EDUC 3110 - ASSESSMENT OF LEARNING 2

BSED 3 – English, Science & Math Majors

SE-3-SCIA-5: EDUC 3110, EDUC 202 MTh 10:30 – 12:00
SE-3-ENG-6: EDUC 3110, EDUC 201 TF 1:00 – 2:30 PM
2. TYPES OF ASSESSMENT
• Overview
Assessment is an essential and powerful tool in the teaching and
learning process. Moreover, it is a process of obtaining data with which
we could measure student competence and learning outcomes. The
process begins with the identification of the specific target goals before
collecting and interpreting the information. Classifying and
synthesizing of the gathered data are possible through the use of the
different assessment techniques.
• Objective:
At the end of this lesson, students must have distinguished the
different types of assessment, and related it to the learning outcomes.
 ENGAGE
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• In what ways do our students achieve more learning outcomes?

• What are the ways with which we could measure students’
achievement?
• Assessment of student learning requires the use of variety of
techniques for measuring outcomes which plays a significant
role in effective teaching and learning processes.
• Various Techniques and procedures of assessing student
learning outcomes which help the teachers in making
instructional, curricular or administrative decisions.
1. TRADITIONAL AND AUTHENTIC ASSESSMENT

• Traditional
• Paper-and pencil tests or quizzes are best examples of
traditional assessment which is mainly describe and measure
student learning outcomes.
• Are single-occasion tests which measures what learners can do
at a particular time (Law and Eckes, 1995).
• Indirect and inauthentic measures of student learning outcomes
(Bailey, 1998).
• Focus on learner’s ability of memorization and recall, which are
lower level of cognition skills (Smaldino, 2000).
1. Traditional and Authentic Assessment
• Authentic
• Focuses on the analytical and creative thinking skills, students
to work cooperatively and that reflect student learning, student
achievement, and student attitudes of relevant activities.
• It measures performances or products which have realistic
meaning that can be attributed to the success in school.
• Activities, questions and problems with “real world” satisfy the
criterion that it needs to be an authentic intellectual work within
the given situation or contextual realism of the tasks.
Dimensions of Authenticity are grouped in three broad
categorize (Frey, 2012)
• 1. The Context of the Assessment
• Realistic activity or context
• The task is performance-based.
• The task is cognitively complex.
• 2. The Role of Student
• A defense of the answer or product is required.
• The assessment is formative.
• Students’ collaborative with each other or with the teacher.
• 3. The Scoring
• The scoring criteria are known, or student developed.
• Multiple indicators or portfolios are used for scoring.
• The performance expectation is mastery.
Four Basic Characteristics of Authentic Assessment

• 1. The task should be representative of performance in the field.

• 2. Attention should be paid to teaching and learning the criteria for
assessment.
• 3. Self-assessment should play a great role.
• 4. When possible, students should present their work publicly and defend it.
• Uses of Authentic Assessment
• 1. Authentic assessments are direct measures.
• 2. Authentic assessments capture constructive nature of learning.
• 3. Authentic assessments integrate teaching, learning, and assessment.
• 4. Authentic assessments provide multiple paths to demonstration.
Summarizes the attributes of Traditional from Authentic
(performance assessment)

Attribute Traditional Assessment Performance Assessment

Assessment Activity Selecting a response Performance a task

Nature of Activity Contrive activity Activity emulates real life

Cognitive Level Knowledge/comprehension Applications/Analysis/

Synthesis
Development of Solution Teacher-structured Student-structured

Objectivity of Scoring Easily achieved Difficult to achieve

Evidence of Mastery Indirect evidence Direct Evidence

2. FORMATIVE EVALUATION and SUMMATIVE EVALUATION

• Assessment for Learning – pertains to the use of Formative Evaluation to

determine and improve students’ learning outcomes.
• Assessment of Learning – uses Summative Evaluation which provides evidence
of students’ level of achievement in relation to curricular learning outcomes.
• Formative Assessment – “All those activities undertaken by teachers, and by
their students in assessing themselves, which provide information to be used as
feedback to modify the teaching and learning activities in which they are engaged
(Black & William, 1998)
• Summative Assessment – conducted at the end of each section or unit to find
out student achievement. Summary of evidence indicate extent of learning
achievements which can classify or for certification or giving of honors/awards.
Typically traditional paper-and pencil measures such as unit tests, long tests,
exams, essays, or projects that form a portion of a student’s final grade.
Characteristics of Formative and Summative Assessment
Characteristics Formative Summative

Purpose To provide ongoing feedback and To document student learning at the end
adjustment to instruction. of an instructional segment.

When conducted During instruction and after instruction After instruction

Student involvement Encouraged Discouraged
Student motivation Intrinsic, mastery oriented Extrinsic, performance-oriented
Teacher role To provide immediate, specific To measure student achievement and
feedback and instructional correctives give grades.

Learning emphasized Deep understanding, application, and Knowledge and comprehension

reasoning
Level of specificity Highly specific and individual General and group oriented
Structure Flexible, adaptable Rigid, highly structured
Techniques Informal Formal
Impact on learning Strong, positive, long lasting Weak and fleeting
3. NORM AND CRITERION-REFERENCED ASSESSMENT

• Norm-Referenced Assessment – gives us information on what

the student can perform by comparing to another student. It
describes student performance in the class by comparing to
others.
• Criterion-Referenced Assessment – assessment describes
the performance of the students without the reference to the
performance of the students without reference to the
performance of others which uses preset criteria or predefined
and absolute standard or outcomes.
Summary Comparison of Two Basic Approaches to Achievement

Norm-Referenced Criterion-Referenced
Principal Use Survey Testing Matery Testing

Major emphasis Measures individual differences in achievement Describes tasks students can perform

Interpretation of results Compares performance to that of other individual Compares performance to a clearly specified
achievement domain.
Content of courage Typically covers a broad area of achievement Typically focuses on a limited set of learning tasks.

Nature of test plan Table of specification Detailed domain specifications are favored.

Item selection procedures Items are selected that provide maximum Includes all times needed adequately to describe
discrimination among individuals (to attain a performance. No attempt is made to alter item
reliable ranking). Easy items are typically difficulty or to eliminate easy items to increase the
eliminated from the test. spread of scores.

Performance standards Level of performance is determined by relative Level of performance is commonly determined by
position in some known group (ranks fifth in a absolute standards (demonstrates master by
group of 20) defining 90 percent of technical terms)
4. CONTEXTUALIZED AND DECONTEXTUALIZED ASSESSMENT

• Contextualized Assessment – the focus is on the students’

construction of functioning knowledge and the students’
performance in application of knowledge in the real-world context of
the discipline area. Assessment tasks reflect the goal of learning. It
uses performance-based tasks which are authentic in nature.
• Decontextualized Assessment – includes written exams and term
papers, which are suitable for assessing declarative knowledge,
and do not necessarily have a direct connection to a real-life
context. Focuses on declarative knowledge and/or procedural
knowledge in artificial situations detached from the real work
context (Biggs, 2011).
5. ANALYTIC AND HOLISTIC ASSESSMENT

• Analytic Assessment – refers to specific approach in the

assessment of learning outcomes. In this procedure, students are
given feedback on how well they are doing on each important
aspect of specific task expected from them. Assessment then is
made specific based on the importance of the performance.
• Holistic Assessment – refers to global approach in the
assessment of a student-learning outcome. Sadler (2009) pointed
out that in holistic assessment, the teacher or the assessor has to
develop complex mental responses to a student's work and in
evaluating the student's work, the assessor provides a grade and
supports it with a valid justification for assigning the grade.
 EXPLOR
E
Concept Mapping
Construct a concept map showing the relationship between the different types of assessment.

TYPES OF
ASSESSMENT
 APPLY
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Name: _______________________________ Date: __________

You are a seasoned teacher, and some beginning teachers seek your help in determining a
suitable way to evaluate the progress of the students in measuring the following domains.
What will you recommend/suggest?
1. Cognitive

2. Affective

3. Psychomotor
 ASSESS
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Name: _______________________________ Date: __________

Complete the matrix of the different types of assessment.
Types of Assessment Brief Description Advantages/Disadvantages Classroom Application
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
References:
A. Published Books
[1] Cajigal, R.M. & Mantuano, ML D. (2014). Assessment of Learning 2. Adriana Printing Co. Inc. Cubao,
Quezon City, Manila, Philippines

B. Electronic References
[1] https://snazlan.files.wordpress.com/2017/11/characteristic-21st-century-assessment.pdf

[2] https://stelar.edc.org/instruments/21st-century-skills-assessment

[3] https://www.studocu.com/ph/document/christ-the-king-college/education/characteristics-of-
the-21st-century-assessment/37101758

[4] https://challengemap.digitalpromise.org/assessment/21st-century-skills-assessment/

[5] https://www.scribd.com/presentation/436351200/Characteristics-of-21st-Century-Assessment