1. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
Republic of the Philippines
CAPIZ STATE UNIVERSITY
College of Education
Main Campus, Roxas City
Tel. No. (036) 6214 578 local 118
A COMPILATION OF
HANDOUTS
In Partial Fulfillment of the Requirements in
Ed. 322- ASSESSMENT OF STUDENT
LEARNING 2
Second Semester 2014-2015
Compiled by:
Group 2
Submitted to:
MARIA SHEILA D. SIMON, Ed. D.
Course Facilitator
Leader JARRY S. FUENTES
Member KIM VERLY AGUSAN

2. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
Republic of the Philippines
CAPIZ STATE UNIVERSITY
College of Education
Main Campus, Roxas City
Tel. No. (036) 6214 578 local 118
JARRY S. FUENTES MARIA SHEILA D. SIMON, Ed. D.
BSEd 3d TLE Major Course Facilitator
Discussant Number 1
Group Number 2
Topics:
 AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND
PRACTICES
 Why Authentic assessment?
 CHARACTERISTICS OF AUTHENTIC ASSESSMENT (AA)
 WHAT IS AUTHENTIC ASSESSMENT?
CHAPTER 2: AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS
AND PRACTICES
LEAR N IN G OBJECTIVES
1. Identify the relationship of assessment, evaluation and marks to determine the
attainment of student learning outcomes.
2. Discuss the authentic assessment meaning, characteristics and practices.
3. Illustrate the phases of authentic assessment.
Introduction:
In 1935, the distinguished educator Ralph Tyler proposed an "enlarged concept of student
evaluation," encompassing other approaches besides tests and quizzes. He urged teachers
to sample learning by collecting products of their efforts throughout the year. That
practice has evolved into what is today termed "authentic assessment," which
encompasses a range of approaches including portfolio assessment, journals and logs,
products, videotapes of performances, and projects.
Authentic assessment is the measurement of "intellectual accomplishments that are
worthwhile, significant, and meaningful,as compared to multiple choice standardized
tests. Authentic assessment can be devised by the teacher, or in collaboration with the

3. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
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.”
Performance assessments require students to demonstrate mastery of a skill or
procedure by performing it.
Both assessment and evaluation are based on the judgmental of an experienced,
thoughtful human being – an expert. Machines don’t assess, papers don’t assess, test
don’t assess. Humans assess. And what better person is there to assess the progress and
development of his or her students than the classrooms teacher.
LARRY MALONE
Lawrence Hall of Science,
University of California,
Berkeley
The term assessment, evaluation, testing and marks are term often used in determining
the degree of attainment of students learning outcomes. At times they are used
interchangeably, it will be useful to clarify their meaning to distinguish them from one
another.
Assessment- refers to the process of gathering data and information about what students
know and can do. Through assessment, the teacher can find out what students are
learning.
Evaluation – involves the task of interpreting, forming conclusions and making
judgment about the information which was gathered in the process of assessment.
Testing- is an instrument of assessment. A test is an assessment tool that reflects the
records of the students’ learning outcomes.
Marks- are reports of the result of evaluating information obtained in assessment
process. Marks have certain components related to the learning activities undertaken by
the students.
Example of such components are:
20% for class participation
10% for completed assignments
20% for quizzes
30% for submitted reports
20% for oral presentation of completed project
______________________________________
100% TOTAL
Assessment involves review of evidence of learning such as journal entries, written work,
portfolios, skill demonstrations, and performance in learning activities, test result and
rubrics ratings which cover a period time and should reveal the progress of students in

4. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
competencies. Evaluation in the other hand occurs when a mark or grade is assigned after
a quiz, a presentation or a completed task.
Why Authentic assessment?
“The common practices of using recall and recognition objective the skills and
knowledge they have mastered”. --- Richard Stiggins (1987)
“Authentic assessment is products and/or performances correlated with real
experiences”. --- Newton Public Schools
Other names of authentic assessment are performance assessment, alternative
assessment, and direct assessment.
Authentic assessment tends to focus on contextualised tasks, enabling students to
demonstrate their competency in a more 'authentic' setting. Examples of authentic
assessment categories include:
 performance of the skills, or demonstrating use of a particular knowledge
 simulations and role plays
 studio portfolios, strategically selecting items
CHARACTERISTICS OF AUTHENTIC ASSESSMENT (AA)
1. Authentic Assessment starts with clear definite criteria of performance made
known to the students.
2. Authentic Assessment is a criterion- referenced rather than norm- referenced
and so it identifies strengths and weaknesses, but does not compare students
nor rank their levels of performance.
3. Authentic Assessment requires students to make their own answer to
questions rather than select from given options as in multiple choice items,
and requires them to use a range of higher order thinking skills (HOTS).
4. Authentic Assessment often emphasizes performance and therefore students
are required to demonstrate their knowledge, skills or competencies in
appropriate situations. Authentic assessment does not rely on ability to recall
facts or memorize details, instead students are asked to demonstrate skills and
concepts they have learned.
5. Authentic Assessment encourages both teacher and students to determine their
rate of progress in cooperatively attaining the desired student learning
outcomes.
6. Authentic Assessment does not encourage rote learning and passive taking of
test; instead, students are required to demonstrate analytical skills, ability to
integrate what they learn, creativity, and ability to work in group, skills in oral
and written communications. In brief, authentic assessment values not only
the finished products which are the learning outcomes, but also the process of
learning.
7. Authentic Assessment changes the role of students as passive test takers into
become active and involve participants in assessment activities that emphasize

5. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
what they are capable of doing instead test to measure students’ skills or
retained facts has come under scrutiny because of the limitation encountered
in determining the students’ capability to utilized their knowledge and skills in
work and professional practice.
WHAT IS AUTHENTIC ASSESSMENT?
Here are some definitions:
“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)
“Performance (authentic) assessments call upon the examinee to demonstrate
specific skills and competencies; that is, to apply of their weaknesses. This results is
diminished fear of tests and improvement of self-esteem.
From teacher- centered activities, authentic assessment encourages a learner-centered
class where the teacher’s major role is to help students accept responsibility for their
learning and become self-evaluators.
KIM VERLY V. AGUSAN
BSED-3D
Discussant Number 2
Topic: Phases of Authentic Assessment
Phases of Authentic Assessment
The purpose of assessment is to improve student learning. Assessment achieves this
purpose by gathering pieces of evidence of student performance over a period of time.
Such evidence may be in the form of written works, journal entries, oral presentations,
research paper results, essay, story writing, and examination results. “Closing the loop”
encourages the use of assessment results for further improvement.
In general, Outcome assessment goes through five (5) phases.
1. Identifying the most important knowledge and skills that students should be able
to demonstrate as a result of their learning activities.
2. Determining the criteria and standards of outcomes performance and the
acceptable evidence that may be presented as proof of outcomes’ attainment.

6. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
3. Implementation of the supporting activities that will facilitate the attainment of
the desired student learning outcomes.
4. Measuring the extent at which the student is attaining the desired learning
outcomes.
5. Interpreting the assessment results and evaluating whether they indicate
attainment of the desired outcomes and utilizing them for continuous
improvement.
Phase I Phase II
Phase V
Phases III
Evaluate results to
determine attainment
of outcome and ensure
continuous
improvement.
Phase IV
Implement
assessment
strategies.
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
Identify learner
outcome.
Determine criteria and
acceptable evidences of
performance
Implement supporting
learning experiences
and instructional
activities.

7. Ed. 322- Assessment of Student Learning 2 (Second Semester) 2014
Traditional Assessment- Is commonly associated with pre- determined choice measure
of assessment such as multiple choices tasks, fill-in-the blanks, true – false, matching
type and others. Students typically recall or select the answers. Essentially, TA springs
from the educational which involves the following principles and practices.
1. A School’s mission is to develop useful citizens.
2. To be a useful citizen, one must process 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 student have acquired these knowledge and skills, the school
must test the student on these knowledge and skills.
Authentic Assessment- 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 tasks
that they will be required tom perform after graduation in the work place;
4. The school must then require students to perform tasks that duplicate or imitate
real-world situations.
Attributes Traditional
Assessment
Authentic Assessment
1. Action/ options Selecting a response Performing a task
2. Setting Contrived/ imagined Simulation/ Real-Life
3. Method Recall/ recognition Construction/ applications
4. Focus Teacher –structured Student- structured
5. outcome Indirect evidence Direct evidence
Reference:
1. Navarro, Rosita L. et. al; 2013. Assessment of learning 2 (second Edition)
LORIMAR Publishing, Inc. 776 Aurora; cor. Boston Street, Cubao,
Quezon City, Manila
2. http://en.wikipedia.org/wiki/Authentic_assessment