Assessment as an Integral

Part of Teaching
 OBJECTIVES
• Differentiate among diagnostics, formative and
summative assessment
• Cite ways to do traditional and authentic assessment
• Distinguish between traditional and authentic
assessment, norm-referenced and criterion-referenced
assessment, contextualized and decontextualized
assessment
• Explain the marks of quality assessment
• Discuss current trends in assessment

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1. Assessment in the
Context of Teaching-
Learning

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 Diagnostic Assessment
A form of pre-assessment that allows
teachers to identify the student’s prior
knowledge including misconceptions
before the actual start of classes or
instruction.
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 Formative Assessment
The assessment during the actual
instruction.
This is referred as assessment for
learning
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 Summative Assessment
The assessment after the conduct
actual conduct of class or instruction.
This is referred as assessment of
learning
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2. Traditional
Assessment and
Authentic Assessment

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 Traditional Assessment
This includes the paper-and-pencil
test. This can be a selected-response
type of a constructed-response type.

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 Alternate
response

Selected- Multiple
response type Choice

Matching
Type
Traditional
Assessment
Short answer

Constructed-
Essay
response type

Problem
Solving
 Authentic Assessment
Used to assess students’ knowledge
and skill in a context that
approximates the real life as closely as
possible.
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 Basic Difference Between
Traditional Assessment
and
Authentic Assessment

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3. Norm-referenced
Assessment and
Criterion-referenced
Assessment

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Norm-referenced Assessment
Comparing performance of learners
with the performance of other
learners.

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Criterion-referenced Assessment
Comparing performance of learners
to the established criteria or
standards of success.

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4. Contextualized
Assessment and
Decontextualized
Assessment

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 Contextualized Assessment
Focuses on students’ application of
knowledge, skills, and values in a
context of work related to
specialization.
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Decontextualized Assessment
Focuses on students’ knowledge and
skills which are not necessarily
connected to work context.

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5. Establishing High
Quality Assessment

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Characteristics of Authentic
Assessment

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1.Authentic Assessment starts with clear definite criteria
of performance made known to the students.
2.Authentic Assessment is a criterion- referenced rather
than norm-referenced.
3.Authentic Assessment requires students to make their
own answer to questions.
4.Authentic Assessment often emphasizes
performance.

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5. Authentic Assessment encourages both
teacher and students to determine their rate of
progress in cooperatively attaining the desired
student learning outcomes.
6. Authentic Assessment does not encourage rote
learning and passive taking of test.
7. Authentic Assessment changes the role of
students as passive test takers into become
active and involve participants in assessment
activities.

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 Phases of Authentic
Assessment

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5. Three Types of
Learning

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 OBJECTIVES
• Distinguish from each other the different levels of
cognitive domains introduced by Bloom
• Give reason/s why the three classification of learning
outcomes must be given emphasis in learning
assessmentcourse
• Write three (3) samples student learning outcomes in
the cognitive, psychomotor, and affective domains

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 Categories/Levels
1. Observing: active mental
attention to a physical
activity
2. Imitating: attempt to
copy a physical behavior
3. Practicing: performing a
specific activity repeatedly
4. Adapting: fine tuning the
skill and making minor
adjustments to attain
perfection
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Outcomes Verbs
Watch, detect, distinguish, differentiate,
describe, relate, select
Begin, move, display, proceed, react, show,
state, volunteer
Bend, calibrate, construct, differentiate,
dismantle, display, fasten, fix, grasp, grind,
handle, measure, mix, operate, manipulate,
mend
Organize, relax, shorten, sketch, write, re-
arrange, compose, create, design,
originate
 Categories/Levels
1. receiving: being aware or sensitive to
something and being willing to listen or pay hold, identify, name, reply
attention
2. responding: showing commitment to
respond in some measure to the idea or
phenomenon
3. valuing: showing willingness to be
perceived as valuing or favoring certain
ideas
4. organizing: arranging values into
priorities, creating a unique value system
by comparing, relating and synthesizing
values
5. internalizing: practicing value system
that controls one’s behavior that is
consisted pervasive, predictable and
characteristics of the person
Outcomes Verbs
Select, point to, choose, describe, follow,
Answer, assist, comply, conform, discuss,
greet, help, perform, practice, read, recite,
report, tell, write
Complete, demonstrate, differentiate,
explain, follow, invite, join, justify, propose,
report, share, study, perform
Arrange, combine, complete, adhere, alter,
defend, explain, formulate, integrate,
organize,
relate, synthesize
Act, display, influence, listen, discriminate,
modify, perform, revise, solve, verify
3. Authentic
Assessment:
Meaning,
Characteristics and
Practices

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Characteristics of
Good Learning
Outcome
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1. Good student learning outcomes (SLO) are
centered on the students, on what the learners
are capable of doing, instead of the teaching
technique.
2.Good learning outcomes are based on the
program mission statement agreed upon by the
program faculty in consultation with other
stakeholders like alumni and other professionals.

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3. Good student learning outcomes are very well
understood by both students and faculty.

H ooking the students to the desired learning outcome

E xploring the experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived,
simulated or real-life situations
R efining, rehearsing, reviewing the target skills/competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply
the learning outcome

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4. Good learning outcomes include a spectrum of
thinking skills from simple to the higher order of
application of knowledge and skills.

5. Good learning outcomes are measurable.

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4. Authentic
Assessment Tool

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 OBJECTIVE
Demonstrate understanding of authentic
assessment by adapting authentic assessment
tools.

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Authentic assessment makes use of three modes of
assessment:
Observations which include date and information
that the teacher collects from daily work with students.
Performance samples which are tangible results that
demonstrate student achievement.
Tests and measures of student’s actual performance
at a specific place and time

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I. Observations-Based Assessment Tools
To make observation-based
h assessment efficient and
impartial, Diane Hart (1994) suggested the following
guidelines:
1. Observe not only one but all the students.
2. Observation must be as frequent and as regular as
possible.
3. Observations must be recorder in writing.

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4. Observations should cover both routine and
exceptional occurrences.
5. Reliability of observation records is enhanced if
multiple observations are gathered and synthesized.

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 h
Developmental checklist is an observation
tool which requires the teacher recorder to
describe the traits or learning behaviors
being assessed.

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The Interview sheet is another observation tool
which is also called the conference recording form.
Interview sheets consist of a list of questions the
teacher intends to ask and space for recording
student’s answers.

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II. Performance Sample Assessment Tools
h
Portfolio is a systematic collection of learner work
(such as written assignments, drafts, artwork, and
presentations) that represents competencies,
exemplary work, or the learner's developmental
progress.

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The portfolio serves the following purposes:
(a) The teacherh can assess the growth and
development of the students at various levels.
(b) Parents are informed of the progress of their
children in school.
(c) Instructional supervisors are able to evaluate
the strengths and weaknesses of the academic
program.

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III. Performance Assessment Tools
h
Student achievements at specific place and time
are actual student performance that deserve to be
assessed. One of the most frequently used
measurements instruments is the checklist.

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Performance Checklist in Solving a Mathematical
Problem Behavior:
____1. Identifies the given information
h

____2. Identifies what is being asked

____3. Uses variables to replace the unknown
____4. Formulates the equations
____5. Performs algebraic operations
____6. Obtains an answer
____7. Verifies if the answer is correct

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