Field Study 2

Learning Episode 17
Using Traditional and Authentic Types of
Assessment for Formative and Summative
Purposes
Introduction
• The essence of outcome-based teaching-learning (OBTL) is the
alignment of learning content, teaching and learning activities, and
assessment task/s with intended learning outcomes. OBTL includes
assessing student’s learning to determine if the learning outcomes set
at the beginning of the lesson, chapter or unit have been attained.
Learning Content/Subject Teaching-learning
Assessment Task
Outcomes Matter Activities

Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-

Learning Activities and Assessment Tasks with Learning Outcomes
• There are many ways of classifying
assessment but one basis of Traditional Authentic
classifying is the nature of the Assessment / Assessment / Non-
assessment task required of learners, Paper-and-Pencil paper-and-pencil
whether the assessment task is done Test Test
through paper-and-pencil tests
(traditional assessment) or through
non-paper-and-pencil tests (authentic
assessment).
Types of
Assessment
Task

Figure 4. Types of Assessment according to

kind of task required of a learner
 Supply-Response Selected-
• Paper-and-pencil test/ traditional Type Response Type
assessment makes use of two types of
test according to mode of answering:
the supply type and the selected-
response type.

Paper-and-
pencil Test/
Traditional
Assessment

Figure 5. Types of Paper-and-pencil Test/

Traditional Assessment
Types of Paper-and-pencil Test/ Traditional
Assessment

True or False
Multiple Choice Matching type

Examples of
Selected –
Response
type

Figure 6. Examples of Selected-response type of test

 Short Answer
Essay
Type

Completion Supply Problem Solving

Type

Figure 7. Examples of Supply-response type

of paper-and-pencil tests
Product Assessment Process Assessment

Authentic
Assessmen
t Task

Figure 8. Types of Authentic Assessment

Poems, essays, song
Projects in Science,
composition, art
TLE, Math
work

Examples
of Product
Assessment

Figure 9. Examples of Product Assessment

 Focusing the
Microscope

Dance Performance
Micro Teaching
in P.E

Examples of
Process
Assessment

Figure 10. Examples of Process Assessment

PORTFOLIO
• Portfolio fall under authentic assessment. A portfolio is a purposeful
collection of selected significant samples of student work accompanied
by clear criteria for performance which prove student effort, progress of
achievement in a given area or course.
• It is a direct evidence of learning.

• It is an intentional collection of student’s work guided by learning

outcomes accompanied by the student’s reflections.
 Assessment/ Evaluation
Portfolio/E-portfolio

Best work/ Showcase/

Development/ Growth
Display Portfolio/ E-
Portfolio/ E-portfolio
portfolio

Types of
Portfolio/ E-
Portfolio

Figure 11. Types of Portfolio

 Holistic Analytic
• You need a Rubric for a
reliable scoring of products
or processes or a portfolio
of these products and
processes.
Rubric used
to assess
product or
process

Figure 12. Types of Scoring

Rubric
Analytic Rubric Holistic Rubric
Analyze

• 1. Are the assessment tasks aligned with the learning outcomes?

• 2. Did teacher make use of both traditional and authentic assessment tasks?

• 3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
• 4. Were the assessment tasks for formative purposes also used for summative purposes?
Why or why not?
• 5. Where were assessment results students better – in the results of traditional or authentic
assessment?
• 6. Which assessment activity/activities did the students like more? Like least? Why?
Reflect

• How can I make the assessment process more meaningful to and more
acceptable to students?
Write Action Research Prompts
• OBSERVE

1. One thing/ some things that went well is/are in the development/ use/administration of
assessment tasks are…..

2. One thing/ some things is/are that did not go very well I the development/ use/
administration of assessments tasks are…..

• REFLECT

This part of the assessment process went well because….

This part of the assessment process did not go well because….

• ACT

To ensure that the assessment process serves its purpose serves its purpose, to help students learn,
I will read researches on…. Or view video on…

• PLAN

To help improve assessment practice, I would like to conduct an action research on…
Work on my Artifacts

• Compile samples of traditional and authentic assessment tasks used in

the classes you observed. Include your annotations/ improvements on
the assessment tasks.
SALAMAT
PO!