“I enjoy teaching but

assessing and correcting

papers reduce my love
for teaching.”
 Diagnostic

CONTEXT OF Formative
TEACHING- Summative
LEARNING
 • Form of preassessment
that allows a teacher to
DIAGNOSTIC
determine individual
ASSESSMENT
student’s prior
knowledge including
 misconceptions before
instruction.
DIAGNOSTIC
Primarily used to
ASSESSMENT
•

diagnose what students

already know and don’t
 yet know in order to
guide instruction
DIAGNOSTIC
The results also provide a
ASSESSMENT basis for comparison to
determine how much learning
has taken place after the
learning activity is completed
 Usually done by giving
diagnostic pretests Takes
place during instruction
FORMATIVE (during the formative
ASSESSMENT process) to provide the
teacher with information
regarding how well the
learning objectives of a given
learning activity are being
met
 Teachers monitor student
learning to get ongoing
feedback to improve their
FORMATIVE teaching and for students to
ASSESSMENT improve their learning

Students are helped to

identify their strengths and
weaknesses and target areas
that need work
 Teachers are also helped
to recognize where
FORMATIVE students are struggling
and to address problems
ASSESSMENT immediately

Evidence-based
improvement of on-going
teaching-learning
 How do teachers do
formative
SUMMATIVE
FORMATIVE assessment?
ASSESSMENT
ASSESSMENT • Used to evaluate students’
learning at the end of a
defined instructional period
• Done through paper-and-
pencil tests and non-paper-
and-pencil tests
 TRADITIONAL
ASSESSMENT
• Includes paper -and -pencil tests
• P&P Tests are either the
selected -response type or
constructed -response

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13
14
 AUTHENTIC
ASSESSMENT
• Coined by Grant Wiggins (1993)
• Students’ knowledge and skills are
assessed in a context that
approximates the real world or real
life as closely as possible

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 AUTHENTIC
ASSESSMENT
• Also called performance assessment
• Non -traditional assessment and
alternative assessment

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 AUTHENTIC
ASSESSMENT
• Can be in the form of students’
performance to display skills learned
• Assessing the product of students’
learning

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18
CRITERION- REFERENCED
ASSESSMENT
• Comparing a student’s performance against a
criterion of success which is the predetermined
standard
• Each student’s performance is compared
directly to the standard, without considering how
other students performed in the assessment
• The teacher’s intended
learning outcome is “to spell EXAMPLE
at least eighteen out of
twenty words correctly”
• Student A spelled 20
• Student B spelled 18
• Student C spelled 10
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 NORM- REFERENCED
ASSESSMENT
• Comparing a student’s performance with the
performance of other students, the norm group,
not against a predetermined standard
CONTEXTUALIZED AND
DECONTEXTUALIZED
ASSESSMENT

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 CONTEXTUALIZED
ASSESSMENT
• The focus is on the students’ construction of
functioning knowledge
• Students’ performance in their application of
knowledge and skills in the real work context of
the discipline area
• Makes use of performance -based tasks which
are authentic in nature
• A student may have mastered the

rules of subject-verb agreement, EXAMPLE gets

perfect score in a multiple choice test on subject-verb
agreement but when he/she

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delivers a speech in real life,
fails to observe subject-verb
agreement rules
 DECONTEXTUALIZED
ASSESSMENT
• Includes written exams which are suitable for
assessing declarative knowledge, and do not
necessarily have a direct connection to a real -
life context
• Focuses on declarative knowledge and/or
procedural knowledge in the artificial situations
detached from the real work context

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ESTABLISHING HIGH QUALITY
ASSESSMENTS

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 There must be
policy alignment.
What are the ICT
Policies in the
Philippines?
 HQA
• Quality assessments are in accordance
with contemporary view of active
learning and motivation (contextualized,
not decontextualized).
• Assessment of high quality is valid.
• Assessment of high quality is reliable.
• Assessment of high quality is fair.
CURRENT TRENDS IN
ASSESSMENT

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 • Using at least some performance -based assessment

CURRENT • Examining higher -level cognitive skills and emphasizing

integrated rather isolated skills
TRENDS IN • Using multiple assessment methods

ASSESSMENT • Having high performance standards including world -class

standards for interpreting assessment results
• Involving students in all aspects of assessment
• Making standards and criteria public rather than private
and secretive
• Using computers as part of assessment
 • Can a diagnostic assessment and a formative
assessment affect the result of summative
ACTIVITY
assessment? How?
• Can teachers do away with traditional
assessment? Explain.
• Have you ever experienced having been given
unfair assessment? Why do you consider it
unfair? As a future teacher, any lessons
learned?
RUBRICS
Credits
Corpuz, Brenda B., et. Al. (2021). Assessment in
Learning 2: Authentic Assessment. Quezon
City, PH: Lorimar Publishing, Inc.

Happy Saturday!