CHAPTER 2

AUTHENTIC ASSESSMENT: MEANING,

METHODS AND TOOLS
Learning Outcomes

• Explain the meaning of authentic assessment and non-

test assessment
• Give example of transversal competencies

• State the 21st Century skills based on p-12 framework

• Describe the features of authentic assessment and 21st

Century assessment
 Authentic Assessment

Authentic assessment is a “form of

assessment in which students are asked to
perform tasks that demonstrate meaningful
application of essential knowledge and skills….
(Mueller, 2011)
 Authentic assessment…

Wiggins (1987) says it is... Engaging in worthy

problems or questions of importance in which students
must use knowledge to fashion performances effectively
and creatively.

Stiggins (1987) claims that authentic assessment “call

upon the examinee to demonstrate specific skills and
competencies
 Comparison of Traditional and Authentic Assessment
Mueller (2008) compares traditional assessment and authentic assessment

Attributes Traditional Authentic Assessment

Assessment
1. Action/Option Selecting a response Performing a task
2. Setting Contrived/Imagined Simulation/Real-life
3. Method Recall/Recognition Construction/Application
4. Focus Teacher-structured Student-structured
5. Outcome Indirect evidence Direct evidence
 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.
• Non-test assessment also refers to formative
assessment which is an on-going process to give
feedback to students to increase their competence.
Non-test assessment…

• It is an informal, improntu feedback or marginal

comments on students drafts.

• Non-test assessment does not give fixed judgment or

record results.
Examples of non-tests are:

• Portfolio • Checklist
• Teacher observation • Cartooning
• Slates or hand signals • Models
• Daily assignments • Notes
• Journal • Panel discussion
• Games • Demonstration
• Projects • Problem-solving
• Debates • discussions
 Authentic Assessment Complements Traditional
Assessment
• With authentic assessment, you may be made to think
that we now have to junk traditional assessment.
• Authentic assessment and traditional assessment
complement each other.
• So assessment is not a matter or “either-or”. It is not a
case of either you use traditional or authentic.
• It is a matter of “both-and”. Both traditional and
authentic assessment are necessary.
 Cont…

• Mastery of knowledge is the focus of traditional

assessment and must be encourage among learners.
• This mastery of basic knowledge and skills is the
foundation of the learners’ ability to demonstrate and
perform the tasks that they are expected to perform.
• In other words, learners cannot perform or do the real
world tasks if they have not mastered basic knowledge
and skills.
 A New Taxonomy of Educational Objectives
Robert Manzano (2000)

Manzano’s new taxonomy consists of three systems and

the Knowledge Domain, all of which are important for
thinking and learning.

The three system are the cognitive system, the

metacognitive system and self-system.
 Self-System
Benefits About the Beliefs about Emotions
Importance of Efficacy Associated with
Knowledge Knowledge

The self-system decides whether to continue the

current behavior or engage in a new learning activity.
 Metacognitive System
Specifying Monitoring Monitoring Monitoring
Learning the Execution Clarity Accuracy
Goals of Knowledge

The metacognitive system sets goals and keeps track of

how well these goals are being achieved
 Cognitive System
Knowledge Comprehension Analysis Knowledge Utilized
Retrieval Analysis Matching Decision Making
Recall Synthesis Classifying Problem Solving
Execution Representation Error Analysis Experimental Inquiry
Generalizing Investigation
specifying

The cognitive system processes all the necessary

information and the knowledge which consists of
information, mental procedures and physical procedures.
The Knowledge Domain is basic in authentic
assessment is the subject assessed by traditional
methods. Marzano states:

Knowledge is a critical factor in thinking. Without sufficient

information about the subject being learned, the other systems
have very little to work with and unable to engineer the learning
process successfully… Knowledge is the fuel that powers the
thinking process, Marzano indentifies three categories of
knowledge: information, mental procedures, and physical
procedures…information is the “what” of knowledge and
procedures are the “how-to.”
The P21 framework for 21st Century
Skills has basic knowledge and
skills (the 3 Rs) and the 21st
Century themes (global awareness;
financial, economic, business and
entrepreneurial literacy; civic
literacy; health literacy) as
foundation for the 21st Century
skills namely: learning and
innovation skills, information,
Partnership for 21st Century Skills
media and technology skills, life Framework
and career skills.
This means that basic knowledge and skills
cannot be dispensed and so traditional
assessment, which assesses basic knowledge
and skills, is here to stay. Traditional
assessment complements non-traditional or
authentic assessment.
Non-Test Indicators

• Academic tests are typically relied upon to assess the

performance of students in educational tasks.
• Since schools are charged with the major responsibility
for preparing students to perform these tasks, academic
test are also used to evaluate whether and to what
extent school programs have to achieved their goals.
• The use of single form of measurement (e.g., pencil-
and paper-tests) to monitor learner development or
the performance of educational programs , however,
may be less reliable.

• For these reasons, diverse kinds of feedback on a wide

range of educational results are needed to ensure that
the educational system is meeting the needs of both
individuals and society.
• Schools ought to teach and assess learners not
only cognitive skills but also other skills for
them to lead productive, successful and
fulfilled lives in the 21st Century.
• Schools must therefore teach transversal
competencies.
 Transversal Competencies
• Transversal competencies are competencies that are
transferable between jobs that is why they are also called
transferable competencies.
• People use to call them experience, soft skills, emotional
intelligence and employability skills. They are not job and
sector-specific skills.
• They are set of competencies related to attitudes and
values (knowing how to be) and procedures (know how).
They can be transferred from one specific task to another.
Transversal Competencies
Critical and Innovative Thinking Application skills
Interpersonal skills
Media and Information Literacy
Global citizenship
Creativity
Entreprenuership
Reflective thinking
Reasoned decision-making
Communication skills
Organizational skills
Teamwork
Collaboration
Ability to obtain and analyze information through ICT’s
Ability to critically evaluate information and media content
Ethical use of ICT’s
Respect for diversity
Intercultural understanding
Democratic participation
 Features of Authentic/Performance
Assessment
(Hambleton, 1996)
1. An emphasis on doing open-ended activities for which
there is no correct, objective answer and that may assess
higher order.
2. Direct methods of evaluation
3. Self-assessment
4. Assessment of group performance as well as individual
performance
5. Extended period of time for assessment
Characteristics of 21st Century Assessment

The characteristics of 21st century assessment are

essential guide for preparation of authentic
assessment activities. It is necessary to refer to
these characteristics to ensure that the learners
are being assessed towards the skills and demand
of the 21st century.
Characteristics…

• Responsive • Multiple methods

• Flexible • Communicated
• Integrated • Technically sound
• Informative • Systematic
Authentic Assessment: Process-oriented or
Product-oriented

• Authentic assessment is performance assessment.

The performance can be process-oriented or
product-oriented.
• The learner is made either to demonstrate a skill
or to process learned or show the product of the
application of learned knowledge and skills.
• Authentic assessment demands genuine proof of transfer
of learning in real life situation. Some authors equate
authentic assessment to performance assessment.
• Other terms for authentic assessment are alternative
assessment, direct assessment and non-traditional
assessment.
• The term alternative implies that there is a mode of
assessment other than the usual traditional, paper-and-
pencil test.
• Direct assessment means that the learner has to
demonstrate concretely the knowledge and skills learned.
Process-oriented Assessment

Learning outcomes in the form of procedural knowledge

require demonstration of the process or procedure. They
call for process-oriented assessment. Examples below:
• Recite a poem with feelings using appropriate voice
quality, facial expression and hand gestures – English,
Grade 5
• Demonstrate the generation of electricity by movement
of a magnet through a coil – Science , Grade 10
Product-oriented Assessment

Students’ performance may lead to a concrete product.

These students’ products are the concern of product-
oriented authentic assessment. Below are examples:
• Develops a scoring rubric for an oral defense of a
research paper- Assessment in Learning I
• Formulate multiple choice test items aligned to the
learning outcomes- Assessment in Learning I
 DepEd’s Emphasis on Performance
Assessment

DepEd Order s. 2015-08 includes 3 components of

summative assessment: 1) written work, 2)
performance tasks, and 3) quarterly assessment.
The quarterly assessment consists of objective tests
(written), performance-based or a combination
thereof.
Among the 3 components of DepEd’s summative
assessment, performance tasks contribute the
most, from 40% to 60% to the student’s quarterly
grades. This is true to junior high school (Grades 7-
10) and senior high school (Grades 11-12).
Obviously, DepEd puts greater weights on
performance tasks.
GRASPS

When constructing performance tests, be guided by the

acronym GRASPS shared by Wiggins and McTighe (2004).
What does GRASPS mean?
G-oal
R-ole
A-udience
S-ituation
P-roduct
S-tandards and Criteria Indicators
How do you come with a performance tasks guided by GRASPS?
GOAL- Provide a statement of the tasks
- Establish the goal of the task; state the problem,
challenge or obstacle in the task
ROLE- Define the role of the students in the tasks
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 develop them with the
students
Guidelines for Performance Assessment

Airasian & Russel (2008) cited four issues that must

be considered in the use of performance assessment,
namely:
1) Establishing a clear purpose- what is the purpose of
the performance assessment.
2) 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.
 Guidelines…

3) Providing an appropriate setting-will you observe the

target behavior in a natural setting like observing a
Student Teacher teach as he/she teaches in real classroom
or observe her in an announced and prepared
demonstration teaching with her classmate acting as
students.
4) Judging or scoring the performance- to judge or score the
product of the process/behavior demonstrated, a scoring
rubrics is a must, to ensure objectivity of scoring.
Reference:
Assessment in Learning 2: Authentic Assessment
- Brenda B. Corpuz, PhD
- Imelda E. Cuartel, DA
Thanks for Listening!!!