1. The document discusses different types of assessment including authentic assessment. It defines assessment, evaluation, testing, and marks. 2. Authentic assessment involves evaluating students based on real-world tasks that demonstrate knowledge application, unlike traditional testing which focuses on recall and recognition. 3. The document provides examples of authentic assessment activities and compares the key differences between traditional and authentic assessment. Authentic assessment complements traditional assessment by requiring students to demonstrate skills.

1. ASSESSMENT OF
STUDENT LEARNING 2

2. CHAPTER 2
AUTHENTIC ASSESSMENT:
MEANING, CHARACTERISTICS
AND PRACTICES

3. The terms assessment, evaluation,
testing and marks are terms often
used in determining the degree of
attainment of student learning
outcomes. At times they are used
interchangeably, it will be useful to
clarify their meanings to distinguish

4. ASSESSMENT
Refers to the process of gathering data and
information about what students know and can do.
Such information may be sourced through observation
of students during their learning activities, examining
the results of their learning activities or testing their
knowledge and skills. Through assessment, the teacher
can find out what students are learning.

5. evaluation
Involves the task of interpreting, forming
conclusions and making judgments about the
information which was gathered in the
process of assessment. The data gathered by
assessment are neither useful nor useless but
they reflect the learning process.

6. testing
Is an instrument of assessment. A
test is an assessment tool that
reflects the records of the students
learning outcomes.

7. MARKS
Are reports of the results of evaluating
information obtained in the assessment
process. Marks have certain components
related to the learning activities
undertaken by the students.

8. Examples 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

9. Assessment involves review of evidence
of learning such as journal entries,
written work, portfolios, skill
demonstrations, performance in learning
activities, test results & rubrics ratings
which cover a period of time & should
reveal the progress of students in
competencies.

10. Why authentic assessment?
“Authentic assessment are products
and/or performances correlated with real
life experiences”.
---Newton Public Schools

11. Other names for authentic
assessment are performance
assessment, alternative assessment,
and direct assessment.

12. CHARACTERISTICS OF AUTHENTIC
ASSESSMENT (AA)
1.Starts with clear & definite criteria of performance made
known to the students.
2.Is criterion referenced rather than norm-referenced & so
it identifies strengths & weaknesses, but does not compare
students nor rank their levels of performance.

13. 3. 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 order
thinking skills (HOTS).
4. Often emphasizes performance & therefore students are
required to demonstrate their knowledge, skills or
competencies in appropriate situations.

14. 5. Encourages both teacher & students to determine their
rate of progress in cooperatively attaining the desired
students learning outcomes.
6.Does not encourage rote learning & passive taking of test,
instead, students are required to demonstrate analytical skills,
ability to integrate what they learn, creativity, & ability to
work in a group, skills in oral & written communications.

15. 7. Changes the role of students as passive test takers into
becoming active & involved participants in assessment
activities that emphasize 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 utilize their
knowledge and skills in work & professional practice.

16. While multiple choice, true – false or matching tests can
be indicators of academic achievement, teachers & students
are often misled by the results of these test on the kinds of
academic work & activities that need to be mastered.
It is good for students to have mastery of these basic
knowledge but if they cannot apply these skills to real-life
tasks, then they have not been prepared for the real world,
hence the need for authentic assessment.

17. WHAT IS AUTHENTIC ASSESSMENT?
Here are some definitions:
“A form of assessment in w/c students are asked to perform real-
world tasks that demonstrate meaningful application of essential
knowledge and skills…”
------- Jon Mueller (2011)

18. “Engaging & worthy problems or questions of
importance, in w/c 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 & consumers or professionals in the field. “
------ Grant Wiggins (1987)

19. 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, essays, story writing, & examination results. “
Closing the loop” encourages the use of assessment results for
further improvement.

20. In general, outcome assessment goes through five (5)
phases.
1. Identifying the most important knowledge & skills that
students should be able to demonstrate as a result of
their learning activities.
2. Determining the criteria & standards of outcomes
performance & the acceptable evidence that may be
presented as proof of outcomes attainment.

21. 3. Implementation of the supporting activities that will facilitate
the attainment if the desired student learning outcomes.
4. Measuring the extent at w/c the students are attaining the
desired learning outcomes.
5. Interpreting the assessment results & evaluating whether they
indicate attainment of the desired outcomes & utilizing them for
continuous improvement.

22. Indentify learner
outcome.
PHASE I
Determine criteria & acceptable evidences
of performance.
PHASE II
Implement supporting
learning experiences &
instructional activities.
Evaluate results to determine
attainment of outcome & ensure
continuous improvement.
Implement assessment
strategies.
PHASE IIIPHASE V
PHASE IV

23. “ Closing the Loop” is demonstrated in a diagram of these
phases adopted from Jon Muellers (2011) of North Central
College, Nashville, Illinois. Both assessment & evaluation are
based on the judgment of an experienced, thoughtful human
being the classroom teacher.

24. Examples of Authentic Assessment Activities
1. Doing science experiments
2. Conducting social science field research
3. Writing stories and reports
4. Reading & interpreting literary pieces
5. Solving mathematical problems that have real-world implications
6. Performing particular skills/competencies
7. Simulation or role playing
8. Exhibiting & displaying completed works
9. Submitting portfolios
10. Submitting original creative projects

25. HOW DOES AUTHENTIC ASSESSMENT DIFFER
FROM TRADITIONAL ASSESSMENT (TA)
Traditional Assessment is commonly associated with pre-
determined choice measures of assessment such as multiple choice
tasks, fill-in-the-blanks, true-false, matching type & others.
Traditional assessment springs from the educational philosophy
which involves the following principles and practices.

26. 1. A school’s mission is to develop useful citizens;
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 & skills, the
school must test the students on these knowledge and skills.

27. Authentic Assessment, on the other hand is grounded on the following
principles and practices:
1. A school’s mission is to develop useful citizens;
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 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.

28. TABLE 1- BASIC DIFFERENCES BETWEEN
TRADITIONAL & AUTHENTIC ASSESSMENT
ATTRIBUTES TRADITIONAL
ASSESSMENT
AUTHENTIC
ASSESSMENT
1. Actions / options Selecting a response Performing a task
2. Setting Contrived / imagined Simulation / Real-Life
3. Method Recall / recognition Construction / application
4. Focus Teacher – structured Student - structured
5. Outcome Indirect evidence Direct evidence

29. Authentic Assessment Complements Traditional
Assessment
Mastery of knowledge and skills which is the focus of traditional
assessment must be encouraged among the students to form the foundation
on which will be built the activities that will require students to demonstrate
and perform the tasks that they are expected to perform in the real world.

30. ASSESSMENT OF STUDENT LEARNING 2
SAT PM 5:00 – 8:00
Submitted to:
Dr. Enerio L. Sagusay
Submitted by:
Cabildo, Liazabel A.
II-BEED