Assessment Chapter 1 – Authentic Assessment in the Classroom

in Lesson 2: Nature, Characteristics, and Principles; and

Learning 2 Traditional Assessment vis-a vis Authentic Assessment

At the end of this lesson, students should be able to:

 differentiate traditional and authentic assessment; and
 analyze a situation and identify which phase of authentic assessment.
Objectives

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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. Humans assess. And what better
Introduction person is there to assess the progress and development of his or her students
than the classrooms teacher.”
- Larry Malone1 Lawrence Hall of Science,University of California,
Berkeley

The terms 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.
Assessment refers to the process of gathering data and information
about what students know and can do. Such information may be sourced
through observation of students during their learning activities, examining the
results of their learning activities or testing their knowledge and skills.
Through assessment, the teacher can find out what students are learning
Evaluation involves the task of interpreting, forming conclusions and
making judgments about the information which was gathered in the process
of assessment. The data gathered by assessment are neither useful nor useless
but they reflect the learning process. Such information becomes meaningful
only when they are processed and interpreted as to how well the students are
attaining their desired competencies.
Testing is an instrument or assessment. A test is an assessment tool
that reflects the records of the students learning outcomes.
Marks are reports of the results of evaluating information obtained in
the assessment process. Marks have certain components related to the
learning activities undertaken by the student.
Examples 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

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 time and
Discussion should reveal the progress of students in competencies. Evaluation on the
other hand occurs when a mark or grade 15 assigned after a quiz, a.
presentation or a completed task.
In recent years, higher education institutions in the Philippines have
joined in the international focus on the need to include in the teaching -
learning process the assessment and documentation of student learning
outcomes. 1This focus is in recognition of the importance of information on
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leaning outcomes in the improvement of the educational experiences that
colleges and universities offer.

Why Authentic Assessment?

The common practice 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 for authentic assessment are performance assessment,
alternative assessment, and direct assessment.

Characteristics of Authentic Assessment (AA)

1. starts with clear and definite criteria of performance made known to

the students.
2. is 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. 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).
4. 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.
5. encourages both teacher and students to determine their rate of
progress in cooperatively attaining the desired student learning
outcomes.
6. 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.

7. changes the role of students as passive test takers into coming 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. At best, these
tests are able to give a "snap shot” of the students’ ability to recall
facts and information at a given time but fail to provide a "moving
picture of how they will perform in real-world situations which exist
in the workplace.
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 While multiple choice, true - false or matching 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.

When students complete high school studies or even college degree,

they are expected to be able to live in the outside world armed with skills that
comply with certain standards. Often, such skills do not involve mastery of
grammar rules and solutions to mathematical problems. It is good for students
to have mastery of these basic knowledge but if they cannot apply these skills
to real- life tasks, then they have not been prepared for the real world, hence
the need for authentic assessment.

What is Authentic Assessment?

Here are some definitions:
"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 (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 the field."
-Grant Wiggins (1987)

“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, AA encourages a learner-centered
class where the teacher's major role is to help students accept responsibility
for their learning and become self-evaluators. The teacher designs activities
and evaluates results which provide information needed for monitoring
students’ progress and evaluating the teacher’s instructional strategies.

Phases of Authentic Assessment

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, essays, 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
1. Identifying the most important knowledge and skills that students
should be able to demonstrate as a result of their learning activities.
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 2. Determining the criteria and standards of outcomes performance
and the acceptable evidence that may be presented as proof of
outcomes” attainment.
3. Implementation of the supporting activities that will facilitate the
attainment of the desired student learning outcomes.
4. Measuring the extent at which the students are attaining the desired
learning outcomes.
5 .Interpreting the assessment results and evaluating whether they
indicate attainment of the desired outcomes and utilizing them for
continuous improvement.
“Closing the Loop” is demonstrated in a diagram of these phases
adopted from Jon Muellers (2011) of North Central College Nashville,
Illinois. Both assessment and evaluation are based on the judgment of an
experienced, thoughtful human being the classroom teacher.

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

How does Authentic Assessment Differ from Traditional Assessment

(TA)

Traditional Assessment is commonly associated with pre-determined choice

measures of assessment such us multiple choice tasks, fill- in-the-blanks,
true- false, matching type and others. Students typically recall or select the
answers. Essentially, TA springs from the educational philosophy which
involves the following principles and practices
1. A school's mission is to develop useful citizens;
2. To be a useful citizen, one must possess a certain body or
knowledge and skills;
3. The school is entrusted to teach this body of knowledge and skills;
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 4. To determine if the students have acquired these knowledge and
skills, the school must test the students on these knowledge and skills;
Authentic Assessment, on the other hand is grounded on the following
principles and practices:
1. A school's mission is to develop useful citizens;
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 they will be required to perform after graduation in the work place;
4. The school must then require students to perform tasks that duplicate or
imitate real-world situations.

The Table below illustrates the basic differences between traditional

assessment and authentic assessment.
Table 1 – Basic Differences between Traditional Assessment and
Authentic Assessment.
Attributes Traditional Authentic Assessment
Assessment
1. Action/options Selecting a response Performing a task
2. Setting Contrived/imagine Simulation/ Real – life
3. Method Recall/recognition Construction/ application
4. Focus Teacher – structured Student - structured
5. Outcome Indirect evidence Direct evidence

Authentic Assessment Complements Traditional Assessment

In conclusion, teachers do not have to select between authentic
assessment and traditional assessment. Mastery of knowledge and skills
which is the focus of traditional assessment must be encouraged among the
students to form the foundation on which will be built the activities that will
require students to demonstrate and perform the tasks that they are expected
to perform in the real world.

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 Exercise No. 1: Identification
Directions: Determine whether each of the following assessment activities or
strategies is traditional and authentic
Exercise/s
_________ 1. Conduct a paper-pencil test.
_________2. Require the students to memorize the formulae in finding the
perimeter and area of geometric shapes.
_________3. Write a reflection paper on the life and works of Dr. Jose Rizal.
_________4. Complete the multiplication table.
_________5. Draw the plant and animal cells.
_________6. Keep a portfolio.
_________7. Role play the battle in Mactan.
_________8. Experiment the density of a certain object.
_________9. Interview the life story of certain individual and share it to the
class.
_________10. Simulate mock election in the classroom.

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Assessment Chapter 1 – Authentic Assessment in the Classroom
Exercise No. 2: Situational Analysis
in Directions: Analyze each situationstools
and identify which phase of authentic
Lesson 3: Authentic Assessment
Learning 2 assessment
At the end of this lesson, students should be able to:
__________ 1. An English Teacher constructs a scoring rubric in writing
 explain the three modes of authentic assessment; and
essay.
 provide examples of authentic assessment tools.
__________ 2. Teacher Kobe conducts a placement assessment as basis in
Objectives
formulating objectives.
If we want students to develop such competencies as analysing,
__________ 3. At the end of the quarter, Teacher A collects the portfolios of
interpreting, synthesizing and evaluating information, we must be able to
the students to see their improvement.
assess those skills in relevant settings and context. Authentic assessment
__________4. In his Science class, Teacher Ronel require the students to
Introduction makes use of three modes of assessment:
present the findings of their case study.
 Observations
__________5. which
Teacher include
Rodel date and
formulate information
learning thatbased
activities the teacher
on the
collects from
course description. daily work with students.
 Performance
__________6. samples
Teacher Glorywhich are“concept
utilizes tangible mapping”
results thatasdemonstrate
preparatory
student achievements.
activity in her lesson.
 Tests and measures of student's actual performance at a specific
place and time.

I. Observations-Based Assessment Tools

To make observation-based assessment systematic and objective,
Diane Hart (1994) suggested the following guidelines:
Discussion 1. Observe not only one but all the students.
2. Observation must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced it multiple observations are
gathered and synthesized.

Developmental Checklist is an observation tool which requires the

teacher recorder to describe the traits or learning behaviors being assessed.
When used regularly during the school year, developmental checklists give a
moving picture of the student's progress towards the desired competencies.

Example of Individual Developmental Checklist

Name: Year and Section:
Oral Communication
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks Volunteers to
hesitation complete extemporaneously participate in
sentences speaking activities

Date:______ Date:________ Date:__________ Date:__________

____ _
Written Communication
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Stage 1 Stage 2 Stage 3 Stage 4
Writes with Writes with Writes with Submits essays
difficulty some correct grammar and report
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