Authentic Assessment in Assessment in Learning 2

Authentic
Assessment
Meaning, Methods,
and Tools

‘’On assessment, measure what you value instead
of valuing only what you can’t measure’’
Andy Hargreaves

Learning outcomes
• explain the meaning of authentic assessment and non-test
assessment;
• give example of transversal competencies
• state the 21st Century skills based on P-12 Framework;
• describe the features of authentic assessment and 21st
Century assessments and
• discuss the complementary relationship of authentic and
traditional assessments.

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
What isAuthenticAssessment?

Engaging in worthy problems or
questions of importance in which
students must use knowledge to
fashion performances effectively
and creatively.
- Wiggins(1987)

Comparison of Traditional and Authentic Assessment by
Mueller(2008);
Attributes Traditional Assessment Authentic Assessment
1. Action/Option 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

Non-TestAssessment of Learning
Non-test assessment is an alternative assessment in the
sense that it diverts from the paper-and-pen test, which
is the only test known to many. It is an assessment that
measures students' abilities directly with real tasks.
These are tests that do not force the students to give
their responses but rather allow the students to manifest
their their acquired knowledge and skills from the
subject though means other than written tests.

Non-TestAssessment of Learning
Non-test assessment also refers to formative assessment
which is an on-going process to give feedback to
students to increase their competence. It is an informal,
impromptu feedback, or marginal comments on
students' drafts. Non-test assessment does not give fixed
judgment or record results.

• Portfolio. A purposeful collection of students' works that exhibit the
student's efforts, progress, and achievements in one or more areas
of the curriculum.
• Teacher Observation. The teacher observes the students while they
work to make certain the students understand the assignment and
are on task.
Example: Cooperative learning
Examples of Non-Test:

• Slates or Hand Signals. Students use slates or hand signals as a
means of signaling answers to the teacher.
Example: Review questions - write answers and hold up slate.
• Daily Assignments. The student completes the work assigned daily
to be completed at school or home.
Example: Worksheets or research.

• Journal. Students write daily on assigned or personal topics.
Example: What do your you remember most in yesterday's lesson?
• Games. Teachers utilize fun activities to have students practice and
review concepts.
Example: Science trivia

• Projects. After students are taught the basics of triangles, such as
types, congruence, proofs, and similarity, each student is asked to
create a poster, drawing, or personal adornment such as a fingernail
design, piece of jewelry, or tattoo that uses at least two different
triangular shapes. A beautiful product is that which displays
symmetry.
• Debates. The students take opposing positions on a topic and
defend their position. Example: The pros and cons of environmental
legislations.

• Checklist. The teacher will make a list of objectives that students
need to master and then check off the skill as the students masters
it.
• Cartooning. Students will use drawings to depict situation and
ideas.
Example: environmental issues

• Models. The students produce a miniature replica of a given topic.
Example: planetarium
• Notes. Students will write a summary of the lesson.
Example: outline of the day's lesson.
• Panel Discussion. A group of students verbally present cons of the
environmental issues. information.
Example: A discussion presenting both and pros and cons of the
environmental issues.

• Demonstrations. Students present a visual enactment of weight. a
particular skill or activity.
Example: proving that air has weight.
• Discussions. Students in a class verbally interact on a given topic.
Example: Discussion on climate change.

• Problem-solving. You are teaching a unit in physics on levers. To
test your students' knowledge, you give a lab worksheet focusing on
type of levers and forces. Use simple objects to build levers;
propose a problem with various simple items (ruler, etc.); give
students a scenario that involves a large stone that must be carried
across the street with only one person to help how can you do this?

• Robert Marzano proposed A New Taxonomy of Educational
Objectives (2000). Marzano's model of thinking skills incorporates
a wider range of factors that affect how learners think and provides
a research-based theory to help teachers improve their learners'
thinking. Marzano's new taxonomy consists of three systems and
the Knowledge Domain, all of which are important for thinking and
learning.
Authentic Assessment Complements
TraditionalAssessment

The three systems are the cognitive system, the metacognitive system
and self-system.
Self - System
Beliefs About the Importance
of Knowledge
Beliefs about Efficacy
Emotions Associated with
Knowledge
Metacognitive System
Specifying
Learning
Goals
Monitoring the
Execution
of Knowledge
Monitoring Clarity Monitoring Accuracy

The three systems are the cognitive system, the metacognitive system
and self-system.
Cognitive System
Knowledge Comprehension Analysis Knowledge Utilization
Retrieval
Recall
Execution
Analysis
Synthesis
Representation
 Matching
 Classifying
 Error Analysis
 Generalizing
 Specifying
 Decision Making
 Problem Solving
 Experimental
Inquiry
 Investigation
Knowledge Domain
Information Mental Procedures Physical Procedures

• The cognitive system processes all the necessary information and
the knowledge which consists of information, mental procedures
and physical procedures.
• The metacognitive system sets goals and keeps track of how well
these goals are being achieved.
• Self-system decides whether to continue the current behavior or
engage in a new learning activity.
• The knowledge domain which is basic in authentic assessment is
the subject assessed by traditonal methods.
Authentic Assessment Complements
TraditionalAssessment

Knowledge - the what, who,
where and when - leaving the
learners with "a mental file
cabinet full of facts, most of
which were quickly forgotten
after the final test."
Knowledge
(Marzano, 2007)

Philosopher Gilbert Ryle has the same line of thinking with
Marzano. Ryle distinguishes knowing how (technical ability)
from knowing that (facts and propositions) and knowing
what (acquaintance with things and persons).
Knowledge

Ryle asserts that knowing that (some fact) is empty
intellectualism without knowing how to make use of the fact.
Effective possession of a piece of knowledge (museum
possession of knowledge) involves knowing how to use that
knowledge, when required, for the solution of other
theoretical or practical problems (workshop-possession of
knowledge).
Knowledge

For true learning, learners must not only have a a museum
possession of knowledge but also workshop-possession of
knowledge.
Knowledge

Partnership for 21st Century Skills Framework

Partnershipfor21stCenturySkillsFramework
This means that basic knowledge
and skills cannot be dispensed with
and so traditional assessment, which
assesses basic knowledge and skills,
is here to stay. Traditional
assessment complements non-
traditional or authentic assessment.

Academic tests are typically relied upon to assess the
performance of students in educational tasks. Since schools
are charged with the major responsibility for preparing
students with the major responsibility for preparing students
to perform these tasks, academic tests are also used to
evaluate whether and to what extent school programs have
achieved their goals.
Non-Test Indicators

The use of a single form of measurement (e.g., pencil-and
paper-tests) to monitor learner development or the
performance of educational programs, however, may be less
reliable. Moreover, if cognitive development is the only
intended effect of school programs that is emphasized, as it
is done when academic tests alone are used to assess
performance, many significant areas of development that
schools can and do effect will be neglected
Non-Test Indicators

Transversal competencies are competencies that are
transferable between jobs that is why they are also called
transferable competencies. People use them experience, soft
skills, emotional intelligence and employability skills.
Transversal Competencies

They are not job and sector-specific skills. They are a set of
competencies related to attitudes and values (knowing how
to be) and procedures (know how). They can be transferred
from one specific task to another.
Transversal Competencies

Below is the list of transversal competencies that the 2013 Asia- Pacific
Education Research Institutes Network (ERI-Net) researched on and reported
on in its Phase 1 Regional Synthesis Report.
Creativity
It is the ability to use a wide range
of creation techniques (such as
brainstorming) to create new and
worthwhile ideas (both
incremental and radical concepts)
as well as observable creations
(such as artworks and
performances). This includes the
skills necessary to elaborate,
refine, analyze and evaluate their
own creations in order to improve
and maximize creative efforts.
It is a combination of technical,
business management, and
personal determination,
innovation and risk-taking skills

Critical and
Innovative Thinking
own creations in order to improve
and maximize creative efforts.
Entrepreneurship
It is a combination of technical,
business management, and
personal determination,
innovation and risk-taking skills
necessary to turn ideas into action,
as well as plan and manage
projects in order to achieve
objectives.
Application skills
This refers to skills necessary to
implement innovations. This
includes the ability to act on
creative ideas to make a tangible
and useful contribution to the field
in which the innovation will occur.
Reflective thinking
This is the ability to reflect
critically on learning experiences
and processes to inform future
progress
It is the ability to use various types
of reasoning (inductive, deductive,

Reflective thinking
This is the ability to reflect
critically on learning experiences
and processes to inform future
progress
Reasoned
Decision-making
It is the ability to use various types
of reasoning (inductive, deductive,
etc.) as appropriate to the
situation, to effectively analyze
and evaluate evidence, arguments,
claims and beliefs in making
judgments and decisions
Communication skills
These include the ability to
articulate thoughts and ideas
effectively using oral, written and
nonverbal communication skills in
a variety of forms and contexts.
Organizational skills
These refer to skills such as
general organizing, team
administration, planning, time
management, coordinating
resources and meeting

judgments and decisions
Interpersonal skills
Communication skills
These include the ability to
articulate thoughts and ideas
effectively using oral, written and
nonverbal communication skills in
a variety of forms and contexts.
These refer to skills such as
general organizing, team
deadlines.
Teamwork
It refers to skills necessary to be
able to work with others towards a
common goal. These include the
ability to negotiate, follow an
agenda, and decisions. make group
decision.
It is the ability to work effectively
and respectfully with diverse
teams, including the skills

Interpersonal skills
deadlines.
Teamwork
It refers to skills necessary to be
able to work with others towards a
common goal. These include the
ability to negotiate, follow an
agenda, and decisions. make group
decision.
Collaboration
It is the ability to work effectively
and respectfully with diverse
teams, including the skills
necessary to exercise flexibility and
willingness to be helpful in making
necessary compromises to
accomplish a common goal.
Ability to obtain and analyze
information through ICTS
This refers to skills required to
identify, locate and access
appropriate information sources
(including assembling knowledge
and information in cyberspace),

necessary compromises to
accomplish a common goal.
Media and
information literacy
Ability to obtain and analyze
information through ICTS
This refers to skills required to
identify, locate and access
appropriate information sources
(including assembling knowledge
and information in cyberspace),
and interpret this information and
draw conclusions based on
analysis.
Ability to critically evaluate
information and media content
This refers to the skills required to
evaluate the quality,
appropriateness and value of the
information, as well as its sources
Ethical use of ICTS
This refers to the skills required
and the ability to apply a
fundamental understanding of the
ethical/legal issues surrounding
the access and use of information
technologies.
This includes the skills to
understand, negotiate and balance

technologies.
Global citizenship
Respect for diversity
This includes the skills to
understand, negotiate and balance
diverse views and beliefs to reach
workable solutions, particularly in
multi-
cultural environments.
Intercultural understanding
This refers to respecting cultural
differences and work effectively
with people from a range of
cultural backgrounds and
responding open- mindedly to
different ideas and values.
Democratic participation
This refers to skills necessary for
participating effectively in civic life
through knowing how to stay
informed and understanding
governmental processes. This
includes the skills for exercising
the rights and obligations of
citizenship at the local, state,
national and global level.

Transversal competencies are the 21" Century skills found in
several frameworks.

Here are some features of performance/authentic assessment (Hambleton,
1996):
Features of Authentic/Performance
Assessment
1. An emphasis on 'doing 'open-ended activities for which there is no
correct, objective answer and that may assess there higher thinking - In
many performance assessments, there is no correct objective answer unlike
in a true-false test or a multiple-choice test. For example, there is no one
correct answer when a student produces a painting, designs science project,
delivers "I Have a Dream" of Martin Luther King, writes a research report,
presents and defends the same before a panel.

1996):
Assessment
2. Direct methods of evaluation - Authentic/Performance assessments use
direct method such as judging demonstration of a dance step, oral
presentations to assess speaking rather than asking students to enumerate
the dance steps in order to describe good oral presentation in a paper-and
pencil test.

1996):
Assessment
3. Self-assessment - In authentic/performance assessment, students may be
given the opportunity to assess their performance with the use of scoring
rubrics.
4. Assessment of group performance - as well as individual performance
Some performance/authentic assessments evaluate how students perform
individually and how they perform as a group. A group may be directed to
produce a capstone project. They may be evaluated for the group's output
(the capstone project) and individually for the individual member's
contribution.

1996):
Assessment
5. Extended period of time for assessment - traditional assessment,
performance/authentic usually requires an extended period. In traditional
assessment, a written test may require an hour or less, but the completion of
a research paper may require months and may be evaluated monthly to
check on students' progress. 0

The characteristics of 21st century assessment are essential
guide for preparation of authentic assessment activities. It is
necessary to refer to these characteristics to ensure that the
learners are being assessed towards the skills and demand
of the 21st century. Find out if the characteristics of 21st
century assessment given here are in parallel with the
features of authentic assessment given above.
Characteristics of 21st Century
Assessment

Assessment
• Responsive - Visible performance-based work (as a result of assessment)
generates data that inform curriculum and instruction.
• Flexible - Assessment needs to be adaptable to students' settings. Rather
than the identical approach that works in traditional assessment, 21st
century approaches are more versatile.
• Integrated - Assessments are to be incorporated into the day-to-day
practice rather than as add-ons at the end of instruction or during a single
specified week of the school calendar
• Informative - The assessment results give information on whether or not
the desired and targetted 21st century skills which are clearly stated and
explicity taught are realized.

Assessment
• Multiple Methods - An assessment continuum that includes a spectrum of
assessment strategies is the norm.
• Communicated - Communication of assessment data is clear and
transparent for all stakeholders.
• Technically Sound - For fairness, adjustments and accommodations are
made in the assessment process to meet students' needs.
• Systematic - 21st century assessment is part of a comprehensive and well-
aligned assessment system that is balanced and inclusive of all students,
constituents, and stakeholders and designed to support improvement at all
levels.

Authentic Assessment: Process-
oriented or Product-oriented
Authentic assessment is performance assessment. The performance can be
process-oriented or product-oriented. The learner is made either to demonstrate
the skill or the process learned or show the product of the application of
learned knowledge and skills.

1. An example of a process-oriented
assessment is demonstrating the skill of
note reading or the skill of conducting
the singing of the Philippine National
Anthem in the Music class.
2. An example of a product-oriented
assessment is a PowerPoint
presentation, a position paper or a
poem composed.

Authentic assessment demands genuine proof of transfer of learning in real life
situation. Some authors equate authentic assessment to performance assessment.
Other terms for authentic assessment are alternative assessment, direct
assessment and non- traditional assessment.

ALTERNATIVE ASSESSMENT - The term alternative implies that there is a
mode of assessment other than the usual traditional, paper- and-pencil test.
DIRECT ASSESSMENT - Direct assessment means that the learner has to
demonstrate concretely the knowledge and skill learned.
NON- TRADITIONAL ASSESSMENT - Authentic assessment is also called
non-traditional assessment in contrast to the traditional paper-and-pencil test
that we have been used to.

Process-orientedAssessment
Learning outcomes in the form of procedural
knowledge require demonstration of the process
or procedure. They call for a process-oriented
assessment.
Next slides are examples of learning
outcomes that fall under process-oriented
assessment. These are lifted from the K to
12 Curriculum Guide and course syllabi
on Principles and Methods of Teaching
and Assessment in Learning 1 and 2.

• Recite a poem with feeling using appropriate voice quality, facial
expressions and hand gestures - English, Grade 5
• Perform a skit on the importance of a national language -Mother Tongue,
Grade 3
• Relate story events to one's experience Mother Tongue - Grade 3
• Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay
- Filipino - Grade 7
• Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay
- Filipino - Grade 7
• Use the appropriate reading style (scanning, skimming, speed reading,
intensive reading for one's purpose) - English-Grade 8

• Graphs linear inequalities in two variables - Math, Grade 8
• Demonstrate the generation of electricity by movement of a magnet
through a coil - Science, Grade 10 Sings themes or melodic fragments of
given Classical period pieces - Music, Grade 9
• Sings Medieval chant, troubadour song, madrigal, chorale and selections
from oratorio with correct pitch, rhythm, expression and style; - Music,
Grade 9
• Shows skills in creating a linoleum, rubber or wood cut print with the
proper use of carving tools - Art, Grade 5
• Executes the skills involved in the dance - PE 9
• Applies correct techniques to minimize risk of injuries PE. Grade 10

Product-orientedAssessment
Students' performance may lead to a concrete
product. These students' products are the
concern of product-oriented authentic
assessment.
Next slides are examples of learning
outcomes that fall under product-
oriented assessment. These are lifted
from the K to 12 Curriculum Guide
and course syllabi on Principles and
Methods of Teaching and Assessment
in Learning 1 and 2.

• Nakagagawa ng isang proyekto gamit ang iba't ibang multimedia at
technology tools sa pagpapatupad ng mga batas sa kalinisan, kaligtasan,
kalusugan at kapayapaan - AP, Grade 3
• Creates movements to music of a particular Philippine festival-Music,
Grade 7
• Creates designs by using two or more kinds of lines, colors and shapes by
repeating or contrasting them, to show rhythm-Art, Grade 2
• Creates original tie-dyed textile design by following the traditional steps in
tie-dyeing using one or two colors. - Art 4
• Prepares a physical activity program - P E, Grade 8 Writes coherent review
of literature Research 1, Grade 11

• Writes coherent review of literature Research 1, Grade 11
• Creates an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related to
specific professional tracks Empowerment Technologies, Grade 12
• Creates an original or derivative ICT content to effectively communicate or
present data or information related to specific professional tracks. -
Empowerment Technologies, Grade 12
• Makes a lesson plan following the inductive lesson development Principles
of Teaching, College of Education
• Formulates multiple choice test items aligned to the learning outcomes -
Assessment in Learning 1

Types of Performances Example
Processes Physical skills Use of equipment Oral
communication Work habits
• Playing a musical instrument
• Doing a forward roll
• Preparing a slide for the microscope Making a
speech to the class Reading aloud
• Conversing in a foreign language
• Working independently
Products Constructed objects Written essays, themes,
reports, term papers Other academic products that
demonstrate understanding of concepts
• Wooden bookshelf
• Set of welds Handmade apron Watercolor painting
• Laboratory report
• Term paper on theatrical conventions in
Shakespeare's day Model or diagram of a structure
(flower, planetary system) Concept map
Figure 11

DepEd's Emphasis on Performance
Assessment

DepEd Order s. 2015-08 includes 3 components of
summative assessment: 1) written work, 2) performance tasks, and
3) quarterly assessment. The quarterly assessment consists of
objective tests (written), performance-based assessment or a
combination thereof.

They (students) may create or innovate products or do
performance-based tasks. Performance-based tasks may include
skills demonstration, group presentation, oral work, multimedia
presentation and research projects. Written output is also
considered as performance task.
For the performance task component, the same DepEd Order states:

Among the 3 components of DepEd's summative assessment,
performance tasks contribute the most, from 40% to 60% to the
student's quarterly grade. This is true to junior high school (Grades
1-10) and senior high school (Grades 11-12). Obviously, DepEd
puts greater weight on performance task.

GRASPS
When constructing performance tasks, be guided by the acronym GRASPS
shared by Wiggins and McTighe (2004). What does GRASPS mean?
G – oal
R – ole
A – udience
S – ituation
P – roduct
S – Standard and Criteria Identification

GRASPS
How do you come with a performace task guided by GRASPS?
GOAL – Provide a statement of the task. Establish the goal of the task; state
the problem, challenge or obstacle in the the task.
ROLE – Define the role of the students in the task.
- State the job of the students for the task.
AUDIENCE – Identify the target audience within the context of the scenario.

GRASPS
How do you come with a performace task guided by GRASPS?
SITUATION – Explain the situation. What's the context? What is the challenge?
PRODUCT – Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA – Identify specific standards for success.
– Define the role of the students in the task.

GRASPS
Here is an example for a Science class.
GOAL – Instill health-consciousness among the young by particularly paying
attention to their eating habits.
ROLE – You are officers of Health Club and one of your objectives as a club is
to promote health consciousness among the students.
AUDIENCE – Your brochure is intended for all high school students in your
school.

GRASPS
Here is an example for a Science class.
SITUATION – Most high school students are fond of junk foods, soft drinks. A
big number of students are obese and underweight.
PRODUCT – Come up with a brochure on healthy eating habits. Brochure
should: 1)focus on healthy eating habits, 2) include graphics and 3) use simple,
non- technical English language.
STANDARDS and CRITERIA You will be graded along the following criteria:
1) accuracy of content-10pts., 2) organization of information-10 pts., 3) clarity of
content-10pts., 4) appropriateness of graphics/ pictures-10pts. 4)
attractiveness/appearance of brochure-10pts 5) grammatical accuracy-10pts.

Airasian & Russell (2008) cited four issues that must be considered
in the use of performance assessment, namely:
1) establishing a clear purpose;
2) identifying observable criteria;
3) providing an appropriate setting; and
4) judging or scoring the performance.
Guidelines for Performance Assessment

Establishing a clear purpose - What is the purpose of the to assign
a grade, to evaluate performance assessment student's progress, to
generate products to be included in a learning portfolio, or to
provide student's sample of work for college admission?
Identifying observable criteria - performance are made clear to
students at the beginning of the teaching-learning process to help
them focus on their learning. These observable criteria also help the
teacher or any one assessing for that matter make his/her
observations more systematic and focused.

Providing an appropriate setting - Will you observe the target
behavior in a natural setting like observing a Student Teacher teach
as he/she teaches in a real classroom or observe her in an announced
and prepared demonstration teaching with her classmates acting as
students? Assessment experts' advice is "As a rule of thumb, it is a
good idea to observe the student on more than one occasion,
because a single performance might not fairly represent student
knowledge or skill." (Santrock, 2009)

Judging or scoring the performance - To judge or score the
product or the process/behavior demonstrated, a scoring rubric is a
must, to ensure objectivity of scoring. You will learn how to make a
scoring rubric in the next Chapter.

Authentic Assessment in Assessment in Learning 2

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