Republic of the Philippines

MINDANAO STATE UNIVERSITY

College of Education
Bachelor of Secondary Education Department
CPE106: Assessment in Learning 2

Authentic Assessment: Meaning, Methods and Tools

Authentic Assessment
 is a “form of assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills. (Mueller, 2011)
 is an approach to evaluating an individual's knowledge, skills, and abilities by using real-
world tasks and situations that closely resemble what they would encounter in practical,
everyday life or in their future careers.

Non-Test Assessment of Learning

 is an alternative assessment in the sense that it diverts from the paper-and-pen test,
which is the only test known to many. These are test that do not force the students to
give their responses but rather allow the students to manifest their acquired knowledge
and skills from the subject though means other than written test.
 also refers to formative assessment which is an on-going process to give feedback to
students to increase their competence. It is an informal, impromptu feedback or
marginal comments on students’ draft. It does not give fixed judgment or record results.
Example: Portfolio, Daily Assignments, Teacher Observation

Guide Question:
1. What are the key characteristics and benefits of authentic assessment?
2. How does it differ from traditional testing methods?
3. Give an example of Non-Test Assessment of Learning

Authentic Assessment Complements Traditional Assessment

 Authentic assessment introduces real-world contexts and tasks that reflect the abilities
and knowledge needed in practical situations as a complementary approach to
traditional assessment. This approach places an emphasis on how students apply their
knowledge in real-world situations, encouraging critical thinking and problem-solving
abilities outside the realm of conventional testing.

- Self-System refers to an individual's interconnected set of beliefs, feelings, and ideas

 about themselves.

- Higher-level cognitive processes that monitor, regulate, and control one's cognitive
activities are included in the metacognitive system.

- The Cognitive System refers to the complex network of processes in the brain that are
involved in the acquisition, storage, transformation, and application of knowledge. It
includes mental abilities like perception, attention, memory, language, and problem-
solving. Understanding the cognitive system is essential for understanding how
humans perceive, process, and interacts with their environment.

- Understanding the borders and major aspects of a knowledge domain is critical for
effective learning, research, and communication in that specific field of study.

 The Partnership for 21st Century Skills (P21) framework is a collaborative effort aimed at
promoting 21st-century preparedness for all students. It stresses the incorporation of
 critical thinking, communication, cooperation, and creativity abilities into traditional
academic courses. The framework promotes educators, employers, and politicians to
create holistic learning environments that provide students with the skills they need to
succeed in today's fast-paced world.

Non-Test Indicators
 Non-test indicators are qualitative measures that educators use outside of the traditional
testing framework to assess a student's performance, growth, and learning development.
These indicators include different types of observation, self-assessments, and feedback,
allowing for a more comprehensive understanding of a student's progress and
capabilities beyond test scores.

Guide Question:
1. How can educators integrate authentic assessment methods alongside traditional
assessments to create a more balanced and holistic evaluation of student learning
outcomes?

Transversal Competencies
 Are competencies that are transferable between jobs. People use to call them
experiences, soft skills, emotional intelligence, and employability skills. They are set of
competencies related to attitudes, values, and procedures. They can be used in wide
variety of situations and settings. Learning transversal competencies puts every
graduate of any educational program at an advantage in the future. In 2008, Fisch, et al
wrote “We are currently preparing students for jobs that don’t exist yet, using
technologies haven’t been invented, in order to solve problems, we don’t even know are
problem yet.” (Fisch, Mcleod, & Brenman, 2008).
Guide Question:
1. What is Transversal Competency?
2. Transversal competencies are the 21 st Century Skills found in several frameworks. What
are those competencies?
3. The 2013 Asia-Pacific Education Research Institutes Network (ERI-Net) gives 4 lists of
transversal competencies, what are those competencies?

Features of Authentic/Performance Assessment

 Here are some features of performance/authentic assessment (Hambleton,1996)
1. An emphasis on doing open-ended activities for which there is no correct objectives
answer and that may assess higher thinking.
2. Direct methods of evaluation
3. Self-Assessment
4. Assessment of group performance as well as individual performance
5. Extended period of time for Assessment

Characteristics of 21st Century Assessment

1. Responsive – Visible performance –based work (as a result of assessment) generates
data that inform curriculum and instruction.
2. Flexible – Assessment needs to be adaptable to students’ settings. Rather than the
identical approach that works in traditional assessment, 21st century approaches are
more versatile.
3. Integrated- Assessments are to be incorporated into the day-to-day practice rather than
as add-ons at the end of instruction or during a single specified week of the school
 calendar.
4. Informative – The assessment results give information on whether or not the desired
and targeted 21st century skills which are clearly stated and explicitly taught are realized.
5. Multiple Methods – An assessment continuum that includes a spectrum of assessment
strategies is the norm.
6. Communicated – Communication of assessment data is clear and transparent for all
stakeholders.
7. Technically Sound – For fairness, adjustments and accommodations are made in the
assessment process to meet students’ needs.
8. Systematic – 21st century assessment is part of a comprehensive and well-aligned
assessment system that is balanced and inclusive of all students, constituents, and
stakeholders and designed to support improvement at all levels.

Authentic Assessment: Process-oriented or Product-oriented

 Process-oriented Assessment
 it is the learning outcomes in the form of procedural knowledge that requires
demonstration of the process or procedure.
 This requires performance that is taking place in the moment with the teachers
presence. With this, an evaluation tool is needed. The most common evaluation
tool is a rubric.
Example:
1. Analytic Rubric
- Breaks out criteria for distinguishing between levels of performance on each
criterion.

a. Useful for detailed assessment and feedback.

b. Descriptions are organized in a matrix.
c. It gives diagnostic information to the teacher
d. Good for formative assessment; adaptable for
summative assessment
 2. Holistic Rubric
- provides comprehensive descriptions of each level of performance.
a. Useful for quick and general assessment and feedback.
b. Scoring is faster
c. Requires less time
d. Good for summative assessment

 Product-oriented Assessment
 The concrete product of a students’ performance
 A kind of assessment where in the assessor views and scores the final product
made and not on the actual performance of making the product.
Example:
Prepares a physical activity program – P E, Grade 8

Guide Question:
1. The characteristics of the 21st Century Assessment is parallel to the features of
authentic assessment. What are those characteristics? Elaborate.

DepEd’s Emphasis on Performance Assessment

 DepEd Order s. 2015-08 includes 3 components of summative assessment: 1)
written work, 2) performance task, and 3) quarterly assessment. The quarterly
assessment consist of objectives test (written), performance-based assessment
or a combination thereof.
For the performance task component, the same DepEd Order states:
They (student) may create or innovate products or do performance-based tasks.
Performance-based tasks may include skills demonstrations, group presentations, 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 practice is backed up by experts in assessment.
Authentic assessment is a “form of assessment in which student are asked to perform
real-world tasks 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 performance
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
What does GRASPS mean?
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.
- Identify the target audience within the context of the scenario.
Situation - Explain the situation. What the context? What is the challenge?
Product - Clarify what the students will create and why they will create it.
Standards and Criteria - Identify specific standards for success.
- Give rubric to the students or develop them with the students.

Guidelines for Performance Assessment

 Establishing a clear purpose – What is the purpose of the performance
assessment - to assign a grade, to evaluate student’s progress, to generate
products to be included in a learning portfolio, or to provide student’s sample
work for college admissions?
 Identifying observable criteria – These criteria of good performance are made
clear to students at the beginning of the teaching-learning process to help them
focus on their learning. These observable criteria also help the teacher or any
one assessing for the matter make his/her observations more systematic and
focused.
 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)
 Judging or 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. You will learn how to make a scoring rubric in the next Chapter.
Guide Question:
1. What does the acronym GRASPS stand for?