Authentic assessment involves gathering evidence of student learning over time through methods like portfolios, journals, projects and performances. It aims to evaluate how students apply skills and knowledge, rather than just testing factual recall. Authentic assessment is characterized by clear criteria shared with students, an emphasis on demonstrating competencies through application, and encouraging self-directed learning and higher-order thinking. The goal is for assessment to reflect real-world tasks and help both teachers and students understand strengths and areas for improvement.

1. EDUC210 ASSESSMENT IN LEARNING 2
CHAPTER 2
Meaning, Characteristics and Practices
Elva B. De Asis BEED 3A
PRESENTED BY
AUTHENTIC
ASSESSMENT:

2. Lesson Objectives
Introduction
Assessment
Evaluation
Testing
Marks
Why Authentic Assessment?
Characteristics of Authentic Assessment (AA)
CONTENT
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• Identify the relationship of assessment, evaluation and
marks to determine the attainment of students’ learning
outcomes
• Explain authentic assessment, its meaning and
characteristics
LESSON
OBJECTIVES

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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.
INTRODUCTION
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Both assessment and evaluation are based on the
judgment of an experienced, thoughtful human being - an
expert. Machines don’t assess, papers don’t assess, tests
don’t assess. Human 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
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The term 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 them from one another.
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ASSESSMENT
refers to the process of
gathering data and information
about what students know and
can do.
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EVALUATION
involves the task of interpreting,
forming conclusions and making
jugdments about the information
which was gathered in the process of
assessment.
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TESTING
is an instrument for
assessment. A test is an
assessment tool that reflects
the record of students’ learning
outcomes.
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MARKS
are reports of the result of
evaluating information obtained
in assessment process.
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11. Assessment involves review of evidence of learning such as
journal entries, written work, portfolios, skill demonstrations,
performance in learning activities, test results and rubrics
ratings which cover a period of time and should reveal the
progress of students in competencies. Evaluation on the
hand occurs when a mark or grade is assigned after a quiz, a
presentation or a completed task.
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12. WHY AUTHENTIC ASESSMENT?
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“The common practices of using recall and recognition objective the skills
and knowledge they have mastered.“ -Richard Stiggins (1987)
“Authentic assessments are products and/or performances correlated with
real life experiences.“ - Newton Public Schools
Other names of authentic assessment are performance assessment,
alternative assessment, and direct assessment.
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CHARACTERISTICS
OF AUTHENTIC
ASSESSMENT (AA)

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1. AA starts with clear and definite criteria
of performance made known to the
students.
2. AA is criterion-referenced rather than
norm-referenced and so it identifies
strengths and weaknesses, but does not
compare students nor tank their level of
performance
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3. AA 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)
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4. AA often emphasizes performance and
therefore students are required to
demonstrate their knowledge, skills or
competencies in appropriate situations. AA
does not rely on ability to recall facts or
memorize details, instead students are
asked to demonstrate skills and concepts
they have learned.
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17. 5. AA encourages both teacher and students to determine
their rate of progress in cooperatively attaining the desired
students learning outcomes.
6. AA does not encourage rote learning and passive taking of
tests; instead, students are required to demonstrate
analytical skills, ability to integrate what they learn,
creativity, and ability to work in a group, skills in oral and
written communications. In brief, AA values not only the
finished products which are the learning outcomes, but also
the process of learning.
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7. AA changes the role of students as passive test
takers into becoming active and involved
participants in assessment activities that
emphasize what they are capable of doing instead
tests 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 and professional practice.
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While multiple choice, true- false or matching type tests
can be indicators of academic achievement, teachers and
students are often misled by the results of these tests on
the kind of academic work and activities that need to be
mastered. It is to be remembered that test items are not
real problems; right answers are not necessarily indicators
of critical thinking.
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THANK YOU FOR
LISTENING!