ED7 REVIEWER MIDTERMS • Authentic assessments are products and/or

PPT1: AUTHENTIC ASSESSMENT performances correlated with real life experiences.

Both assessment and evaluation are based on the judgment of (Newton Public Schools)
an experienced, thoughtful human being an expert. Machines • "Performance (authentic) assessments call upon the
don't assess, papers don't assess, tests don't assess. Humans examinee to demonstrate specific skills and
assess. And what better person is there to assess the progress competencies; that is, to apply of their weaknesses.
and development of his or her students than the classrooms The results is diminished fear of tests and
teacher. (Larry Malone! Lawrence Hall of Science, University improvement of self-esteem.
of California, Berkeley) • From teacher - centered activities, AA encourages a
learner-centered class where the teacher's major
The terms assessment, evaluation, testing and marks are role is to help students accept responsibility for
terms often used in determining the degree of attainment of their learning and become self - evaluators.
student learning outcomes. • The teacher designs activities and evaluates results
and which evaluating provide information needed
Assessment refers to the process of gathering data and for monitoring students’ progress the teacher's
information about what students know and can do. Such instructional strategies.
information may be sourced through observation of students WHAT DOES IT LOOK LIKE?
during their learning activities, examining the results of their • An Authentic Assessment usually includes a task for
learning activities or testing their knowledge and skills. students to perform and a rubric by which their
Through assessment, the teacher can find out what students performance on the task will be evaluated.
are learning. SIMILARITIES AND DIFFERENCES
Evaluation involves the task of interpreting, forming
conclusions and making judgments about the information
which was gathered in the process of assessment. The data
gathered by assessment are neither useful nor useless, but
they reflect the learning process. Such information becomes
meaningful only when they are processed and interpreted as
to how well the students are attaining their desired
competencies.
Testing is an instrument of assessment. A test is an
assessment tool that reflects the records of the students'
learning outcomes.
Marks are reports of the results of evaluating information
obtained in the assessment process. Marks_ have certain
components related to the learning activities undertaken by
the students.
Examples of such components are:
20 % for class participation
10 % for completed assignments
20 % for quizzes
30 % for submitted reports
20 % for oral presentation of completed project
100% TOTAL
• We can teach students how to do math, do history,
WHAT IS AUTHENTIC ASSESSMENT? do science, not just know them.
• "A form of assessment in which students are asked • Then, to assess what our students had learned, we
to perform real-world tasks that demonstrate can ask students to perform tasks that “replicate the
meaningful application of essential knowledge and challenges” faced by those using mathematics, doing
skills...." -Jon Mueller (2011) history, or conducting scientific investigation.
• "...Engaging and worthy problems or questions of DEFINING ATTRIBUTES
importance in which students must use knowledge
to fashion performances effectively and creatively.
The tasks are either replicas of or analogous to the
kind of problems faced by adult citizens and
consumers or professionals in the field." - Grant
Wiggins (1987)

ALTERNATIVE NAMES
• Performance Assessment: Students are often
asked to perform real-world or authentic tasks or
contexts.
• Alternative Assessments: Alternative to traditional
assessment using a rubric.
• Direct Assessment: Provides more direct evidence
of meaningful application of knowledge and skills.
WHY INCLUDE AUTHENTIC ASSESSMENTS
• We want students to use the acquired knowledge
and skills in the real world, or authentic situations.
• Research on learning has found that we cannot
simply be fed knowledge. We need to construct our
own meaning of the world, using information we
have gathered and were taught and our own
experiences with the world.
• It encourages the integration of teaching, learning,
and assessing.
• We have different strengths and weaknesses in how
we learn. Similarly, we are different in how we can
best demonstrate what we have learned.
CHARACTERISTICS OF AUTHENTICS ASSESSMENT
1. AA starts with clear and definite criteria of performance
made known to the students
2. AA is criterion - referenced rather than norm - referenced
and so, it identifies strengths and weaknesses, but does not
compare students nor rank their levels of performance.
3. AA requires students to make their own answers to
questions rather than select from given options as in
multiple choice items and requires them to use a range of
higher order thinking skills (HOTS).
4. AA often emphasizes performance and therefore students
are required to demonstrate their knowledge, skills, or
competencies in appropriate situations. AA does not rely on
ability to recall facts or memorize details, instead students
are asked to demonstrate skills and concepts they have
learned.
5. AA encourages both teacher and students to determine
their rate of progress in cooperatively attaining the desired
student learning outcomes.
6. AA does not encourage rote learning and passive taking of
tests; instead, students are required to demonstrate
analytical skills, ability to integrate what they learn,
creativity, and ability to work in a group, skills in oral and
written communications. In brief, AA values not only the
finished products which are the learning outcomes, but also
the process of learning.
7. AA changes the role of students as passive test takers into
becoming active and involved participants in assessment
activities that emphasize what they are capable of doing
instead tests to measure students" skills or retained facts has
come under scrutiny because of the limitation encountered
in determining the students' capability to utilize their
knowledge and skills in work and
professional practice.
PHASES OF AUTHENTIC ASSESSMENT
• The purpose of assessment is to improve student
learning.
• Assessment achieves this purpose by gathering
pieces of evidence of student performance over a
period of time. Such evidence may be in the form of
written works, journal entries, oral presentations,
research paper results, essays, story writing, and
examination results
• "Closing the loop" encourages the use of assessment
results for further improvement
5 PHASES OF AUTHENTIC ASSESSMENT
1. Identify learner outcome.
2. Determine criteria and acceptable evidence of
performance.
3. Implement supporting learning experiences and
instructional activities.
4. Implement assessment strategies.
5. Evaluate results to determine attainment of outcome and
ensure continuous improvement.
TYPES OF AUTHENTIC TASKS
 Constructed Response
 Product Like:
 short-answer essay questions,
“show your work”, journal
response, concept maps, figural
representations.
 Performance Like:
 Typing test, complete a step of
science lab, construct a short
musical, dance, or dramatic
response, exhibit an athletic skill.
 Performance
 Conducting an Experiment
 Musical, dance, or dramatic performances
 Debates
  Athletic competition
 Oral presentation
Authentic Assessment Complements Traditional
Assessment
In conclusion, teachers do not have to select between
authentic assessment and traditional assessment. Mastery of
knowledge and skills which is the focus of traditional
assessment must be encouraged among the students to form
the foundation on which will be built the
activities that will require students to demonstrate and
perform the tasks that they are expected to perform in the
real world.
PPT 2: AUTHENTIC ASSESSMENT TOOLS
THREE MODES OF AUTHENTIC ASSESSMENT
1. Observations which include date and information that
the teacher collects from daily work with students.
2. Performance samples which are tangible results that
demonstrate student achievements.
3. Test and measures of student’s actual performance at a
specific place and time.
I. OBSERVAATIONS-BASED ASSESSMENT TOOLS
To make observation-based assessment systematic and
objective.
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 recorded in writing.
4. Observations should cover both routine and exceptional
occurrences.
5. Reliability of observation records is enhanced if multiple
observations are gathered and synthesized.
• Developmental Checklist - is an observation tool
which requires the teacher recorder to describe the
traits or learning behaviors being assessed. When
used regularly during the school year,
developmental checklists give a moving picture of
the student's progress towards the desired
competencies.
• Interview Sheet - 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 the student’s answers.
II. PERFORMANCE SAMPLES ASSESSMENT TOOLS
A portfolio is a compilation of pieces of evidence of an
individual's skills, ideas, interests, and accomplishments. It
can be as simple as a folder of these pieces of evidence, as
fancy as a neat scrapbook containing evidence of a student's
accomplishments or as high-tech as a laser disk containing
stored descriptions, written works and pictures of the
student's activities and accomplishments.
The portfolio serves the following purposes:
(a) The teacher 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.
III. PERFORMANCE ASSESSMENT TOOLS
 Student achievements at specific place and time are
actual student performances that deserve to be
assessed.
 One of the most frequently used measurements
instrument is the checklist.
 A performance checklist consists of a list of
behaviors that make up a certain type of
performance (e.g. Using a microscope, preparing a
letter, solving a mathematics 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.
 If a particular behavior is present when an
individual is observed, the teacher places a check
opposite it on the list.
Oral questioning is an appropriate assessment method for
actual performance when the objectives are:
(a) to assess the student's stock knowledge and/or
(b) to determine the student’s ability to communicate ideas
in coherent verbal sentences.
 several factors considered when using this option.
Of particular significance are the student's state of
mind and feelings, anxiety and nervousness in
making oral presentations that could mask the
student's true ability.
 extemporaneous essay writing, article review, and reflective
PROCESS ORIENTED ASSESSMENT papers.
• Learning outcomes in the form of procedural  Both product-based and performance-based
knowledge require demonstration of the process or assessments provide information about how a
procedure. They call for a process-oriented student understands and applies knowledge and
assessment. involve hands-on tasks or activities that students
EXAMPLE: must complete individually or in small groups.
• Use the appropriate reading style (scanning
skimming speed reading. intensive reading for one's
purpose) English - Grade 8
• Graphs linear inequalities in two variables - Math,
Grade 8
• Demonstrate the generation of electricity by
movement of a magnet through a coil - Science,
Grade 10
• Sings themes or melodic fragments of given Classical
period pieces - Music, Grade 9
• Execute the skills involved in the dance – PE 9
• Defends written research report – Practical
Research 3 Grade 12
PRODUCT-ORIENTED ASSESSMENT
• Students' performance may lead to a concrete
product. These students' products are the concern
of product-oriented authentic assessment.
EXAMPLE:
CHARACTERISTICS OF A GOOD PERFORMANCE
• Prepares a physical activity program - P E, Grade 8
ASSESSMENT
• Writes coherent review of literature – Practical
1. It is authentic, that is, it includes performance task that are
Research 1, Grade 11
meaningful and realistic.
• Creates an original or derivative ICT content using
- conveys its purpose and reflects its relevance to the
online creation tools, platforms, and applications to
students, their discipline and the outside world as a whole
effectively communicate messages related to specific
2. It provides opportunities for students to show both what
professional tracks Empowerment Technologies,
they know and how well they can do what they know.
Grade 12
- gives students opportunities to show their knowledge
• Makes a lesson plan following the inductive lesson
and
development - Principles of Teaching, College of
competencies.
Education
3. It allows students to be involved in the process of
• Formulates multiple choice test items aligned to the
evaluating their own and their peer’s performance and
learning outcomes - Assessment in Learning 1
output.
Self assessment – allows students to make judgment
PPT3: PERFORMANCE ASSESSMENT
about their learning and process and products of learning,
Performance assessment is an assessment activity or set of
track their progress, and identify the areas where to focus or
activities that require students to generate products or
improve on.
performances that provide direct or indirect evidence of
Peer assessment - allows students to give constructive
their knowledge, skills, and abilities in an academic
feedback about the performance of their classmates or
content domain.
groupmates.
 It provides teachers with information about how
4. It assesses more complex skills.
well a student understands and applies knowledge
- allows students to engage in more challenging activities
and goes beyond the ability to recall information.
that require various skills such as planning, and decision-
 It is used for assessing learning outcomes that
making, problem
involve designing or creating projects or products
-solving, critical thinking, communication, and creative
such as research papers, art exhibits, reflective
skills
essays, and portfolios.
5. It explains the task, required elements, and scoring criteria
On the other hand, performance-based tasks include actual
to the students before the start of the activity and the
performances of making those products, such as carrying out
assessment.
laboratory experiments, exhibiting creative and artistic
In designing Performance Assessments, the following
talents, such as dancing, painting, and playing a musical
questions may be addressed:
instrument, and demonstrating writing skills through
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the
expected outcomes (e-g. problem-solving, decision-making,
critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks
or tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the
outcomes and skills interesting, engaging, challenging, and
measurable?
5. Are the performance tasks authentic and representative of
real-world scenarios?
6. What criteria should be included to rate students'
performance level?
7. What are specific performance indicators for each
criterion?
The following are the basic steps in planning and
implementing performance based or product-based
assessment:
1. Define the purpose of performance or product-
based assessment.
The teacher may ask the following
questions?
 What concept, skill, or knowledge of the students
should be assessed?
 At what level should the students be performing?
 What type of knowledge is being assessed (e.g.
remembering to create)?
2. Choose the activity/output that you will assess.
 The required performance or output should be
feasible given the time constraints, availability of
resources, and amount of data/materials needed to
make an informed decision about the quality of a
student's performance or product.
 The performance tasks should be interesting,
challenging, achievable, and with sufficient depth
and breadth so that valid evaluation about students'
learning can be made.
3. Define the criteria.
 Criteria are guidelines or rules for judging student
responses, products, or
performances.
 Before conducting the assessment, the performance
criteria should be predetermined. The set of criteria
should be discussed and agreed upon by the teacher
and the students.
 Performance criteria are important since they define
for the students the types of behavior or attributes
of a product that are expected, as well as allow the
teacher and the students to evaluate a performance
or product as objectively and as consistent as
possible.
A. Content criteria - to evaluate the degree of a student's
knowledge and understanding of facts, concepts, and
principles related to the topic/ subject;
B. Process criteria - to evaluate the proficiency level of
performance of a skill or process;
C. Quality criteria - to evaluate the quality of a product or
performance; and
D. impact criteria - to evaluate the overall results or effects
of a product or performance.
4. Create a rubric.
- It generally contains three essential features:
1. criteria or the aspects of performance that will
be assessed.
2. performance descriptors
3. performance levels that identifies the students’
level of mastery within each criterion
5. Assess student’s performance/product.
- Adhere to the criteria set and use in the rubric
developed
- Provide specific meaningful feedback and
explanation to students and on how they performed
PPT4: GRASPS
DepEd’s Emphasis on Performance Assessment
DepEd Order s. 2015-08 includes 3 components
of summative assessment:
1) written work,
2) performance tasks,
3) quarterly assessment.
 The quarterly assessment consists of objective tests
(written), performance-based assessment or
assessment or a combination thereof.
For the performance task component, the same DepEd
Order states:
 They (students) may create or innovate products or
do performance-based . tasks. Performance-based
tasks may include skills demonstration, group
presentation, oral work, multimedia presentation and
research projects. Written output is also considered
as performance task.
Among the 3 components of DepEd's summative assessment,
performance tasks contribute the most, from 40% to 60 % to
the student's quarterly grade. This is true to junior high
school (Grades 1-10) and senior high school (Grades 11-12).
Obviously, DepEd puts greater weight on performance task.
DepEd's assessment policy and by experts in
assessment. Authentic assessment is a form of perform real-
world tasks assessment in which students are asked to that
demonstrate meaningful application of essential knowledge
and skills.... (Mueller, 2011)
Wiggins (1987) says authentic assessment is...
engaging in worthy problems or questions of importance in
which students must use knowledge to fashion
performances effectively and creatively The tasks are either
replicas of or analogous to the kind of problems faced by
adult citizens and consumers Or professionals in the field.
GRASPS
When constructing performance tasks, be guided by the
acronym GRASPS shared by Wiggins and Mc. Tighe (2004)
- These observable criteria also help the teacher or
any one assessing for that matter that make his/her
observations more systematic and focused.
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 a real classroom or observe her in an
announced and prepared demonstration teaching with
her classmates acting as students?
- Assessment experts' advice is
"As a rule of thumb, it is a good idea to observe the student on
more than one occasion, because a single performance might
not fairly represent student knowledge or skill." (Santrock,
2009)
4. Judging and scoring the performance
- To judge or score the product or the process/behavior
demonstrated, a scoring rubric is a must, to ensure
objectivity of scoring.

What does GRASPS mean?

• G- Goal
• R- Role
• A – Audience
• S- Situation
• P – Product
• S – Standards and Criteria Indicators
GOAL - Provide a statement of the task. Establish the goal of
the task; state the problem challenge or obstacle in the task.
ROLE - Define the role of the students in the task. State the
job of the students for the task.
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 standard for
success. Give rubric to the students or develop them with the
students.

GUIDELINES FOR PERFORMANCE ASSESSMENT

• Airasian & Russell (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?
- To assign grade, to evaluate student’s progress, to
generate products to be included in a learning
portfolio or to provide student’s sample of work for
admission.
2. Identifying observable criteria
- These are made clear to the students at the
beginning of the teaching-learning process to help
them focus on their learning.