ASSESSMENT

1. AUTHENTIC
ASSESSMENT
IN THE
CLASSROOM

2. Overview:
Topic 1. Authentic Assessment Defined
Topic 2. Attributes of Authentic
Assessment
Topic 3. Authentic Assessment and 21st
Century Learning Skills

3. Learning Objectives:
At the end of the lesson, you are expected to:
1. define authentic assessment; and,
2. differentiate authentic and traditional
assessment.
Topic 1
. Authentic Assessment Defined

4. What is an
Authentic
Assessment?
The term authentic assessment was first
coined by Grant Wiggins in 1989 in K-12
educational contexts. According to Wiggins
(1989, p.703), authentic assessment is "a
true test" of intellectual achievement.
Most of the time, it is used to mean
mirroring of real-world
expectations. There is,
tasks or
however, no
consensus in the true definition or elements
of an authentic classroom assessment.

5. What is an
Authentic
Assessment?
Freya et al. (2012) performed a
conceptual analysis of authentic assessment
as it is utilized in educational research and
training to explain a classroom assessment
approach.

6. What is an
Authentic
Assessment?
Phrases
Categories
from
about
Different Definitional
Publications and the
Authentic Assessment:
“… results in a product or presentation that has
meaning or value beyond success in school.”
(W iggins, 2006, p. 51).
“…emphasize(s) connections between
assessment, learning and real-world issues.”
(Green, 1998, p. 11).
“Performance is assessed in a context more like
that encountered in real life…” (Dez, Moon &
Meyer, 1992, p.38-39).

7. V.S
TRADITIONAL
ASSESSMENT
AUTHENTIC
ASSESSMENT

8. Traditional
Assessment
instructional activities.
Students can craft refined, detailed and
reasonable responses, performances or products.
Achieves validity and reliability by emphasizing
and standardizing the appropriate criteria for
scoring such (varied) products.
Involves "ill-structured" challenges and roles
that help students rehearse for the "game" of
adult and professional life.
Authentic
Assessment
Necessitates students to be active performers
using acquired knowledge.
Offers the student with a plethora of tasks that
reflects the challenges found in the best
Reveals only whether the student can recognize
or recall what was learned.
Typically limited to paper-and-pencil, objective
tests.
Typically only ask the student to select or write
correct responses--irrespective of reasons.
Standardizes objective "items" and, hence, the
(one) right answer for each.
More like drills, assessing static and too-often
arbitrarily discrete or simplistic elements of
those activities (Wiggins, 1990).

9. Learning Objectives:
At the end of the lesson, you are expected to:
1.identify the attributes of authentic
assessment; and,
2.evaluate the authenticity of an assessment
strategy
Topic 2. Attributes of Authentic
Assessment

10. How can we
differentiate
Authentic
Assessment
from
Traditional
Assessment?
Authentic assessment is commonly
distinguished from traditional assessment in
terms of its defining attributes.
Below is a bipolar continuum which illustrates
the defining attributes of traditional
assessment to authentic assessment.

11. Five Attributes of Authentic
Assessment
A. Selecting a Response to Performing a Task:
On traditional assessments, students are typically given
several choices and asked to select the right answer.
Meanwhile, authentic assessments ask students to
demonstrate understanding by performing a more complex
task.

12. Five Attributes of Authentic
Assessment
B. Contrived to Real-life:
Tests offer these contrived means of assessment to increase
the number of times you can be asked to demonstrate
proficiency in a short period of time. In authentic
assessments, we are expected to demonstrate proficiency
by doing something more frequently in life

13. Five Attributes of Authentic
Assessment
C. Recall/Recognition of Knowledge to
Construction/Application of Knowledge:
Oftentimes, we are asked to recall or recognize facts and
ideas and propositions in life, so tests are somewhat
authentic in that sense. Still, the demonstration of recall and
recognition on tests is typically much less revealing about
what we really know and can do than when we are asked to
construct a product or performance out of facts, ideas and
propositions.

14. Five Attributes of Authentic
Assessment
D. Teacher-structured to Student-Structured:
A student's attention will understandably be focused on
and limited to what is on the test. In contrast, authentic
assessments allow more student choice and construction in
determining what is presented as evidence of proficiency.

15. Five Attributes of Authentic
Assessment
E. Indirect Evidence to Direct Evidence:
If we are to ask a student to analyze or apply facts to a new
situation thru a multiple choice test rather than just recall
the facts, and the student selects the correct answer, what
do you now know about that student? Did that student get
lucky and pick the right answer? We really do not know.
Authentic assessments, on the other hand, offer more direct
evidence of application and construction of knowledge.

16. Topic 3. Authentic Assessment and
21st Century Learning Skills
Learning Objectives:
At the end of the lesson, you are expected to:
1.distinguish the four learning skills in the
21st century; and,
2.relate authentic assessment to 21st
century skills.

17. 21st Century
Learning Skills
"21st-century skills" is normally used
to mean to certain core competencies
such as collaboration, digital literacy,
critical thinking, and problem-solving
that advocates the need for schools
to teach students thrive in today's
world.

18. Barnett Berry, Founder and CEO,
Center for Teaching Quality
“Twenty-first-century learning means that students
master content while producing, synthesizing, and
evaluating information from a wide variety of subjects
and sources with an understanding of and respect for
diverse cultures. Students demonstrate the three Rs,
but also the three Cs: creativity, communication, and
collaboration. They demonstrate digital literacy as well
as civic responsibility. Virtual tools and open-source
software create borderless learning territories for
students of all ages, anytime and anywhere.”

19. “Twenty-first-century learning embodies an approach to
teaching that marries content to skill. Without skills, students
are left to memorize facts, recall details for worksheets, and
relegate their educational experience to passivity. Without
content, students may engage in problem-solving or team-
working experiences that fall into triviality, into relevance
without rigor. Instead, the 21st century learning paradigm
offers an opportunity to synergize the margins of the content
vs. skills debate and bring it into a framework that dispels
these dichotomies. Twenty-first-century learning means
hearkening to cornerstones of the past to help us navigate our
future.”
Sarah Brown Wessling, 2010
National Teacher of the Year

20. C
C C
C
CriticalThinking
the practice of solving
problem
4 C'sof 21
st
Century
Learning
Skills
Creativity
as a means of adaptation
and thinking outside of
the box
Collaboration
getting students to work
together
Communication
practice of conveying
ideas quickly and clearly

21. The Relationship of Authentic Assessment
to 21st Century Learning Skills
Pellegrino & Hilton (2012) supported the use of
“richer, performance-
assessments instead
and curriculum-based”
of “standardized, on-
demand, end-of-year tests that are easily scored
and quantified for accountability purposes”

22. THREE PRINCIPLES IN
DEVELOPING AND
ASSESSING OF 2 1ST
CENTURY
COMPETENCIES:
standards
with respect to
clearly
the
high-staked
communicate what is expected,
to hold relevant stakeholders
accountable and to publish data
for selection, placement,
evaluation, diagnosis, or
improvement.
1.Establishing
expectations;
2.Developing
assessments
standards;
based on the
3.Using the assessments to

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BAI
RESOURCES:

24. THANK YOU
AND GOD
BLESS!

26. REACT!

27. REACT!

28. PRINCIPLES OF HIGH QUALITY ASSESSMENT

29. Principle 1: Clarity and Appropriateness of LearningTargets
Learning targets should be clearly stated, specific, and centers on what is
truly important.
Learning Targets
(Mc Millan, 2007; Stiggins, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affect/Disposition
Student attainment of affective states such as attitudes, values,
interests and self-efficacy.

30. Principle 2: Appropriateness of Methods
Assessment Methods
Objective
Supply
Objective
Selection
Essay
Performance-
Based
Oral Question Observation Self-Report
Self-Report
Completion
Test
Multiple
Choice
Matching
Type
True/False
Restricted
Response
Extended
Response
Presentations of
papers
Project Athletics
Demonstrations
Exhibitions
Portfolios
Oral
Examinations
Conferences
Interviews
Informal
Formal
Attitude
Survey
Sociometric
Devices
Questionnaires
Inventories

31. Principle 2: Appropriateness of Methods
Learning Targets and their Appropriate Assessment Methods
Targets Assessment Methods
Objective Essay Performance
Based
Oral
Question
Observation Self-Report
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5=high, 1=low)

32. Principle 2: Appropriateness of Methods
Modes of Assessment
Mode Description Examples Advantages Disadvantages
Traditional The paper and pen
test used in assessing
knowledge and
thinking skills
Standardized
test
Teacher-
made test
Scoring is
objective
Administration
is easy because
students can
take the test at
the same time
Preparation of the
instrument is time
consuming
Prone to guessing
and cheating

33. Principle 2: Appropriateness of Methods
Mode Description Examples Advantages Disadvantages
Performance A mode of
assessment that
requires actual
demonstration of
skills or creation
of products of
learning
Practical test
Oral and Aural
Test
Projects, etc.
Preparation of
the instrument
is relatively
easy
Measures
behavior that
cannot be
deceived
Scoring tends to be
subjective without
rubrics
Administration is
time consuming
Modes of Assessment

34. Principle 2: Appropriateness of Methods
Mode Description Examples Advantages Disadvantages
Portfolio A process of
gathering multiple
indicators of student
progress to support
course goals in
dynamic, ongoing
and collaborative
process.
Working
Portfolios
Show Portfolios
Documentary
Portfolios
Measures
students growth
and
development
Intelligence-fair
Development is
time consuming
Rating tends to be
subjective without
rubrics
Modes of Assessment

35. Principle 3:Variety
 Assess varied learning targets
 Use varied instruments or methods of assessment

36. Principle 4: Balance
 A balanced assessment sets targets in all domains of learning (cognitive,
affective, and psychomotor) or domains of intelligence (verbal-
linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial,
musical-rhythmic, intrapersonal-social, interpersonal-introspection,
physical world-natural –existential-spiritual)
 A balanced assessment makes use of both traditional and alternative
assessment.

37. Principle 5: Participation
Involves the following as sources of information
 Students
 Parents
 Teachers
 Peers

38. Principle 6:Validity
 Validity is the degree to which the assessment instrument measures
what it intends to measure.
 It also refers to the usefulness of the instrument for a given purpose. It
is the most important criterion of a good assessment instrument.

39. Ways in EstablishingValidity
1. Face Validity-is done by examining the physical appearance of the
instrument
2. Content Validity-is done through a careful and critical examination of
the objectives of assessment so that it reflects the curricular objectives.

40. Ways in EstablishingValidity
3. Criterion-related Validity-is established statistically such that a set of
scores revealed by the measuring instrument is correlated with the scores
obtained in another external predictor or measure. It has two purposes:
concurrent and predictive
a. Concurrent Validity-describes the present status of the individual by
correlating the sets of scores obtained from two measures given
concurrently.
b. Predictive Validity-describes the future performance of an individual by
correlating the sets of scores obtained from two measures given at a longer
time interval.

41. Ways in EstablishingValidity
4.Construct Validity-is established statistically by comparing psychological
traits or factors that theoretically influence scores in a test.
a. Convergent Validity-is established if the instrument defines another
similar trait other than what is intended to measure.
E.g. Critical Thinking Test may be correlated with Creative Thinking Test
b. Divergent Validity-is established if an instrument can describe only the
intended trait and not the other traits.
E.g. Critical Thinking Test may not be correlated with Reading
Comprehension Test

42. Principle 7: Reliability
 It refers to the consistency of scores obtained by the same person when
retested using the same instrument or one that is parallel to it.
 Reliability coefficient should at least by 0.7 but preferably higher.

43. Principle 7: Reliability
Method
Type of Reliability
Measure
Procedure Statistical
Measure
Test-Retest Measure of Stability Given a test twice to the same group
with any time interval between tests
from several minutes to several years.
Pearson r
Equivalent Forms Measure of Equivalence Give parallel forms of tests with close
time interval between forms.
Pearson r
Test-retest with
Equivalent Forms
Measure of Stability
and equivalence
Give parallel forms of tests with
increased time interval between
forms.
Pearson r

44. Principle 7: Reliability
Method
Type of Reliability
Measure
Procedure Statistical
Measure
Split Half Measure of Internal
Consistency
Give a test once. Score equivalent
halves of the test
e.g. odd and even numbered items
Pearson r &
Spearman
Brown
Formula
Kuder-Richardson Measure of Internal
Consistency
Give the test once then correlate the
proportion/percentage of the
students passing and not passing a
given item.
Kuder-
Richardson
Formula 20
and 21

45. Principle 8: Fairness
A fair assessment provides all students with an equal opportunity to
demonstrate achievement. The key to fairness are as follows:
 Students have knowledge of learning targets and assessment.
 Students are given equal opportunity to learn.
 Students possess the pre-requisite knowledge and skills.
 Students are free from teacher stereotypes.
 Students are free from biased assessment tasks and procedures.

46. Principle 9: Positive Consequence
 Assessment should have a positive consequence to students; that is, it
should motivate them to learn.
 Assessment should have a positive consequence on teachers; that is, it
should help them improve their instruction.

47. Principle 10: Practicality and Efficiency
 Administrability- the test should be administered with ease, clarity and
uniformity so that scores obtained are comparable. Uniformity can be
obtained by setting the time limit and oral instructions.
 Scorability- the test should be easy to score such that directions for
scoring are clear, the scoring key is simple; provisions for answer sheets
are made easy.

48. Principle 10: Practicality and Efficiency
 Economy- the test should be given in the cheapest way, which means
that answer sheets must be provided so the test can be given from time
to time.
 Adequacy- the test should contain a wide sampling of items to
determine the educational outcomes or abilities so that the resulting
scores are representatives of the total performance in the areas
measured.

49. Principle 11: Continuity
Assessment takes place in all phases of instruction. It could be done before,
during and after instruction.
Activities Occurring Prior to Instruction
 Understanding students’ cultural backgrounds , interests, skills, and
abilities as they apply across a range of learning domains and/or subject
areas;
 Understanding students’ motivations and their interests in specific class
content;
 Clarifying and articulating the performance outcomes expected of
pupils; and
 Planning instruction for individuals or groups of students.

50. Principle 11: Continuity
Activities Occurring During Instruction
 Monitoring pupil progress toward instructional goals;
 Identifying gains and difficulties pupils are experiencing in learning
and performing;
 Adjusting instruction;
 Giving contingent, specific, and credible praise and feedback;
 Motivating students to learn; and
 Judging the extent of pupil attainment of instructional outcomes.

51. Principle 11: Continuity
Activities Occurring After Appropriate Instructional Segment
(e.g. lesson, class, semester, grade)
 Describing the extent to which each student has attained both short and long
term instructional goals;
 Communicating strengths and weaknesses based on assessment results to
students, and parents or guardians;
 Recording and reporting assessment results for school-level analysis, evaluation,
and decision making;
 Analyzing assessment information gathered before and during instruction to
understand each student’s progress to date and to inform future instructional
planning;
 Evaluating the effectiveness of instruction; and
 Evaluating the effectiveness of the curriculum and materials in use.

52. Principle 12: Authenticity
Features of Authentic Assessment
 Meaningful performance task
 Clear standards and public criteria
 Quality products and performance
 Positive interaction between the assessee and assessor
 Emphasis on meta-cognition and self-evaluation
 Learning that transfers

53. Principle 12: Authenticity
Criteria of Authentic Achievement (Burke, 1999)
1. Disciplined Inquiry-requires in-depth understanding of the problem
and a move beyond knowledge produced by others to a formulation of
new ideas.
2. Integration of Knowledge-considers things as a whole rather than
fragments of knowledge.
3. Value Beyond Evaluation-what students do have some value beyond
the classroom

54. Principle 13:Communication
 Assessment targets and standards should be communicated.
 Assessment results should be communicated to their important users.
 Assessment results should be communicated to students through direct
interaction or regular ongoing feedback on their progress.

55. Principle 14:Ethics
 Teachers should free the students from harmful consequences of
misuse or overuse of various assessment procedures such as
embarrassing students and violating student’s right to confidentiality.
 Teachers should be guided by laws and policies that affect their
classroom assessment.
 Administrators and teachers should understand that it is inappropriate
to use standardized student achievement to measure teaching
effectiveness.

56. THANKYOU!