This document discusses authentic assessment, including its meaning, characteristics, and practices. Authentic assessment aims to evaluate students' ability to apply knowledge to real-world tasks, rather than just recall facts. It is characterized by clear performance criteria, emphasis on skills over memorization, and requiring students to demonstrate learning through tasks like projects and portfolios. The document outlines five phases of authentic assessment: identifying outcomes, determining criteria, implementing instruction, measuring performance, and evaluating results for improvement. In contrast to traditional assessment focused on selecting answers, authentic assessment centers on students performing meaningful tasks that simulate real-world challenges.

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

2. Topics:
AUTHENTIC ASSESSMENT:
MEANING, CHARACTERISTICS
AND PRACTICES
Why Authentic assessment?
CHARACTERISTICS OF
AUTHENTIC ASSESSMENT (AA)
WHAT IS AUTHENTIC
ASSESSMENT?

3. LEARNING 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.

4. Inroduction:
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.

5. 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,

6. 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.

7. 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

8. 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

9. 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 competencies. Evaluation in
the other hand occurs when a mark or grade
is assigned after a quiz, a presentation or a
completed task.

10. 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.

11. CHARACTERISTICS
OF AUTHENTIC
ASSESSMENT (AA)

12. 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).

13. 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.

14. 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
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

15. 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)

16. “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.

17. Phases of
Authentic
Assessment

18. 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

19. Identifying the most
important knowledge and
skills that students should
be able to demonstrate as
a result of their learning
activities.

20. Determining the criteria
and standards of outcomes
performance and the
acceptable evidence that
may be presented as proof
of outcomes’ attainment.

21. Implementation of the
supporting activities that will
facilitate the attainment of
the desired student learning
outcomes.

22. Measuring the extent at
which the student is
attaining the desired
learning outcomes.

23. Interpreting the
assessment results and
evaluating whether they
indicate attainment of the
desired outcomes and
utilizing them for continuous
improvement

24. Phase I
Identity learner
outcome.
Determine criteria and
acceptable evidences of
performance.
Phase II
Evaluate results to
determine attainment
of outcome and ensure
continuous
improvement.
Phase V Phase III
Implement supporting
learning experiences and
instructional activities.
Implement assessment
strategies.

25. 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.

26. 6. Performing particular
skills/competencies
7. Simulation or role playing.
8. Exhibiting and displaying
completed works.
9. Submitting portfolios
10. Submitting original creative
projects.

27. 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.

28. 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.

29. 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 4. 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.

30. Attributes Traditional Assessment Authentic Assessment
1. Action/ options Selecting a response Performing a task
1. Setting Contrived/ imagined Simulation/ Real-Life
1. Method Recall/ recognition Construction/ applications
1. Focus Teacher –structured Student- structured
1. outcome Indirect evidence Direct evidence