1.

High Quality Assessment Assessment of Learning (summative)

in Retrospect  The purpose of this kind of

assessment is usually summative
1. Purposes and most done at the end of an
2. Targets element of learning, such as the
end of module, mid semester, or
3. Methods end of the semester.
4. Sampling 2. Targets
5. Accuracy Learning Target
Authentic Assessment •A clear description of what
 is a form of assessment in which students know and are able to
students are asked to perform real- do.
world tasks that demonstrate • It is an outcome that the teacher
meaningful application of essential wants his/her students to attain
knowledge and skills. or acquire from his/her teaching.
 We use authentic assessment when
we want students to be able to use • This involves knowledge,
the acquired knowledge and skills reasoning, skills, product, and
in the real world (Amalia, 2012) affect.

High quality assessment • It needs to be stated in behavioral

terms or terms which denote
 It provides a result that something which can be
demonstrates and improves observed through the behavior of
targeted students learning. the students.
 High-quality assessments are
balanced to provide instructors Five Learning Target (Stiggins and
with ongoing feedback about Conklin, 1992)
student progress. Data gathered 1. Knowledge learning target
from assessment given throughout
the learning process give educators  It is the facts and concepts we
the information they need to adjust want students to know, either rote
their instruction. Assessment, then, learned or retrieved using
isn’t the final word; rather it should reference materials.
be a part of an ongoing
2. Reasoning learning target
conversation that helps all students
get exactly what they need to meet  The ability of students to use their
learning standards (Trach, E. knowledge to reason and solve
2018). problems.
3. Skill learning target
1. Purposes
 The ability of the students to create
Assessment for Learning (formative) achievement-related skills like
conducting experiments, playing
 The purpose of formative basketball, and operating
assessment is to provide students computers.
with feedback on how they are
doing. The aim is to help improve 4. Product learning target
their performance and make their
 The ability of students to
next piece of assessed work better.
demonstrate achievement-related
Assessment as Learning products such as written reports,
video presentations and art
 This process helps students to take products.
more responsibility for their own
learning and monitoring future 5. Affective learning target
direction.
 The attainment of affective traits
such as attitudes, values,
interests, and self-efficacy.
Cognitive Target knowledge they have mastered
(Stiggins, 1987, p. 34). --Richard J.
Benjamin Bloom (1954) proposed a Stiggins
hierarchy of educational objectives at the
cognitive level: Nature of Assessment
1. Knowledge Assessment is embedded in the learning
process. It is tightly interconnected with
2. Comprehension
curriculum and instruction.
3. Application
As teachers and students work towards
4. Analysis the achievement of curriculum outcomes,
assessment plays a constant role in
5. Synthesis informing instruction, guiding the
6. Evaluation student’s next steps, and checking
progress and achievement.
3. Methods
 Classroom assessment involves
• Written response instruments students and teachers in
continuous monitoring of students’
• Product rating scales
learning.
• Performance test – performance  It gives students a measure of their
checklist progress as learners.
 It provides opportunity for close
• Oral questioning observation of students in the
• Observation and Self-reports process of learning.
 It helps in collection of frequent
4. Sampling feedback on students’ learning and
how they respond to particular
• Simple random sampling teaching approaches.
• Systematic sampling  Assessment has profound impact
on the self-esteem of pupils,
• Stratified sampling which is critical influence on
• Cluster sampling learning.
 Uses variety of strategies.
5. Accuracy
Four fundamental elements of
Validity and Reliability learner-centered assessment
Characteristics of Authentic
2. Authentic Assessment
 Authentic assessment evaluates
the students’ collective skills and
abilities to perform and
demonstrate the tasks in real-world
situation.
 It involves performance tests and
portfolio assessment.
 Criterion-referenced measure is
used to assess the performance of Assessment
the student in authentic  Authentic assessment requires the
assessment. students to perform meaningful
 A form of assessment in which tasks in real world situation.
students are asked to perform real-  It promotes the development of
world tasks that demonstrate higher order thinking skills.
meaningful application of essential
knowledge and skills. --Jon Mueller
 Performance assessments call
upon the examinee to demonstrate
specific skills and competencies,
that is, to apply the skills and
  It tenders direct evidence of
application and construction of
knowledge and skills acquired.
 It includes portfolio collection of
entries.
 It demonstrates application of a
particular knowledge and skills.
 It fosters role-playing of the lessons
learned by students which serves
as show window to them.
 It identifies performance of
students’ acquired skills and
expertise.
 It assesses directly holistic projects
by multiple human judgment like
self, peer, subject teacher, and
teacher-adviser.
 It trains the students to evaluate
their own work as well as to their
parents.
 It is designed on criterion-
referenced measure rather than
norm-referenced measure.

Principles
1. Assessment should both process-
oriented and product oriented.
2. Assessment should focus on higher
3. Assessment can include a measure
of noncognitive learning outcomes.
4. Assessment should reflect real-life
or real world contexts.
5. Assessment must be
comprehensive and holistic.
6. Assessment should lead to student
learning.

Distinctions between Authentic

Assessment and Traditional
Assessment
 Authentic Assessments Capture
Constructive Nature of Learning
 We cannot simply be fed
knowledge. We need to construct
our own meaning of the world,
using information we have
gathered and were taught and our
own experiences with the world
(Bransford & Vye, 1989)

Authentic Assessments Integrate

Teaching, Learning and Assessment
 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.

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. Testing favors those
who are better test-takers.
Experts say…
How to Create Authentic
For many students, assessment is not an Assessments
educational experience, but a process of
‘guessing what the teacher wants’ Step 1 : Identify the standards
(Mclaughlin & Simpson, 2004) Step 2 : Select an authentic task
Step 3 : Identify the criteria for the
task
Step 4 : Create the rubric
3. Developing Authentic
Classroom Assessments 1. Identify the standards
 Standards, like goals, are
What does Authentic Assessment look
statements of what students should
like?
know and be able to do. However,
 An authentic assessment usually standards are typically more
includes a task for students to narrow in scope and more
perform and a rubric by which their amenable to assessment than
goals.
performance on the task will be
evaluated. 2. Select an Authentic Task
Authentic Assessments are Direct  Find a way students can
Measures demonstrate that they are fully
capable of meeting the standard.
 We do not just want students
The language of a well-written
to know the content of the
standard can spell out what a task
disciplines when they graduate.
should ask students to do to
We, of course, want them to be
demonstrate their mastery of it.
able to use the acquired knowledge
and skills in the real world. So, our 3. Identify the criteria for the
assessments have to also tell us if task
students can apply what they have
learned in authentic situations.  ask "What does good performance
on this task look like?" or "How will
I know they have done a good job
on this task?" In answering those
 questions you will be identifying observable behaviors of the
the criteria for good performance students.
on that task. You will use those
 Competencies are defined as
criteria to evaluate how well
groups or cluster of skills and
students completed the task and,
abilities needed for a particular
thus, how well they have met the
task.
standard or standards.
An example of learning competencies for
4. Create the rubric
process-oriented is given below:
 Finish creating the authentic
TASK: Recite a Poem by Edgar Allan Poe,
assessment by constructing a
“The Raven”.
rubric to measure student
performance on the task. To build OBJECTIVES: The activity aims to enable
the rubric, you will begin with the the students to recite a poem entitled
set of criteria you identified in Step “The Raven” by Edgar Allan Poe.
3. As mentioned before, keep the
number of criteria manageable. Specifically:
You do not have to look for 1. Recite the poem from memory
everything on every assessment. without referring to notes;

4. Process-oriented 2. Use appropriate hand and body

gestures in delivering the piece;
performance-based
assessment and Product- 3. Maintain eye contact with the
audience while reciting the poem;
oriented performance-
based assessment 4. Create the ambience of the poem
through appropriate rising and
Performance-based assessment falling intonation;

 Performance assessment is a 5. Pronounce the words clearly and

measure of assessment based on with proper diction.
authentic tasks such as activities,
Note: The specific objectives identified
exercises, or problems that require
constitute the learning competencies.
students to show what they can
do. The following competencies are simple
 Some performance tasks are competencies:
designed to have students
demonstrate their understanding  speak with a well-modulated voice;
by applying their knowledge to a  Draw a straight line from one point
particular situation. to another point;
 Color a leaf with a green crayon.
Process-oriented performance-based The following competencies are more
assessment complex competencies:
 is concerned with the actual task  Recite a poem with feeling using
performance rather than the appropriate voice quality , facial
output or product of an activity. expressions and hand gestures;
 Process oriented performance
based assessment evaluates the  Construct an equilateral triangle
actual task performance. It does given three non- collinear points
not emphasize on the output or  Draw and color a leaf with green
product of the activity. This crayon
assessment aims to know what
processes a person undergoes
when given a task
Scoring Rubric
Learning Competenves
 RUBRIC is a scoring scale used to
 The learning objectives in process- assess student performance a long
oriented performance based a task-specific set of criteria.
assessment are stated in direct
 a RUBRIC, which contains the
essential criteria for the task and
 appropriate levels of performance performance, or between superior,
is typically created to measure mediocre and poor performance, when
student’s performance. evaluating student work
For example, the following rubric (scoring Better feedback
scale) covers the actual performance of
- identifying levels of performance allows
the task in an English class.
teacher to provide more detailed
feedback to students.

Product-oriented performave
based assessment
- product oriented assessment is a
kind of assessment where in the
assessor views and scores the final
product made and not on the
actual performance of making that
product.
- It is concern on the product alone
and not on the process. It is more
concern to the outcome or the
performance of the learner. It also
Descriptors focuses on achievement of the
learner.
 it spells out what is expected of
students at each level of - Product assessment focuses on
performance for each criterion. evaluating the result or outcome
 it tells students more precisely of a process.
what performance looks like at
Learning Competences
each level and how their work may
be distinguished from the work of  the learning competencies
others fro each criterion. associated with products or
 descriptors help the teacher more outputs are linked with an
precisely and consistently assessment with three levels of
distinguish between students work. performance manifested by the
product,namely:
Examples of descriptors are given below:
 novice or beginner’s level
 Skilled level
 Expert level
There are other ways to state product-
oriented learning competencies. For
instance, we can define learning
competencies for products or outputs in
the following way:
Level 1 : Does the finished product
or project illustrates the minimum
expected parts or functions?
( Beginner)
Level 2 : Does the finished product
Why include level of performance? or project contains additional parts
Clearer expectations and functions on top of the
minimum requirements which
-students know what is expected of them tend to enhance the final product?
and teachers know what to look for in (skilled level)
student performance. Level 3: Does the finished product
contains the basic minimum parts
More consistent and objective
and functions, have the additional
assessment
-Levels of performance permit teacher to features on top of the minimum,
more consistently and objectively and is aesthetically pleasing?
distinguish between good and bad (Expert level)
  provide simulations of real-
world situations or
challenges that adults might
encounter;
 foster curiosity and building
experiences of students;
 develop project
management skills of
students.
To help educators construct
authentic assessment, Wiggins
and McTighe's came up with
GRASPS model. GRASPS is an
acronym for teachers to:
Goal: establish the challenge,
issue or problem to solve;
Role: give students a role that
they might be taking in a
familiar real-life situation;
Audience: identify the target
audience whom students are
solving the problem for or
creating the product for;
5. GRASPS Model Situation: create the scenario or
 GRASPS is a model advocated for explain the context of the
by Grant Wiggins and Jay McTighe situation;
to guide teachers in designing Product/Performance and
authentic performance-based Purpose: paint a clear picture of
assessment. It's a form of the WHAT and WHY of the
assessment that engages learners product creation or the
to employ their thinking skills and performance;
demonstrate application of
essential knowledge, conceptual Standards & Criteria for
understanding, and skills acquired Success: inform students how
throughout a unit of learning. their work will be assessed by
the assumed audience.
 Wiggins defined authentic
An example might be:
assessment as "...Engaging and
worthy problems or questions of Goal: Your goal is to write a
importance, in which students must short story.
use knowledge to fashion
performances effectively and Role: You are a middle school
creatively. The tasks are either student.
replicas of or analogous to the Audience: Your target audience
kinds of problems faced by adult is your teacher, and students
citizens and consumers or and parents in our school
professionals in the field." (1993, community.
qtd. by Jon Mueller).
Situation: You have been asked
The main takeaway is that by your school community to
teachers can use the GRASPS write a short story. (This section
assessment model to: is sometimes omitted by
teachers as a clear situation is
 engage students through not identified.)
contextualized learning; Product/Performance and
 create opportunities for Purpose: Write a 800 word short
students to practice transfer story to entertain others.
of learning;
Standards & Criteria for
Success: You will be assessed
against criteria A, B, C.