Designing Assessment for

Learning
Charity I. Mulig-Cruz
 Moral of GI Joe
Fallacy

We need to
practice what
we learned.
 Learning is not the product of
teaching. Learning is the product of
the activity of the learners.
- John Holt
Review
What have we “learned” so far ? What have we done so far?
• Why implement blended
learning?
• What are the types of blended
learning?
• Why assess in blended learning?
• Examples of assessment
strategies, methods, and tools
• Modified our previous lessons
for blended learning
implementation
• Identified and indicated
appropriate assessment
strategies, methods, and tools in
our modified lesson plan.
Principles of Good Assessment Practices
1. Fit for purpose
• Teaching: Engaging students in learning
• Intended Learning Outcomes: What do students need to learn?
• Assessment: How well have students achieved the Intended Learning Outcomes
2. Authentic
• Reflecting what happens in the reality (ex. news report, real problems, workplace scenarios,
actual incidents)
• Relevant to students’ discipline (ex. following professional standards, participation in
professional societies/communities)
3. Promotes Deep Learning (ex. memorizing content vs. linking concepts and problem solving)
4. Fair and Reliable (ex. use of rubrics and exemplars)
5. Manageable and Efficient (both for the teachers and the students)
 What Design an authentic
assessment tool for classroom
we will use. Preferably, it should be
suitable for the lesson you
do now prepared (in Workshops 1 & 2).
Two Takes on Authentic Assessment
Synonyms: genuine, Definition: a form of assessment in which
actual, honest students are asked to perform real-world
• Informal tasks that demonstrate meaningful
assessments application of essential knowledge and
• Observations, Q & skills.
A, Polls, Warm-ups • Sometimes known as alternative,
& Exit Tickets, Quick performance, or direct assessment
Quizzes, • usually includes a task for students to
Gameshows, Virtual perform and a rubric by which their
Wall performance on the task will be
evaluated
 Educational Philosophy Supporting Authentic Assessment

1. A school's mission is to develop

productive citizens.
assessment drives the curriculum
2. To be a productive citizen, an
individual must be capable of
performing meaningful tasks in the
real world.
teachers first determine the tasks that students will perform to 3. Therefore, schools must help students
demonstrate their mastery, and then a curriculum is developed become proficient at performing the
that will enable students to perform those tasks well tasks they will encounter when they
graduate.
4. To determine if it is successful, the
school must then ask students to
perform meaningful tasks that
Encouraging teach to the test replicate real world challenges to see if
students are capable of doing so
Traditional Assessment
Educational Philosophy
forced-choice measures of multiple-choice
tests, fill-in-the-blanks, true-false, matching,
Supporting Traditional
etc. Assessment
1. A school's mission is to develop
productive citizens.
students typically select an answer or recall
information to complete the assessment 2. To be a productive citizen an
individual must possess a certain
body of knowledge is determined first;
body of knowledge and skills.
knowledge becomes the delivered curriculum; 3. Therefore, schools must teach
assessments are developed and administered this body of knowledge and
to determine if acquisition of the curriculum skills.
occurred
4. To determine if it is successful,
the school must then test
Discourages teaching to the test students to see if they acquired
the knowledge and skills.
Defining Attributes of Traditional and Authentic Assessment
(Note: This is a continuum.)
Traditional and authentic
assessment do not compete,
they complement each other.
Classifying Learning
Characteristics of Authentic Assessment

There are no right or

Authentic assessment
wrong answers in
simulates real-life
authentic
situations.
assessment.

Authentic assessment
It requires in-depth
questions are
creativity and
presented as poorly-
originality.
structured problems.
 Characteristics of Authentic Assessment

Authentic assessment
methods are tailored to It is complex and action-
a specific and well- oriented.
defined purpose.

Authentic assessment
involves both oral tests
Requires judgment and
like presentations and
innovation.
written tests with open-
ended questions.
Characteristics of Authentic Assessment

Allows appropriate
opportunities to rehearse,
The instructor collaborates
practice, consult resources,
with the students to create
and get feedback on and
alternative assessments.
refine performances and
products

Assesses the student’s

ability to efficiently and
effectively use a repertoire
of knowledge and skills to
negotiate a complex task.
 Examples of Authentic Assessment
• • •
Role Play Brainstorm Seminars
• • •
Memo Differentiation Peer Editing/Critique
• • •
Presentations Projects (PBL; PrjBL) Wikis & Websites
• • •
Fishbowls Conducting Research Portfolios
• • •
Simulation Games Character Analysis Data Collection/Analysis
• • •
Case Studies Debates Student Led Discussion
• • •
Proposals Drawing and writing Teaching Others
•
Policy Briefs about a story or chapter •
Screen Recording
•
•
Writing Reports Experiments (trial & •
Storytelling/Speech
• error learning) •
Video Compilation Journal Entries
(Reflective Writing)
 Forget about previously held assumptions
related to pen-and-paper tests

Principles in Assessment is never complete without

feedback
Designing
Authentic
Consider intrinsic motivation
Assessment
Give your students agency and awareness
of their own learning
 Formative assessment is more important
than summative assessment

Principles in Process over product

Designing
Authentic
Employ a variety of assessments
Assessment
Leverage macro skills in communication in
designing assessments
Consideration in
Designing Authentic
Assessments

• What should students

Standards know and be able to do?

Authentic • What indicates students

Tasks have met these standards?

• What does good

Criteria performance on this task
look like?

• How well did the students

Rubric perform?
Checklist in Drafting an Authentic Task
Context
❑ What are the characteristics of my students?
❑ What resources are available to my students?
❑ What resources are available in our school?
❑ What are my school’s policies regarding implementing the curriculum and assessing students?

Standards
❑ What are the essential knowledge and skills that I want my students to learn?

Authentic Task
❑ How do I want my students to demonstrate (through performance or product) their knowledge and skills ?
❑ What real-world situation is simulated by my authentic task?
❑ What assessment task/s would allow students to demonstrate their mastery of these knowledge and skills within
this timeframe?
❑ When do I want my students to demonstrate their mastery of these knowledge and skills?

Authentic Instruments
❑ What assessment instruments can I use to judge the process and output (performance or product) of my students?
❑ What assistance/scaffolds/formative assessments can I provide to ensure that my students will successfully
achieve/complete these tasks?
❑ When should these scaffolds be provided to my students?
 Authentic
Assessment
Template

http://gg.gg/12airo
“
End

27
Consideration in Checklist in Drafting an Authentic Task
Context
Designing Authentic ❑ What are the characteristics of my students?
❑ What resources are available to my students?
Assessments ❑ What resources are available in our school?
❑ What are my school’s policies regarding implementing the curriculum and assessing
students?
• What should
Standards students know
and be able to do? Standards
❑ What are the essential knowledge and skills that I want my students to learn?

• What indicates Authentic Task

Authentic ❑ How do I want my students to demonstrate (through performance or product) their
students have met
Tasks these standards? knowledge and skills ?
❑ What real-world situation is simulated by my authentic task?
❑ What assessment task/s would allow students to demonstrate their mastery of these
• What does good knowledge and skills within this timeframe?
Criteria performance on ❑ When do I want my students to demonstrate their mastery of these knowledge and skills?
this task look like?
Authentic Instruments
❑ What assessment instruments can I use to judge the process and output (performance or
• How well did the product) of my students?
Rubric students perform? ❑ What assistance/scaffolds/formative assessments can I provide to ensure that my
students will successfully achieve/complete these tasks?
❑ When should these scaffolds be provided to my students?
 Context
People (students, teacher, parents) Standard
Environment Essential knowledge and skills
Time Learning objectives
Material Resources

Authentic
Assessment

Authentic Task Assessment Instruments

GRASP (goal, role, audience, situation, Criteria
performance/product) Purpose Schedule of administration