GROUP 1

Mary Grace Ulgasan

Assessment and evaluation

The three modes of authentic assessment

Observation
Observation- based includes the date and information that the teacher collects from daily
work.

Observation-based assessment is often deemed the most appropriate method of assessment

for practical skills; by watching someone complete a set of tasks, they can demonstrate their
competence by performance.

▪ The role of the teacher is to assess the students and to help them improve themselves into
better one.
- The teacher will conduct an observation to the students. He/she will observe the
performance and the attitude of the student during and after the class. After the
observation, the teacher can be able to identify the weakness and the strength of the
students.
Observation-based assessment tools
Guidelines:
1. Observe not only one but all students. You should not only observe one student, it should be all so
that all your students would excel.
2. Observation must be as frequent and as regular as possible. You must observe you students not
only in one day but as possible it should be regular. In that condition, you will really know if your
students are improving every day.
3. Observation must be recorded in writing. If you will conduct a report, you should write it in a
clean bond paper. In that case, you can compare the performance of the students if your students
are improving.
4. Observations should cover both routine and exceptional occurrences. The teacher also include
routine and exceptional occurrences in observation. When we say routine, it is the behavior of the
students in everyday chores such as the sweepers, gatherer, and many more. Exceptional
occurrences are the students who clean the room voluntarily. Like for example, the students will
pick trashes in the yard even if the teacher did not ask for that.
5. Reliability of observation records is enhanced if multiple observations are gathered and
synthesized. The more observations you collect and analyze, you can really say that the students
are improving from the beginning of your observation.

▪ Developmental Checklist

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- An observation-based tool which requires the teacher recorder to describe traits or learning
behavior that are being assessed.

▪ Interview Sheet
 - An observation tool which consists of a list of questions the teacher would intend to ask and
space for recording the students answer. A tool which is also called conference recording
form.

Performance task
- Any learning activity or assessment that requires students to perform in order to
demonstrate their knowledge, understanding, and proficiency is referred to as a
performance task.

- In this mode the teacher will assess the students’ performance or the product. The teacher
will let the students pass a portfolio after the semester or year. In this condition, the teacher
can determine if the student's performance is developing.

Performance task assessment tools

- Portfolio- a compilation of pieces of evidence of an individual's skills, ideas, interest, and
accomplishment.

As students learn concepts throughout the school year, they can be documented and
will reveal progress and improvements as well as allow for self-assessment, edits
and revisions. They can be recorded in a number of ways, including:

 journal writing
 review by peers
 artwork and diagrams
 group reports
 student notes and outlines
 rough drafts to finished work

Actual Performance
- Actual Performance- tests and measures students' performance at a specific place and time.
- The teacher can assess the students by conducting actual performance such as solving
problem, singing, dancing, and acting. By that the teacher can determine the behavior of the
students during the performance.

Actual Performance Assessment Tools

a. Performance checklist
 - It consists of a list of behavior that make up a certain type of performance.
- It is used to determine whether or not an individual behaves in a certain way (usually
desired) when asked to complete a particular task.
Example:

b. Oral Questioning- an appropriate assessment method fir actual performance when the objectives
are:
a. To assess the students stock knowledge.
b. To determine the student’s ability to communicate ideas in coherent verbal sentences.
c. Self-checklist- a list of several characteristics or activities presented to the subjects of a study.
d. Observation and self-reports- used a tally sheet as device when used by the teacher to record the
frequency of student behavior, activities or remarks.

Summative test (performance based)

 Summative assessment measures whether learners have met the content and performance
standards.
 Summative tests may be seen as assessment of learning, which occurs at the end of a
particular unit. This form of assessment usually occurs toward the end of a period of
learning in order to describe the standard reached by the learner. 
 Summative assessments often have a high point value, take place under controlled
conditions, and therefore have more visibility.
 It also aims to establish the development, strengths and weaknesses of each student, each
assessment type provides different insights and actions for educators.
Performance-based assessments
- It share the key characteristic of accurately measuring one or more specific course
standards. They are also complex, authentic, process/product-oriented, open-ended, and
time-bound.
- A performance-based assessment measures students' ability to apply the skills and
knowledge learned from a unit or units of study. Typically, the task challenges students to
 use their higher-order thinking skills to create a product or complete a process (Chun,
2010).
Summative assessment is performance assessment. Performance assessments require
students to synthesize knowledge and skills and transfer learning to relevant and real-world
situations. Performance assessments allow students to demonstrate evidence of learning through
active performance. Rubrics can be designed to effectively rate the performance and measure the
skill level.