Assessment in Learning 2

Dr. Teody M. Corachea

Module 1
Authentic Assessment in the Classroom
Overview

In this module, we will discuss the authentic assessment in the classroom.

Authentic assessment is where students thoughtfully apply their acquired skills to a
new situation or environment. Assessments are authentic if they are realistic, require
judgment and innovation, and assess students’ ability to effectively use their
knowledge or skills to complete a task. This module will provide you information on the
nature and characteristics of authentic assessment and the features and
characteristics of authentic and 21st-century assessments.

Learning Outcomes

At the end of this module, you are expected to:

1. discuss the nature and characteristics of authentic assessment and non-test

assessment;
2. differentiate authentic and traditional assessment;
3. discuss process-oriented and product-oriented authentic assessments;
4. describe the features of authentic assessment and 21st-century assessments;
5. reflect on the importance and applications of authentic assessment;
6. make connections between the principles of high-quality assessment and the
development and use of authentic assessment techniques and tools within and
across teaching areas; and
7. determine the guidelines for performance assessment.
8. design and develop performance tasks using the Goal, Role, Audience,
Situation, Products, Standards (GRASPS) model;

Authentic Assessment in the Classroom

Authentic Assessment

A form of assessment in which students are asked to perform real-world tasks

that demonstrate meaningful application of essential knowledge and skills (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 replica of or analogous to the kinds of problems faced by adult citizens and
consumers or professionals in the field. (Wiggins, 1993).

Authentic assessments call upon the examinee to demonstrate specific skills

and competencies, that is, to apply the skills and knowledge they have mastered."
(Stiggins, 1987).

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Mueller (2008) compares traditional assessment and authentic assessment.

Attributes Traditional Assessment Authentic Assessment

Action/Option Selecting a response Performing a task
Setting Contrived/Imagined Simulation/Real-life
Method Recall/Recognition Construction/Application
Focus Teacher-structured Student-structured
Outcome Indirect evidence Direct evidence

Let me clarify the attributes by elaborating on each in the context of traditional

and authentic assessments:

Selecting a Response to Perform a Task: On traditional assessments,

students are typically given several choices (e.g., a,b,c, or d; true or false; which of
these match with those) and asked to select the right answer. In contrast, authentic
assessments ask students to demonstrate understanding by performing a more
complex task usually representative of more meaningful application.

Contrived to Real-life: It is not very often in life outside of school that we are
asked to select from four alternatives to indicate our proficiency at something. Tests
offer these contrived means of assessment to increase the number of times you can
be asked to demonstrate proficiency in a short time. More commonly in life, as in
authentic assessments, we are asked to demonstrate proficiency by doing something.

Recall/Recognition of Knowledge to Construction/Application of

Knowledge: Well-designed traditional assessments (i.e., tests and quizzes) can
effectively determine whether or not students have acquired a body of knowledge.
Thus, as mentioned above, tests can serve as a nice complement to authentic
assessments in a teacher's assessment portfolio. Furthermore, we are often asked to
recall or recognize facts and ideas, and propositions in life, so tests are somewhat
authentic in that sense. However, the demonstration of recall and recognition on tests
is typically much less revealing about what we know and can do than when we are
asked to construct a product or performance out of facts, ideas, and propositions.
Authentic assessments often ask students to analyze, synthesize and apply what they
have learned substantially, and students create new meaning in the process as well.

Teacher-structured to Student-structured: When completing a traditional

assessment, what a student can and will demonstrate has been carefully structured
by the person(s) who developed the test. A student's attention will understandably be
focused on and limited to what is on the test. In contrast, authentic assessments allow
more student choice and construction in determining what is presented as evidence
of proficiency. Even when students cannot choose their topics or formats, there are
usually multiple acceptable routes towards constructing a product or performance.
Assessments more carefully controlled by the teachers offer advantages and
disadvantages. Similarly, more student-structured tasks have strengths and
weaknesses that must be considered when choosing and designing an assessment.

Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks

a student to analyze or apply facts to a new situation rather than just recall the facts,

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and the student selects the correct answer, what do you now know about that student?
Did that student get lucky and pick the right answer? What thinking led the student to
pick that answer? We do not know. At best, we can make some inferences about what
that student might know and might be able to do with that knowledge. The evidence is
very indirect, particularly for claims of meaningful application in complex, real-world
situations. Authentic assessments, on the other hand, offer more direct evidence of
application and construction of knowledge. As in the golf example above, putting a golf
student on the golf course to play provides much more direct evidence of proficiency
than giving the student a written test. Can a student effectively critique the arguments
someone else has presented (an important skill often required in the real world)?
Asking a student to write a critique should provide more direct evidence of that skill
than asking the student a series of multiple-choice, analytical questions about a
passage, although both assessments may be useful.

Authentic Assessment Complements Traditional Assessment

But a teacher does not have to choose between authentic assessment and
traditional assessment. Likely, some mix of the two will best meet your needs. To use
a silly example, if I had to choose a chauffeur from between someone who passed
the driving portion of the driver's license test but failed the written portion or someone
who failed the driving portion and passed the written portion, I would choose the driver
who most directly demonstrated the ability to drive, that is, the one who passed the
driving portion of the test. However, I would prefer a driver who passed both portions.
I would feel more comfortable knowing that my chauffeur had a good knowledge base
about driving (which might best be assessed traditionally) and was able to apply that
knowledge in a real context (which could be demonstrated through an authentic
assessment).

Teaching to the Test

These two different approaches to assessment also offer different advice about
teaching to the test. Under the traditional assessment model, teachers have been
discouraged from teaching to the test. That is because a test usually assesses a
sample of students' knowledge and understanding and assumes that students'
performance on the sample is representative of their knowledge of all the relevant
material. If teachers focus primarily on the sample to be tested during instruction, then
good performance on that sample does not necessarily reflect knowledge of all the
material. So, teachers hide the test so that the sample is not known beforehand, and
teachers are admonished not to teach to the test.

With authentic assessment, teachers are encouraged to teach to the

test. Students need to learn how to perform well on meaningful tasks. To aid students
in that process, it is helpful to show them models of good (and not so good)
performance. Furthermore, the student benefits from seeing the task rubric ahead of
time as well. Is this "cheating"? Will students then just be able to mimic the work of
others without truly understanding what they are doing? Authentic assessments
typically do not lend themselves to mimicry. There is no one correct answer to
copy. So, by knowing what good performance looks like, and by knowing what specific
characteristics make up a good performance, students can better develop the skills
and understanding necessary to perform well on these tasks.

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Alternative Names for Authentic Assessment

You can also learn something about what authentic assessment is by looking at
the other common names for this form of assessment. For example, authentic
assessment is sometimes referred to as:

 Performance Assessment (or Performance-based) -- so-called because

students are asked to perform meaningful tasks. This is the other most common
term for this type of assessment. For some educators, authentic assessments
are performance assessments using real-world or authentic tasks or contexts.
Since we should not typically ask students to perform work that is not authentic,
I choose to treat these two terms synonymously.
 Alternative Assessment -- so-called because authentic assessment is
an alternative to traditional assessments.
 Direct Assessment -- so-called because authentic assessment provides
more direct evidence of meaningful application of knowledge and skills. If a
student does well on a multiple-choice test we might infer indirectly that the
student could apply that knowledge in real-world contexts, but we would be
more comfortable making that inference from a direct demonstration of that
application such as in the golfing example above.

Why Use Authentic Assessment?

The question "Why to use authentic assessment?" is not meant to suggest that you
have to choose between traditional assessments such as tests and more authentic or
performance assessments. Often, teachers use a mix of traditional and authentic
assessments to serve different purposes. This will attempt to explain why teachers
might choose authentic assessments for certain types of judgments and why authentic
assessments have become more popular in recent years.

1. Authentic Assessments are Direct Measures

We do not just want students to know the content of the disciplines when they
graduate. We, of course, want them to be able to use the acquired knowledge and
skills in the real world. So, our assessments have to also tell us if students can apply
what they have learned in authentic situations. If a student does well on a test of
knowledge we might infer that the student could also apply that knowledge. But that is
rather indirect evidence. I could more directly check for the ability to apply by asking
the student to use what they have learned in some meaningful way. To return to an
example I have used elsewhere, if I taught someone to play golf I would not check
what they have learned with just a written test. I would want to see more direct,
authentic evidence. I would put my student out on a golf course to play. Similarly, if we
want to know if our students can interpret literature, calculate potential savings on sale
items, test a hypothesis, develop a fitness plan, converse in a foreign language, or
apply other knowledge and skills they have learned, then authentic assessments will
provide the most direct evidence.

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Can you think of professions that require some direct demonstration of relevant
skills before someone can be employed in that field? Doctors, electricians, teachers,
actors, and others must all provide direct evidence of competence to be hired.
Completing a written or oral test or interview is usually not sufficient. Shouldn't we ask
the same of our students before we say they are ready to graduate? Or pass a course?
Or move on to the next grade?

2. Authentic Assessments Capture Constructive Nature of Learning

The students need to construct their meaning of the world, using the information
we have gathered and were taught and our own experiences with the world. Thus,
assessments cannot just ask students to repeat back information they have received.
Students must also be asked to demonstrate that they have accurately constructed
meaning about what they have been taught. Furthermore, students must be allowed
to engage in the construction of meaning. Authentic tasks not only serve as
assessments but also as vehicles for such learning.

3. Authentic Assessments Integrate Teaching, Learning, and Assessment

Authentic assessment, in contrast to more traditional assessment, encourages the

integration of teaching, learning, and assessing. In the "traditional assessment"
model, teaching and learning are often separated from assessment, i.e., a test is
administered after knowledge or skills have (hopefully) been acquired. In the authentic
assessment model, the same authentic task used to measure the students' ability to
apply the knowledge or skills is used as a vehicle for student learning. For example,
when presented with a real-world problem to solve, students are learning in the
process of developing a solution, teachers are facilitating the process, and the
students' solutions to the problem becomes an assessment of how well the students
can meaningfully apply the concepts.

4. Authentic Assessments Provide Multiple Paths to Demonstration

We all have different strengths and weaknesses in how we learn. Similarly, we are
different in how we can best demonstrate what we have learned. Regarding the
traditional assessment model, answering multiple-choice questions does not allow for
much variability in how students demonstrate the knowledge and skills they have
acquired. On the one hand, that is a strength of tests because it makes sure everyone
is being compared on the same domains in the same manner which increases the
consistency and comparability of the measure. On the other hand, testing favors those
who are better test-takers and does not give students any choice in how they believe
they can best demonstrate what they have learned.

How Do You Create Authentic Assessments?

Authentic Assessment: Students are asked to perform real-world tasks that

demonstrate meaningful application of essential knowledge and skills

Fortunately, you do not have to develop an authentic assessment from

scratch. You may already be using authentic tasks in your classroom. Or, you may
already have the standards were written, the first and most important step in the

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process. Perhaps you have a task but need to more clearly articulate the criteria for
evaluating student performance on the task. Or, you may just want to develop
a rubric for the task.

The steps of creating authentic assessments.

I tend to think of authentic assessment development in terms of four questions

to be asked. Those questions are captured in the following graphic:

Questions to Ask:

1) What should students know and be able to do?

This list of knowledge and skills becomes your . . .

STANDARDS

2) What indicates students have met these standards?

To determine if students have met these standards, you
will design or select relevant . . .

AUTHENTIC TASKS

3) What does good performance on this task look like?

To determine if students have performed well on the task,
you will identify and look for characteristics of good
performance called . . .

CRITERIA

4) How well did the students perform?

To discriminate among student performance
across criteria, you will create a . . .

RUBRIC

5) How well should most students perform? 6) What do students need to improve upon?
The minimum level at which you would want most Information from the rubric will give students feedback
students to perform is your ... and allow you to ...

CUT SCORE or BENCHMARK ADJUST INSTRUCTION

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Summary of Steps

1. Identify your standards for your students.

2. For a particular standard or set of standards, develop a task your students could
perform that would indicate that they have met these standards.
3. Identify the characteristics of good performance on that task, the criteria, that, if
present in your students’ work, will indicate that they have performed well on the
task, i.e., they have met the standards.
4. For each criterion, identify two or more levels of performance along which students
can perform which will sufficiently discriminate among student performance for that
criterion. The combination of the criteria and the levels of performance for each
criterion will be your rubric for that task (assessment).

GRASPS
When constructing performance tasks, be guided by the acronym GRASPS
shared by Wiggins and Mc Tighe (2004).

G - Goal
R - Role
A - Audience
S - Situation
P - Product
S - Standards and Criteria Indicators

How do you come with a performance task guided by GRASPS?

Goal - Provide a statement of the task
- Establish the goal of the task; state the problem,
Challenge or obstacle in the task
Role - Define the role of the students in the task
Audience - Identify the target audience within the context of
the scenario
Situation - Explain the situation. What’s the context?
What is the challenge?
Product - Clarify what the students will create and why they
Will create it.
Standards and Criteria - Identify specific standards for success
- Give rubric to the students or develops them with
The students

Here is an example of a Science class

Goal Instill health-consciousness among the young by
particularly paying attention to their eating habits.
Role You are officers of Health Club and one of your
objectives as a club officer is to promote health
consciousness among the students
Audience Your brochure is intended for all high school students in
your school
Situation Most high school students are fond of junk food, soft
drinks. A big number of students are obese and
underweight.
Product Come up with a brochure on healthy eating habits. The
brochure should focus on healthy eating habits, including

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graphics, and use the simple, non-technical English

language
Standards and Criteria You will be graded along with the following criteria:
accuracy of contents; organization of information; clarity
of content; appropriateness of graphics/pictures;
attractiveness/appearance of the brochure; and
grammatical accuracy.

Five Keys to High-Quality Classroom Assessment

A framework of five keys to assessment quality, represented in the graphic

below.

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Classroom Assessment Competencies

The following chart reflects the competencies needed to implement each of the keys
effectively.
Keys to Quality Competencies
1. Clear Purpose a. Identify the key users of classroom assessment
Assessment processes information and know what their information needs are.
and results serve clear b. Find out formative and summative assessment uses
and appropriate and know when to use each.
purposes.
2. Clear Targets a. determine how to identify the five kinds of learning
Assessments reflect targets.
clear student learning b. determine how to turn broad statements of content
targets. standards into classroom-level learning targets.
c. Begin instructional planning with clear learning targets.
d. Translate learning targets into student-friendly
language.
3. Sound Design a. Design assessments to serve intended formative and
Learning targets are summative purposes.
translated into b. Select assessment methods to match intended
assessments that yield learning targets.
accurate results. c. Apply principles of sampling learning appropriately.
d. Write and/or select assessment items, tasks, scoring
guides, and rubrics that meet standards of quality.
e. Avoid sources of bias that distort results.
4.Effective a. Use assessment information to plan instruction.
Communication b. Offer effective feedback to students during the
Assessment results learning.
function to increase c. Record formative and summative assessment
student achievement. information accurately.
Results are managed d. Combine and summarize information appropriately to
well, combined accurately reflect the current level of student learning.
appropriately, and
communicated
effectively.
5. Student Involvement a. Identify students as important users of assessment
Students are active information.
participants in the b. Share learning targets and standards of quality with
assessment process. students.
c. Design assessments so students can offer peer
feedback, self-assess, and set goals for further
learning based on the results.
d. Involve students in tracking, reflecting on, and sharing
their learning progress.

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Non-Test Assessment of Learning

Non-test assessment is an alternative assessment in the sense that it diverts
from the paper and pen test, which is the only test known to many. It is an assessment
that measures students’ abilities directly with real tasks. These are tests that do not
force the students to give their responses but rather allow the students to manifest
their acquired knowledge and skills from the subject thought other than written tests.
The non-test assessment also refers to formative assessment which is an on-
going process to give feedback to students to increase their competence. It is informal,
impromptu feedback, or marginal comments on students’ drafts. Non-test assessment
does not give fixed judgment or record results.
Examples of Non-tests are:
Portfolio. A purposeful collection of students’ works that exhibit the student’s efforts,
progress, and achievements in one or more areas of the curriculum.
Teacher Observation. The teacher observes the students while they work to make
certain the students understand the assignment and are on task.
Example: Cooperative learning

Journal. Students write daily on assigned or personal topics.

Example: What is the thing you remember about yesterday’s lesson?

Slates or Hand Signals. Students use slates or hand signals as a means of

signaling answers to the teacher.
Example: Review questions – write answers and hold up slate.

Games. Teachers utilize fun activities to have students practice and review
concepts.
Example: Science trivia

Projects
The students research a topic and present it creatively.

Debates. The students take opposing positions on a topic and defend their position.
Example: The pros and cons of environmental legislation.
Checklist. The teacher will make a list of objectives that students need to master
and then check off the skill as the students masters it.

Cartooning. Students will use drawings to depict situations and ideas.

Example: Environmental Issues

Models. The students produce a miniature replica of a given topic.

Example: Planetarium

Notes. Students will write a summary of the lesson.

Example: Outline of the day’s lesson.

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Daily Assignments. The student completes the work assigned daily to be

completed at school or home.
Example: Worksheets or research.

Panel. A group of students verbally present information.

Example: A discussion presenting both pros and cons of the
environmental issues.

Learning Centers. Students use teacher-provided activities for hands-on learning.

Example: An activity folder for frog dissection.

Demonstrations. Students present a visual enactment of a particular skill or activity.

Example: Proving that air has weight.

Problem-solving. Students follow a step-by-step solution.

Example: Solving a mathematical equation.

Discussions. Students in a class verbally interact on a given topic.

Example: Discussion on climate change.

Organized notes and study guides. Students collect information to help pass the
test.
Example: One 3×5 notecard with information to be used during the test.

Features of Authentic Assessment

Here are some features of authentic assessment by Hambleton (1996).
1. An emphasis on doing open-ended activities for which there is no correct,
objective answer and that may assess higher thinking.
In many performance assessments, there is no correct objective answer
unlike in a true-false test or a multiple-choice test. For example, there is no one
correct answer when a student comes up with a painting, designs science
projects, delivers “I have a dream” of Martin Luther King, writes a research
report, presents and defends the same before a panel.

2. Direct methods of evaluation.

Authentic assessments use a direct method such as judging
demonstration of a dance step, oral presentations to assess speaking rather
than asking students to enumerate the dance steps to describe good oral
presentation in a paper-and-pencil test.
3. Self-assessment.
In authentic assessment, students may be allowed to assess their
performance with the use of scoring rubrics.

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4. Assessment of group performance as well as individual performance.

Some authentic assessments evaluate how students perform
individually and how they perform as a group. A group may be directed to come
up with a capstone project. They may be evaluated for the group’s output and
individually for the individual member’s contribution.
5. Extended time for assessment.
In contrast to traditional assessment, authentic assessment usually
requires an extended period. In traditional assessment, a written test may
require an hour or less but the completion of a research paper may require
months and may be evaluated monthly to check on students’ progress.
Characteristics of 21st Century Assessment
The characteristics of 21st-century assessment are essential guides for the
preparation of authentic assessment activities. It is necessary to refer to their
characteristics to ensure that the learners are being assessed towards the skills and
demand of the 21st century.
1. Responsive – Visible performance-based work ( as a result of assessment)
generates data that inform curriculum and instruction.
2. Flexible – Assessment needs to be adaptable to students’ settings. Rather than
the identical approach that works in traditional assessment, 21st-century
approaches are more versatile.
3. Integrated – assessments are to be incorporated into the day-to-day practice
rather than as add-ons at the end of instruction or during a single specified week
of the school calendar.
4. Informative – The assessment results give information on whether or not the
desired and targeted 21st-century skills which are clearly stated and explicitly
taught are realized.
5. Multiple Methods – An assessment continuum that includes a spectrum of
assessment strategies in the norm.
6. Communicated – Communication of assessment data is clear and transparent
for all stakeholders,
7. Technically Sound – For fairness, adjustments and accommodations are made
in the assessment process to meet students’ needs.
8. Systematic – 21st-century assessment is part of a comprehensive and well-
aligned assessment system that is balanced and inclusive of all students and
stakeholders and designed to support improvement at all levels.
Authentic Assessment: Process-oriented or Product-oriented
Authentic assessment is the performance assessment. The performance can
be process-oriented or product-oriented. The learner is made either to demonstrate
the skill or the process learned or show the product of the application of learned
knowledge and skills. An example of the process-oriented assessment is
demonstrating the skill of note reading or the skill of constructing the singing of the

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Philippine National Anthem in the Music class. An example of a product-oriented

assessment is a PowerPoint presentation, a position paper, or a poem composed.

Process-oriented Assessment
Learning outcomes in the form of procedural knowledge requires demonstration
of the process or procedure. They call for a process-oriented assessment.
Below are examples of learning outcomes that fall under process-oriented
assessment.
 Recite a poem with feeling using appropriate voice quality, facial
expression, and hand gestures.
 Perform a skit on the importance of a national language.
 Relate story events to one’s experience.
 Naisasagawa ang sistematikong pananliksik tungkol sa paksang
tinalakay.
 Use the appropriate reading style (scanning, skimming, speed reading,
intensive reading for one’s purpose)
 Graphs linear equation in two variables
 Demonstrate the generation of electricity by the movement of a magnet
through a coil.
 Sings themes or melodic fragments of given classical period pieces.
 Shows skills in creating a linoleum, rubber, or woodcut print with the
proper use of carving tools.
 Executes the skills involved in the dance
 Applies correct techniques to minimize the risk of injuries
 Demonstrates proper response before, during, and after a disaster or an
emergency
 Practices proper self-care procedures
 Defends written research proposal
Product-oriented Assessment
Students’ performance may lead to a concrete product. These students’
products are the concern of product-oriented authentic assessment.
 Nakagagawa ng isang ng isang proyekto gamit ang iba’t ibang
multimedia at technology tools sa pagpapatupad ng mga bats sa
kalinisan, kaligtasan, kalusugan at kapayapaan
 Creates movements to the music of a particular Philippines festival
 Writes coherent review of literature
 Formulates multiple-choice test items aligned to the learning outcomes.
 Develops scoring rubric for an oral defense of a research paper.

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Guidelines for Performance Assessment

Airasian & Russell (2008) cited four issues that must be considered in the use
of performance assessment such as establishing a clear purpose; identifying
observable criteria; providing an appropriate setting; and judging or scoring the
performance.
Establishing a clear purpose – What is the purpose of the performance
assessment – to assign a grade, to evaluate student’s progress, to generate products
to be included in a learning portfolio, or to provide a student’s sample of work for
college admission?
Identifying observable criteria – These criteria of good performance are
made clear to students at the beginning of the teaching-learning process to help them
focus on their learning. These observable criteria also help the teacher or anyone
assessing for that matter make his/her observations more systematic and focused.
Providing an appropriate setting – Will you observe the target behavior in a
natural setting like observing a student teacher teach in a real classroom or observe
her in an announced and prepared demonstration teaching with her classmates acting
as students? As a rule of thumb, it is a good idea to observe the student on more than
one occasion, because a single performance might not fairly represent student
knowledge or skill.
Judging or scoring the performance – To judge or score the product or the
process/behavior demonstrated, a scoring rubric is a must, to ensure the objectivity of
scoring.

Summary
Authentic Assessment is a form of assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of essential
knowledge and skills

Alternative names for authentic assessment are performance assessment,

alternative assessment, and direct assessment

We use authentic assessment for it measures learning directly; capture

constructive nature of learning; integrate teaching, learning, and assessment; and
provide multiple paths to demonstration.

The steps in developing authentic assessment are identify your standards for
your students; for a particular standard or set of standards, develop a task your
students could perform that would indicate that they have met these standards; identify
the characteristics of good performance on that task, the criteria, that, if present in
your students’ work, will indicate that they have performed well on the task, i.e., they
have met the standards; and for each criterion, identify two or more levels of
performance along which students can perform which will sufficiently discriminate
among student performance for that criterion. The combination of the criteria and the
levels of performance for each criterion will be your rubric for that task (assessment).

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When constructing performance tasks, be guided by the acronym GRASPS

(Goal, Role, Audience, Situation, product and standards and criteria indicators)

Non-test assessment is an alternative assessment in the sense that it diverts

from the paper and pen test, which is the only test known to many. It is an assessment
that measures students’ abilities directly with real tasks. These are tests that do not
force the students to give their responses but rather allow the students to manifest
their acquired knowledge and skills from the subject thought other than written tests.
Features of authentic assessment are an emphasis on doing open-ended
activities for which there is no correct, objective answer and that may assess higher
thinking; direct methods of evaluation; self-assessment; assessment of group
performance as well as individual performance; and extended time for assessment.
The characteristics of 21st-century assessment are essential guides for the
preparation of authentic assessment activities. It is necessary to refer to their
characteristics to ensure that the learners are being assessed towards the skills and
demand of the 21st century. The characteristics are responsive, flexible, integrated,
informative, multiple methods, communicated, technically sound, and systematic.
Authentic assessment is the performance assessment. The performance can
be process-oriented or product-oriented. The learner is made either to demonstrate
the skill or the process learned or show the product of the application of learned
knowledge and skills. An example of the process-oriented assessment is
demonstrating the skill of note reading or the skill of constructing the singing of the
Philippine National Anthem in the Music class. An example of a product-oriented
assessment is a PowerPoint presentation, a position paper, or a poem composed.
The guidelines in the use of performance assessment such as establishing a
clear purpose; identifying observable criteria; providing an appropriate setting; and
judging or scoring the performance.

Suggested Readings
https://www.msdwt.k12.in.us/msd/wp-
content/uploads/2011/10/authentic_assessment.pdf
https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-
assessment/index.html
https://resilienteducator.com/classroom-resources/tips-on-how-to-use-authentic-
assessment-as-a-teaching-strategy/
https://www.teachingquality.org/authentic-assessment-in-todays-classrooms-two-
teachers-perspectives/

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 Assessment in Learning 2
Dr. Teody M. Corachea

Suggested Videos
https://www.youtube.com/watch?v=rQPCk27tM4U
https://www.youtube.com/watch?v=c_gibuFZXZw
https://www.youtube.com/watch?v=XOupbmSx27A

References
Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing
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Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. Classroom Assessment for
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NJ: Pearson Education.
Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. , 2nd ed. Upper Saddle River,
NJ: Pearson Education, p. 11.Classroom Assessment for Student Learning:
Doing.

Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment,

Lorimar publishing Inc., Quezon City, Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2.
Rex Book Store, Manila Philippines.
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Philippines.
Reganit, A., et al., 2010. Assessment of student learning I (Cognitive Learning). C&E
Publishing, Inc. Quezon City, Philippines.
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Philippines.
Stiggins, R.J. (1987). Classroom Student Learning: Doing it Right, using it well.
Boston: Allyn & Bacon.
Wiggins, G.P. & McTighe, J. (2005). Understanding by Design. (Expanded 2 nd Ed.).
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