Authentic

Assessment:
Methods and Tools
REYMAR L. MADEJA
 Objectives
✘ Explain the meaning of authentic assessment and
non-test assessment
✘ Give example of transversal competencies
✘ State the 21st century skills based on P-21
Framework
✘ Describe the features of authentic assessment
and 21st century assessments
✘ Discuss the complementary relationship of
authentic and traditional assessments

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 Definition
✘ Form of assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills… (Mueller,
2011)

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 Definition
✘ Engaging in 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.
(Wiggins, 1987)

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 Definition
✘ “call upon the examinee to demonstrate
specific skills and competencies, i.e., to apply
the skills and knowledge they have
mastered.” (Stiggins, 1987)

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 Traditional VS Authentic
✘ Mueller, 2008
(http://jfmueller.facultynoetrl.edu/toolbox/index.htm)

Attribute Traditional Authentic

2. Setting Contrived / Imagined Simulation / Real-life

3. Method Recall / Recognition Construction /

5. Outcome Indirect evidence Direct evidence

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 Non-Test
Assessment of
Learning
 Definition
✘ An alternative assessment in the sense that it diverts
from paper-and-pen test, which is the only test
known to many
✘ An assessment that measures students’ abilities
directly with real tasks
✘ 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
through means other than written tests

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 Definition
✘ Also refers to formative assessment which is an on-
going process to give feedback to students to
increase their competence
✘ An informal, impromptu feedback, or marginal
comments on students’ drafts.
✘ Does not give fixed judgment or record results

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 Examples
✘ Portfolio
✘ Teacher Observation
✘ Slates or Hand Signals
✘ Daily Assignments
✘ Journal
✘ Games
✘ Projects
✘ Debates
✘ Checklist
✘ Cartooning

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 Examples
✘ Models
✘ Notes
✘ Panel
✘ Demonstrations
✘ Problem-Solving
✘ Discussions

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 Portfolio
✘ A purposeful collection of students’ works
that exhibit the student’s efforts, progress,
and achievements in one or more areas of
the curriculum.
✘ Purpose:
✗ Showcase portfolio

✗ Documentation portfolio

✗ Evaluation portfolio

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 Advantages
✘ Students are actively involved in self-evaluation and
self-reflection
✘ Involves collaboration assessment
✘ Ongoing process where students demonstrate
performance, evaluate, revise, and produce quality
work
✘ Focus on self-improvement rather than comparison
with others

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 Advantages
✘ Students become more engaged in learning because
both instruction and assessment shift from teacher
controlled to mix of internal and external control
✘ Products help teachers diagnose learning difficulties
✘ Clarify reasons for evaluation
✘ flexible

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 Disadvantages
✘ Scoring difficulties may lead to low reliability
✘ Teacher training needed
✘ Time-consuming to develop criteria, score, and to
meet students
✘ Students may not make good selections of which
materials to include
✘ Sampling of student products may lead to weak
generalization
✘ Parents find the portfolio difficult to understand

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Steps in Planning & Implementing
✘ Determine the purpose
✘ Identify physical structure
✘ Determine sources of content
✘ Determine student reflective guidelines and scoring
criteria
✘ Review with students
✘ Portfolio content supplied by teacher and/or student
✘ Student self-evaluation of contents
✘ Student-teacher conference
✘ Return portfolios to students

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 Physical Structure
✘ What will it look like?
✘ How large will the portfolios be?
✘ Where are they stored so that students can easily
access them
✘ Will it be in folders or scrapbooks?
✘ How will the works be arranged in the portfolio?
✘ What materials are needed to separate the works in
the portfolio?

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 Basic parts / contents
✘ Table of contents
✘ Brief description of activities
✘ Date produced
✘ Date submitted
✘ Date evaluated

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 Teacher Observation
✘ The teacher observes the students while they
work
✘ Example:

✗ Cooperative learning

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 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

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 Daily Assignments
✘ The student completes the work assigned on
a daily basis to be completed at school or
home
✘ Example:

✗ Worksheets or research

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 Journal
✘ Students write daily on assigned or personal
topics.
✘ Example

✗ What do you remember most in yesterday’s

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 Games
✘ Teachers utilize fun activities to have
students practice and review concepts
✘ Example

✗ Science trivia

✗ Math games

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 Projects
✘ After students are taught the basics of
triangles, such as types, congruence, proofs,
and similarity, each student is asked to create
a poster, drawing, or personal adornment
such as a fingernail design, piece of jewelry,
or tattoo that uses at least two different
triangular shapes

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 Debates
✘ The students take opposing positions on a
topic and defend their position
✘ Example

✗ The pros and cons of environmental

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 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

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 Cartooning
✘ Students will use drawings to depict situation
and ideas
✘ Example

✗ Environmental issue

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 Models
✘ The students produce a miniature replica of a
given topic
✘ Example

✗ planetarium

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 Notes
✘ Students will write a summary of the lesson
✘ Example

✗ Outline of the day’s lesson

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 Panel Discussion
✘ A group of students verbally present
information
✘ Example

✗ A discussion presenting both pros and cons of

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 Demonstrations
✘ Students present a visual enactment of a
particular skill or activity
✘ Example

✗ Proving that air has weight

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 Problem-solving
✘ Students solve a particular problem
✘ Example

✗ Math problem

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 Discussions
✘ Students in a class verbally interact on a
given topic
✘ Example

✗ Discussion on climate change

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 Activity
✘ Compare and contrast Traditional and
Authentic Assessments
✘ What is Non-Test Assessment?
✘ As a future teacher, do you welcome non-test
assessment? Why?
✘ What are the examples of non-test assessments?
Explain each.

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