1

Fidel Zapanta
Neil Bryle O. Notario
Je-Ann Casicas
Ella Monette Galvez
Cristine Bacus
Bhea Rose Arcillas
Acee Brix Saavedra
Heinrich Siose
Mark Renzel Basilio