Baao Community College

CHAPTER 2:

Types of
Assessment Reporter: Mylene T. Cambiado
 Overview
Assessment is an essential and powerful tool in the teaching and learning process.
Moreover, it is a process of obtaining data with which we could measure student
competence and learning outcomes. The process begins with the identification of
the specific target goals before collecting and interpreting the information.
Classifying and synthesizing of the gathered data are possible through the use of the
different assessment techniques.
Chapter Intended Learning Outcome
At the end of the chapter, you should be able to
a. distinguish the different types of assessment,
and
b. relate it to learning outcomes.
TRADITIONAL ASSESSMENT
OR
AUTHENTIC ASSESSMENT
TRADITIONAL
ASSESSMENT
AUTHENTIC
ASSESSMENT
AUTHENTIC
ASSESSMENT
TRADITIONAL
ASSESSMENT
AUTHENTIC
ASSESSMENT
TRADITIONAL
ASSESSMENT
AUTHENTIC
ASSESSMENT
TYPES OF ASSESSMENT
1 Traditional and
Authentic Assessment

2 Formative Evaluation and

Summative Evaluation

3 Norm and Criterion-

Referenced Assessment

4 Contextualized and
Decontextualized Assessment

5 Analytic and Holistic

Assessment
 1. Traditional and Authentic Assessment
Law and Eckes (1995) state that traditional assessments are
single-occasion tests which measure what learners can do at a
particular time. Traditional assessments are indirect and
inauthentic measures of students learning outcomes. This kind
of assessment is standardized and for that reason, they are
one-shot speed-based, and norm-referenced (Bailey, 1998).
Traditional assessment often focus on learner's ability of
memorization and recall, which are lower level of cognition skills
(Smaldino, 2000).
1. Traditional and Authentic Assessment
Authentic assessment focuses on the analytical and creative
thinking skills, students to work cooperatively and that reflect
student learning, student achievement, and student attitudes of
relevant activities.
Assessment is authentic when it measures performances or
products which have realistic meaning that can be attributed to
the success in school. Activities, questions and problems with "real
world" satisfy the criterion that it needs to be an authentic
intellectual work within the given situation or contextual realism of
the tasks.
 A The Context of the Assessment

Authenticity
are grouped
into 3 broad
B The Role of the Student

categories:

C The Scoring
A. The Context of the Assessment B. The Role of the Student C. The Scoring

• Realistic activity or • A defense of the answer • The scoring criteria are

context or product is required. known or student-
• The task is performance- • The assessment is developed.
based. formative. • Multiple indicators or
• The task is cognitively • Students collaborate with portfolios are used for
complex. each other or with the scoring.
teacher. • The performance
expectation is mastery.
Authentic assessment has 4
basic characteristics:
1. The task should be representative of performance in
the field.
2. Attention should be paid to teaching and learning
the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students should present their work
publicly and defend it.
Best uses of authentic assessment (Mueller, 2010):

1. Authentic assessments
are direct measures.
Best uses of authentic assessment (Mueller, 2010):

2. Authentic assessments capture

constructive nature of learning.
 Best uses of authentic assessment (Mueller, 2010):

3. Authentic assessments integrate

teaching, learning, and assessment.
Best uses of authentic assessment (Mueller, 2010):

4. Authentic assessments provide

multiple paths to demonstration.
Attributes of Traditional and Performance Assessments
2. Formative Evaluation and Summative Evaluation
Assessment for Learning pertains to the use of formative evaluation to
determine and improve students' learning outcomes. On the other hand,
Assessment of Learning uses summative evaluation which provides evidence
of students' level of achievement in relation to curricular learning outcomes.

Formative assessment can be defined more specifically as, "All those activities
undertaken by teachers, and by their students in assessing themselves, which
provide information to be used as feedback to modify the teaching and
learning activities in which they are engaged" (Black & William, 1998). The
results of formative assessment leads to identifying its goal in improving and
motivating the students to enhance achievement.
2. Formative Evaluation and Summative Evaluation
Formative assessment occurs at three (3) points of instruction: (1) during
instruction; (2) between lessons; and (3) between units.

Summative assessments are conducted at the end of each section or unit

to find out student achievement. Summary of evidences indicate extent of
learning achievements which can classify or for certification or giving of
honors / awards. Moreover, summative assessments are typically
traditional paper-and-pencil measures such as tests, long tests, exams,
essays, or projects that form a portion of a student's final grade. These
serve as evaluative function at the end of the unit or term.
3. Norm and Criterion-Referenced Assessment
Norm-referenced assessment gives us information on what the student
can perform comparing to another student. It describes student
performance in the class by comparing to others. Teachers can actually
rank the achievement of their students; as a result, then is a limited
percentage of competition for those who are high scorers.

Criterion-references assessment describes the performance of the

students without reference to the performance of others which uses preset
criteria or predefined and absolute standard or outcomes.
4. Contextualized and Decontextualized Assessment
In contextualized assessment, the focus is on the students' construction of
function knowledge and the students' performance in application of knowledge
in the real context of the discipline area. Assessment tasks reflect the goal of
learning. It is performance-based tasks which are authentic in nature.

According to Biggs (2011), Decontextualized assessment includes written exams

a term papers, which are suitable for assessing declarative knowledge, and do
not necessary knowledge and procedural knowledge in artificial situations
detached from the real work context.
 5. Analytic and Holistic Assessment

Analytic assessment refers to specific approach in the assessment of

learning outcome In this procedure, students are given feedback on
how well they are doing on each important aspect of specific task
expected from them. Assessment then is made specific based on the
importance of the performance. With this, assessment shouldn't be
undertaken in part must address the whole performance.
 5. Analytic and Holistic Assessment

Holistic assessment refers to a global approach in the assessment of a

student-learning outcome. Sadler (2009) pointed out that in holistic
assessment, the teacher or the assessor has to develop complex
mental responses to a student's work and in evaluating the student
work, the assessor provides a grade and supports it with a valid
justification for assigning the grade.
 ASSIGNMENT:
• TAKE A REST
• SPEND TIME WITH YOUR FAMILY
• TREAT YOURSELF