Assessment of Learning 2:

Authentic Assessment

Chapter 1: Assessment as an Integral Part of Teaching `

Learning Outcomes:
1. differentiate among diagnostic, formative, and summative assessments;
2. cite ways to do traditional and authentic assessment;
3. distinguish between traditional and authentic assessment;
4. distinguish between traditional and authentic assessment, norm-referenced
and criterion-referenced assessment, contextualized and decontextualized
assessment;
5. explain marks of quality assessment; and
6. discuss current trends in assessment.
Introduction
➢ As a student you had been through a lot of assessment. Most of it you did not
welcome.
o As a student, would you subject yourself to the assessment process?
o What are the benefits and pitfalls of subjecting yourself into the
assessment process?
Assessment in the Context of Teaching-Learning
Diagnostic Test - allows teacher to determine individual student’s prior knowledge
including misconceptions before instruction.
➢ The results also provide comparisons to determine how much learning has taken
place after the learning activity is completed.
Formative Test – takes place during instruction to get ongoing feedback to improve
teaching and for students to improve their learning.
➢ It is an evidence-based improvement of on-going teaching-learning.
➢ An assessment for learning. Why? because it is meant to ensure that learning
takes place.
➢ How would you do it? by asking questions or by asking them different ways of
formative assessment (response card, games, hand signals etc. – chapter 9)
Summative Assessment – takes place at the tend of a defined instructional period.
➢ An assess*ent of learning. Why? because it pictures how much learning took
place and to what extent the learning were attained.
➢ At the end of a unit, course, semester etc.
 ➢ How is it done? Done through paper-and-pencil tests and non-paper-and-pencil
test.
Traditional Assessment
➢ Includes paper-and-pencil tests
➢ Either selected response (alternate response/binomial, multiple choice, matching
type) or constructed type (short answer, restricted/unrestricted essay, problem
solving)
Authentic Assessment – coined by Grant Wiggins, a leading proponent of reform in
testing.
➢ Why is called authentic? From the meaning of the word genuine (totoo),
because students’ knowledge and skill are assessed in a context that
approximates the real world or real life as closely as possible.
➢ Does this include simulations or role play? (discussion)
➢ AKA performance assessment, non-traditional assessment, and alternative
assessment.
➢ An alternative assessment. Why? because it offers students more choices than
just taking a paper-and-pencil test.
➢ It can be in a form of performance (to display skills learned, mastery or a
process or procedure) or in a form of product or concrete output (e.g. dance
tango, dribble the ball, send an email, etc.)
Criterion-referenced Test
➢ We compare a student’s performance against a criterion of success which is the
predetermined standard without considering how other students performed in the
assessment.
➢ Used cut scores such as “basic”, “proficient”, and “advanced”.
Norm-referenced Test
➢ We compare student’s performance with the performance of other students, the
norm group, not against a predetermined standard.
➢ E.g. comparing the performance of grade 7 students in reading in a particular
school system to the performance of nation-wide group of seventh graders in
reading.
➢ Generally reported as a percentile ranking e.g. NQESH, NCEE, etc.
➢ The score will not tell whether a student met, exceeded, or fell short of the
standard of proficiency.
Contextualized Assessment
➢ The focus is on the students’ construction of functioning knowledge.
➢ Makes use of performance-based tasks which are authentic in nature.
 ➢ It reflects “real life” tasks and require students to utilize higher order thinking
skills. (HOTS)
➢ E.g. a student may have mastered the subject-verb agreement theoretically but
fails to observe it in delivering a speech in real life.
Decontextualized Assessment
➢ Included written exams which are suitable for assessing declarative and
procedural knowledge.
➢ It does not necessarily have a direct connection to the real-life context.
Establishing High Quality Assessments
1. QA are in accordance with contemporary view of active learning and motivation
• It involves learners in the assessment process beginning with the setting
of goals, monitoring of their own learning and in building self-confidence
because learners are intrinsically motivated to learn.
• It is a contextualized assessment
2. It is valid
• If it measures what it is supposed to measure or how well the learning
outcomes have been attained.
• It is constructively aligned. The essence of OBE.
3. It is reliable
• When test produces consistent scores.
4. It is fair
• It is not biased against other subgroups of students
• It measures only what is taught, otherwise it is unfair.
Current Trends in Assessment
1. Using at least some performance-based assessment.
• It means not setting aside objective tests in assessment but should
complement performance-based assessment.
2. Examining higher-level cognitive skills and emphasizing integrated rather than
isolated skill.
3. Using multiple assessment methods
• From a multiple-choice test to essay, portfolio, a project, and interview.
4. Having high performance standards including world class standards for
interpreting assessment results.
5. Involving students in all aspects of assessments.
• It works if students are involved in setting targets and to finally determine
the extent to which thy realize expected targets.
6. Making standards and criteria public rather than private and secretive.
• The evaluative criteria (such as rubrics) are presented and explained at
the beginning.
 7. Using computers as part of assessment.
• With the use of computers, immediate feedback may be given to students.

Chapter 2: Outcome-Based Education (OBE) and Assessment

Learning Outcomes:
1. Explain the essence of OBE and OBTL;
2. Compare Understanding by Design, and OBE and OBTL; and
3. Explain the meaning of constructive alignment in the context of the
instructional cycle.
Introduction
➢ Explain “Begin with the End in Mind”
➢ “Content without purpose is only trivia.” Explain
➢ How can we call our teaching is OBE or OBTL?
➢ What is enabling and terminal objectives?
The Meaning of OBE
➢ It is education based on outcome.
➢ An immediate outcome – are competencies or skills upon completion of a lesson,
subject, a grade/year, a course (subject) or a program itself.
o Examples are ability to communicate in writing, reading, speaking, and
solve mathematical problems.
➢ A deferred outcome – the ability to apply cognitive, psychomotor, and affective
skills/competencies in the various aspects of the professional life and practice.
o Examples are success in professional practice or occupation, health and
wellness and continuing education.
OBE, Spady’s Version “Transformational OBE”
➢ Concerned with long-term, cross-curricular outcomes that are related directly to
students’ future life roles.
➢ Learning is not significant unless the outcomes reflect the complexities of reali
life and give prominence to the life roles that learners will face after formal
education.
➢ Outcomes is what learners can actually do with the what they know and have
learned and tangible application of what have been learner.
➢ Outcomes are deferred.
OBE and OBTL Biggs Version
➢ Outcomes are learning outcomes which are more specific.
➢ Outcomes are statements of what we expect students to demonstrate after they
have been taught
➢ Outcomes are objectives.
Outcomes in Different Levels

Instututional

Program

Course

Learning

Principles of OBE
1. Clarity of Focus
✓ Simply means that outcomes which students are expected to demonstrate
at the end of the program are clear.
2. Designing Down
✓ Basing the details of your instructional design on the outcomes, the focus
of the instruction.
3. High Expectations
✓ Believing that all students can learn and succeed, but not in the same
way.
4. Expanded Opportunities
✓ Students learn not in the same way and not in the same amount of time.
✓ Parable of the Talents
Constructive Alignment
➢ Designing down as compare to UbD by Spady.
➢ Is the process of creating a learning environment that supports the learning
activities that lead to the achievement of the desired learning outcomes.
➢ Where the intended learning outcomes, the teaching-learning activities and the
assessments tasks are aligned.
 ➢ Highly focused on the attainment of learning outcomes.
Understanding by Design (UbD)

Determine acceptable Plan learning experiences

Identify desired results
evidence and instruction.

➢ UbD is OBE and OBTL in principle and practice.

➢ It is only when desired results (outcomes) and evidence of the realization of the
proof of attainment of that outcome that the teacher starts to plan instruction.
➢ To ensure alignment of assessment task and criteria and instructional plan with
learning outcome, the desired result.
➢ Compare traditional and UbD design of TL.
➢ What is the common remark of SH? “Your lessons and activities are not
congruent to your objectives!”
The Instructional Cycle

Learning
Outcomes

TL begins and
Summative
formative
Assessment
assessment

➢ What if the learners did not attain the LO? Reteach using other TL activities.