ASSESSMENT

IN
LEARNING 2
GROUP 5

DEORAMTE LAPITAN
DANICA DACAYO
JACKIELYN TABERNA
SHERYL LYE LIBUNAO
JOYSLIAN RIGOR
JAY AR MIMIS
TYPES OF ASSESSMENT

1. TRADITIONAL AND AUTHENTIC ASSESSMENT

Traditional assessment follows selecting a response from learners whereas authentic
assessment engages learners to perform a task on the basis of the item they are
informed. Traditional assessment is contrived but authentic is in real-life. ... Authentic
assessment serves as an alternative to conventional assessment.

A. TRADITIONAL AS DIRECT AND INDIRECT MEASURE

Direct measures are regularly employed to measure learning in the classroom. Direct
measures are those that measure student learning by assessing actual samples of student work.
Indirect measures include surveys, interviews, course evaluations, and reports on retention,
graduation, and placement, etc. Indirect measures are best situated at program or university
level assessment. These measures are commonly in conjunction with direct measures of student
learning.

b. AUTHENTIC AS DIRECT REALISTIC REFERENCE BASED ACTIVITY

One component of authentic learning is that it targets a real problem and that students’
engagement holds the possibility of having an impact outside the classroom, Rule says. “This
audience beyond the classroom changes the problem from an ‘exercise’ to something more
important, allowing students to become emotional stakeholders in the problem,” she writes.

2. FORMATIVE AND SUMMATIVE EVALUATION

Evaluation is the process of examining a program or process to determine what's
working, what's not, and why. It determines the value of learning and training
programs and acts as blueprints for judgment and improvement. (Rossett, Sheldon,
2001)

A. FORMATIVE AS MEASURE OF TEACHING AND LEARNING EFFECTIVENESS

The goal of formative assessment is to monitor student learning to provide ongoing
feedback that can be used by instructors to improve their teaching and by students to improve
their learning.

B. SUMMATIVE AS MEASURE OF LEARNING AT THE END OF INSTRUCTIONS

The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point value.
 3. NORM AND CRITERION REFERENCE ASSESSMENT
The tension between criterion-referenced and norm-referenced assessment is examined in
the context of curriculum planning and assessment in outcomes-based approaches to higher
education. This paper argues the importance of a criterion-referenced assessment approach
once an outcomes-based approach has been adopted. It further discusses the implementation
of criterion-referenced assessment, considering to what extent the criteria and standards
adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-
referenced and norm-referenced assessments in higher education, and illustrates how their
combined use can avoid grade inflation and also provide useful information to educators,
employers and learners. Instead of seeing criterion referencing and norm referencing as a
dichotomy, assessment in higher education benefits from their synthesis through a feedback
loop that emphasizes alignment between learning and assessment; such feedback and
alignment are essential features of quality assurance and enhancement.

A. NORM REFERENCE AS A SURVEY TESTING

Norm-referenced tests report whether test takers performed better or worse than a hypothetical
average student, which is determined by comparing scores against the performance results of a
statistically selected group of test takers, typically of the same age or grade level, who have already
taken the exam.

B. CRITERION REFERENCE AS MASTERY TESTING

The criterion-referenced interpretation of a test score identifies the relationship to the
subject matter. In the case of a mastery test, this does mean identifying whether the examinee
has "mastered" a specified level of the subject matter by comparing their score to the cut
score.

4. CONTEXTUALIXED AND DECONTEXTUALIZED ASSESSMENT

Contextualized and decontextualized learning and assessment has its role in evaluating
learning outcomes. In practice, decontextualized assessment has been overemphasized
compared to the place declarative knowledge has in the curriculum. Both must be assessed
appropriately. A common mistake is to assess only the lead-in declarative knowledge, not the
functional knowledge that emerges from it (Biggs and Tang, 2011).

A. CONTEXTUALIXED AS MEASURE OF FUNCTIONING KNOWLEDGE

In contextualized assessment, the focus is on the students' construction of functioning
knowledge and the students' performance in application of knowledge in the real work context
of the discipline area. Assessment tasks reflect the goal of learning. It uses performance-
based tasks which are authentic in nature. In addition, it describes assessment practices which
measure skills and knowledge in dealing with specific situations or perform specific tasks
which the students have identified as important and meaningful to them. Application of the
skills and knowledge must be in the context of the real world as possible.
 B. DECONTEXTUALIZED AS ASSESSMENT OF ARTIFICIAL SITUATION
Decontextualized assessment includes written exams and term papers which are
suitable for assessing declarative knowledge, and do not necessarily have a direct connection
to a real-life context (Biggs, 2011). It focuses on declarative knowledge and / or procedural
knowledge in artificial situations detached from the real work context.

5. ANALYTIC AND HOLISTIC ASSESSMENT

Depending on your goals as you evaluate papers, you'll want to consider whether to assign
a "holistic score" to a paper or to analyze specific elements of students writing to give more
detailed response.

A. ANALYTIC AS SPECIFIC APPROACH

Your assessment will assess your ability to respond to a text in an analytical manner. While
this might include short responses, Close textual analysis, reviews, multimodal and oral
presentations the most common method of assessing your ability to analyse and respond to a
text will be an essay.

B. HOLISTIC AS GLOBAL APPROACH

Holistic assessment refers to the process of using multiple sources to continually gather
information on a child's development, to provide feedback to support and guide learning.