Assessment unit 1

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Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF EDUCATION
PED 107-B (ASSESSMENT IN LEARNING 2)
Second Semester, AY 2023 – 2024
JOSEPHINE ANTONIA M. GAHAPON – ASST. PROFESSOR IV
UNIT 1: AUTHENTIC ASSESSMENT IN THE CLASSROOM WEEK 1 - 4
1. HIGH QUALITY ASSESSMENT IN RETROSPECT
2. WHAT IS AUTHENTIC ASSESSMENT?
3. WHY USE AUTHENTIC ASSESSMENT?
4. DEVELOPING AUTHENTIC CLASSROOM ASSESSMENT
INTENTED LEARNING OUTCOMES:
At the end of the lesson, the pre-service teachers (PST) should be able to:
1. Discuss the nature and characteristics of authentic assessment and related terms;
2. Differentiate authentic and traditional assessment;
3. Reflect on the importance and applications of authentic assessment; and
4. Make connections between high quality assessment and the development, and use of authentic
assessment techniques and tools within each teaching areas.
REFERENCES:
1. Arao, Rosalia R., et al.; Statistics (Based on CMO 03 Series 2007); Philippine Copyright 2015;
Rex Book Store
2. Corpuz, Brenda B. and Cuartel Imelda E.; Assessment in Learning 2: Authentic Assessment;
OBE- & PPST-Based; PAFTE Project Write; 2021; LORIMAR Publishing, Inc.
3. David, Adonis P., et al.; Assessment in Learning 2; OBE; TEACH Series; First Edition; 2020;
Rex Book Store
4. De Guzman-Santos, Rosita; Advanced Methods in Educational Assessment and Evaluation;
LORIMAR Publishing, Inc.
5. https://knilt.arcc.alnany.edu
6. https://www.formpl.us/blog/authentic-assessment
7. https://www.coursehero.com
8. https://www.skidmore.edu
ACTIVATION OF PRIOR KNOWLEDGE
The term authentic assessment was coined by Grant Wiggins (1993), a leading proponent of reform in
testing. Assessment is termed authentic because students‟ knowledge and skill are assessed in a context
that approximates the real world or real life as closely as possible. The assessment requires student
performance that models realistic encounters in life in contrast to taking a written test or writing an
essay. That is why authentic assessment is called performance assessment. Authentic assessment is also
known as nontraditional assessment and alternative assessment. It is referred to as alternative
assessment because it offers students more choices than just taking a paper-and-pencil test like
multiple-choice or an essay. The word alternative implies that there is another way of assessing learning
other than traditional or paper-and-pencil that we have been used to.
Authentic assessment can be in the form of students‟ performance to display skills learned, mastery of a
process or procedure, or in the form of a product or concrete output. Some examples of performance
are: a student is able to dance tango, to dribble the ball, to send an email, to give a report in class
using PowerPoint, to set up an experiment, to lobby at the Municipal Council. Authentic assessment
can be done also by assessing the product of students‟ learning such as a haiku composed, a pair of

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pants sewn, journal entries, writing samples, art work, a research paper written, a videotaped
interview, a capstone project. Through capstone projects students explore issues they are passionate
about and work toward finding solutions to problems (Watch the video:
httls://learningpolicyinstitute.org/product/power-performance-assessment-video).
ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING ACTIVITIES
HIGH QUALITY ASSESSMENT IN RETROSPECT
Purpose
Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching.
Assessment OF Learning is usually given at the end of a unit, grading period or a term like a semester.
It is meant to assess learning for grading purposes, thus the term Assessment OF Learning
Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself is
already a form of learning for the students.
Targets
Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly
stated and feasible. The learning targets, involving knowledge, reasoning, skills, products, and effects,
need to be stated in behavioral terms which denote something which can be observed through the
behavior of the pupils.
Methods
 Written-Response Instrument
a. Objective Tests. An objective type of test refers to any written test that requires the
examinee to select the correct answer from among one or more of several alternatives
or supply a word or two and that demand an objective judgment when it is scored.
The types of objective tests are multiple choice, matching type, true or false,
enumeration, completion type, labeling, identification, and simple recall.
b. Essays. The essay test is the most popular of the types of tests. In general, a classroom
essay tests consists of a small number of questions to which the student is expected to
demonstrate his/her ability to: recall factual knowledge; organize this knowledge; and
present the knowledge in a logical, integrated answer to the question. An essay test can
be classified as either an extended-response essay item or short-answer essay item.
c. Checklists. A checklist is a form of self-report that asks persons to indicate whether they
demonstrate as set of qualities or behaviors. In particular, for affective assessment, it is
a tool for identifying the presence or absence of a feeling, attitude, or behavior. The
behaviors that are checked will reflect what values and beliefs learners hold. For
example, attitude toward environment may be measured by giving students a
checklist that enumerates different actions related to environment awareness and
commitment in one column and space in another column where students will put a
check or a cross, indicating whether those actions are being done or not.
Assessment FOR learning:
teachers using evidence
about students' knowledge,
understanding and skills to
inform their teaching.
Sometimes referred to as
„formative assessment', it
usually occurs throughout the
teaching and learning process
to clarify student learning
and understanding.
Assessment AS learning:
Students are their own
assessors. Students monitor
their own learning, ask
questions and use a range
of strategies to decide
what they know and can
do, and how to use
assessment for new
learning.
Assessment OF learning: use
of a task or an activity to
measure, record and report
on a student's level of
achievement in regards to
specific learning expectations.
These are often known as
summative assessments.

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 Product Rating Scales. A rating scale is a tool used for assessing the performance of tasks, skill
levels, procedures, processes, qualities, quantities, or end products, such as reports, drawings,
and computer programs. Rating scales are similar to checklists except that they indicate the
degree of accomplishment rather than just yes or no. Rating scale is defined as a closed-ended
survey question used to represent respondent feedback in a comparative form for specific
particular features/products/services. It is one of the most established question types for online
and offline surveys where survey respondents are expected to rate an attribute or feature.
A Likert Scale is one example of a rating scale. It makes use of five-point scale from
Strongly Disagree (1), Disagree (2), Undecided (3), Agree (4) to Strongly Agree (5).
 Performance Test – Performance Checklist. This assessment measures how well students apply
their knowledge, skills, and abilities to authentic problems. The key feature is that it requires
the student to produce something, such as a report, experiment, or performance, which is
scored against specific criteria.
Checklist for Designing Performance Assessments
Yes No
1. Is the performance task authentic (i.e., it presents meaningful and realistic
conditions)?
2. Is it aligned with the desired learning outcomes?
3. Does it provide opportunities for students to show both what they know and
how well they can do what they know?
4. Does it tap higher-order cognitive skills and the ability to apply knowledge?
5. Does it allow students to engage in more challenging activities that demonstrate
a broader array of skills?
6. Is it feasible to implement?
7. Is it observable and measurable?
 Oral Questioning. Oral questioning is an appropriate assessment method when the objectives
are: (a) to assess the knowledge students‟ stock and/or (b) to determine the students‟
ability to communicate ideas in coherent verbal sentences. While oral questioning is indeed an
option for assessment, several factors need to be considered when using this option. Of
particular significance are the student‟s state of mind and feelings, anxiety and nervousness in
making oral presentations which could mask the students‟ true identity.
 Observation and Self Reports. Observation and self reports are useful supplementary
assessment methods when used in conjunction with oral questioning and performance tests.
Such methods can offset the negative impact on the students brought about by their fears and
anxieties during oral questioning or when performing actual task under observation.
Sampling
 Simple Random Sampling. A process for sampling from a population in which the selection of
the sample unit is based on chance and every element of the population has a known nonzero
probability of being selected is referred to as simple random sampling. Random sampling
provides support to produce representative samples by eliminating voluntary response bias
and guarding against under-coverage bias.
There are many ways to obtain a simple random sample. These are the lottery method or
fishbowl sampling, the use of table of random number, and by electronic drawing of lots.
 Systematic Random Sampling. In a systematic random sampling, a list of every member of the
population can be created. The sample elements can be randomly selected. Thus, every kth
element on the list can be selected. Systematic random sampling is generally different from
simple random sampling since every possible sample of n element is not likely equal.
 Stratified Sampling. When the population can be divided into several strata or groups based
on some characteristics, stratified sampling technique will be the most appropriate method to
ensure a representative of each group in the sample. Then, within each stratum, a simple
random is selected. Selecting a sample with this technique is quite difficult and costly since it
requires a complete listing of all the elements in the population called frame.
 Cluster Sampling. When every number of the population is assigned to one and only one
group, it is called cluster sampling. Each of the group formed is called a cluster. Simple random

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sampling is used in choosing a sample of clusters. Only individuals with selected clusters are
surveyed.
In stratified sampling, the sample includes the elements from each stratum. In a cluster
sampling, the sample elements include only the elements from the sampled clusters. Cluster
sampling provides less precision than either simple random sampling or stratified sampling. The
cost per sample point is lesser in cluster sampling than in other sampling methods. In a stratified
sampling, the best survey result is homogenous. On the other hand, in a cluster sampling, the
best results occur when the elements within clusters are internally heterogenous.
Accuracy
 Validity is the extent to which a test measures what it purports to measure or as referring to
the appropriateness, correctness, meaningfulness, and usefulness of the specific decisions a
teacher makes based on the test results. These two definitions of validity differ in the sense that
the first definition refers to the test itself while the second refers to the decisions made by the
teacher based on a test. A test is valid when it is aligned to the learning outcome.
A teacher who conducts test validation might want to gather different kinds of evidence. There
are essentially three main types of evidence that may be collected: content-related evidence of
validity, criterion-related evidence of validity, and construct-related evidence of validity.
Content-related evidence of validity refers to the content and format of the instrument. How
appropriate is the instrument? How comprehensive? Does it logically get at the intended
variable? How adequately does the sample of items or questions represent the content to be
assessed?
Criterion-related evidence of validity refers to the relationship between scores obtained using
the instrument and scores obtained using one or more other tests (often called criterion). How
strong is this relationship? How well do such scores estimate present or predict future
performance of a certain type?
Construct-related evidence of validity refers to the nature of the psychological construct or
characteristic being measured by the test. How well does a measure of the construct explain
differences in the behavior of the individuals or their performance on a certain task?
 Reliability refers to the consistency of the scores obtained – how consistent they are for each
individual from one administration of an instrument to another and from one set of items to
another. We already gave the formula for computing the reliability of a test: for internal
consistency; for instance, we could use the split-half method or the Kuder-Richardson formulae
(KR-20 or KR-21).
Reliability and validity are related concepts. If an instrument is unreliable, it cannot get valid
outcomes. As reliability improves, validity may improve (or it may not). However, if an
instrument is shown scientifically to be valid then it is almost certain that it is also reliable.
The following table is a standard followed almost universally in educational tests and
measurements.
Reliability Interpretation
Above 0.90 Excellent reliability
0.81 – 0.90 Very good for a classroom test
0.71 – 0.80 Good for classroom test. There are probably few items need to be
improved.
0.61 – 0.70 Somewhat low. The test needs to be supplemented by other measures
(more test) to determine grades
0.51 – 0.60 Suggests need for revision of test, unless it is quite short (ten or fewer
items). Needs to be supplemented by other measures (more test) for
grading
0.50 and Below Questionable reliability. This test should not contribute heavily to the
course grade, and it needs revision.

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WHAT IS AUTHENTIC ASSESSMENT?
Authentic assessment evaluates whether the student can successfully transfer the knowledge and skills
gained in the classroom to various contexts, scenarios, and situations. Authentic assessment is grounded
in theoretical best practices for teaching and learning and serves as an effective measure for course
learning outcomes. In many ways, it can be considered the difference between measuring what
students know versus how they can apply that knowledge. These types of knowledge may vary by
discipline but typically require students to complete a project. For example, you may students to apply
an engineering problem to a real-world example, develop a web application, design a model, critically
review case studies, or create multimedia presentations.
The Nature of Authentic Assessment
- Evaluation process
- Real-world tasks
- Realistic, judgment and innovation
- Students‟ performance
Characteristics of Authentic Assessment
1. Authentic assessment simulates real-life situations. Students are asked to participate in real-
world tasks and activities to demonstrate their knowledge of the course or subject matter.
2. There is no right or wrong answers in authentic assessment. It is all about showing how the
student can use the knowledge from the course in real-world context and scenarios.
3. Authentic assessment questions are presented as poorly-structured problems.
4. It requires in-depth creativity and originality. The students have to think outside the box to
create unique solutions to the problems.
5. Authentic assessment methods tailored to one specific and well-defined purpose.
6. It is complex and action-oriented. Authentic assessments spur the students to research and look
for answers. The students need to leverage a variety of skills and data collection methods to
find practical solutions.
7. Authentic assessment involves both oral tests like presentations and written tests with open-
ended questions.
8. Students get feedback from the instructor at different points as they engage in the tasks. It
allows the students to leverage feedback and improve their solutions and suggestions until they
arrive at the most practical and effective answers.
9. The instructor collaborates with the students to create alternative assessments.
Related Terms
 Performance Assessment is an assessment activity or set of activities that require students to
generate products or performances that provide direct or indirect evidence of their knowledge,
skills, and abilities in an academic content domain. It provides teachers with information about
how well a student understand and applies knowledge and goes beyond the ability to recall
information. It is used for assessing learning outcomes that involve designing or creating projects
or products such as research papers, art exhibits, reflective essays, and portfolios.
 Alternative Assessment refers to the use of alternative or nontraditional assessment strategies or
tools to collect information on student learning.
 Direct Assessment involves looking at actual samples of students work produced in our
program. These include capstone, theses, exhibits, or performance.

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WHY USE AUTHENTIC ASSESSMENT?
Different Principles in Assessing Learning Using Alternative Methods
There are many principles in the assessment of learning using alternative assessment or nontraditional
methods. Based on the different readings and references on these principles, the following may be
considered as core principles:
1. Assessment is both processed- and product-based oriented. An assessment gives equal
importance to student performance or product and the process they engage in to perform
or produce a product. While traditional assessment methods are focused on assessing student
products or outputs, nontraditional or alternative methods like performance assessment and
portfolio assessment give value to the product developed by students, as well as in the
process students have undergone to develop the product.
2. Assessment should focus on higher-order cognitive outcomes. For assessment to be valid and
authentic, it should require students to demonstrate their knowledge. However, the focus
should be on providing tasks or activities that would allow students‟ demonstration of
higher-order cognitive outcomes (e.g., creating, analyzing) or skills (e.g., creativity, critical
thinking). The use of nontraditional or alternative methods of assessment like performance
assessment allows the assessment of both lower-order and higher-order cognitive outcomes
in ways that are more authentic.
3. Assessment can include a measure of noncognitive learning outcomes. Traditional
assessment focuses on knowledge and other cognitive learning outcomes. However,
psychomotor and affective outcomes are also important learning outcomes, and there are
learning targets that are noncognitive in nature. Hence, an assessment should also consider
the assessment of these noncognitive outcomes. Nontraditional assessment tools like rubrics,
scales, and checklists allow the measurement of noncognitive learning outcomes that allow
a more complete and assessment of student learning.
4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities
should be authentic. The assessment should closely, if not fully approximate real-life
situations or experiences. Authenticity of assessment can be thought of as a continuum from
least authentic to most authentic, with more authentic tasks expected to be more
meaningful for students. Performance assessment is optimal if the performance task to be
demonstrated is similar or close to what is expected in the real world.
5. Assessment must be comprehensive and holistic. Assessment should be performed using a
variety of strategies and tools designed to assess student learning in a more integrative way.
Assessment should be conducted in multiple periods to assess learning overtime. Moreover,
the use of both traditional assessment and alternative assessment strategies and tools should
be considered. Nontraditional methods of assessment (e.g., use of rubrics, scales) allow the
possibility of multiple assessors, including the use of self and peer assessment. This ensures
that students are being assessed in a more comprehensive and holistic way.
6. Assessment should lead to student learning. This means that assessment should be like
classroom instruction. This principle is consistent with the concepts of assessment for learning
and assessment as learning. Assessment for learning refers to the use of assessment to identify
the needs of students in order to modify instruction or the learning activities in the classroom.
In assessment as learning, assessment tasks, results, and feedback are used to help students
practice self-regulation and make adjustments in order to achieve the curriculum outcomes.
Traditional Assessment vis-à-vis Authentic Assessment
Traditional Assessment Authentic Assessment
Generally relies on forced-choice, written
measures.
Promotes integration of various written and
performance measures
Relies on proxy measures of student learning to
represent target skills
Relies on direct measures of target skills
Encourages memorization of correct answers Encourages divergent thinking in generating possible
answers.
Goal is to measure acquisition of knowledge Goal is to enhance development of meaningful skills
Curriculum directs assessment Assessment directs curriculum
Emphasis on promoting body of knowledge Emphasis on ensuring proficiency at real-world tasks
Promotes “what” knowledge Promotes “how” knowledge
Provides a one-time snapshot of student
understanding
Provides and examination of learning overtime
Emphasizes competition Emphasizes cooperation
Targets simplistic skills or tasks in concrete, singular
fashion
Prepares students for ambiguities and exceptions that
are found in realistic problem settings
Priority on summative outcomes or product Priority on the learning sequence or process

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DEVELOPING AUTHENTIC CLASSROOM ASSESSMENTS
A Framework for Authentic Assessment
Authentic Assessment Development Process
Now that you have learned why authentic assessment is important in the classroom, and what
various forms of authentic assessment there are, it is time to learn how to create an authentic
assessment for your classroom. According to Jon Mueller, North Central College, there are four specific
steps that should be followed to create an authentic assessment.
1. Standards. An assignment should always be formed with standards and objectives in mind.
In order to create a task for students to complete, you must first ask yourself, “what should
my students know following this lesson and assignment”. This will give you a starting point
for creating various ideas for assessment.
2. Authentic Tasks. In this step, a teacher will decide how they want students to portray their
knowledge of the subject matter using a real-world activity or scenario. A task should be
chosen for students to complete that meets the authentic assessment criteria. It should be a
meaningful task that students feel they can relate to and can apply in their lives.
3. Criteria/Measures. In this step, you will decide what the student performing the assignment
or task will look like. What would you like the end product to be? You have already
chosen how you want the student to portray their knowledge through an authentic task,
and you must now determine what that will look like and what criteria will prove student
understanding. In other words, how will you that the student has performed well or not?
Knowing what criteria you are looking for in an authentic assignment will assist you in the
next step – creating a rubric.
4. Rubric. After you have decided what task you would like students to complete, and what
criteria you will use to decide whether or not they have met the standards, you will create
a rubric for evaluation of students. A rubric is a way for you to evaluate what level of
performance the students are currently performing. (Rubrics will be discussed further in this
unit.)