oe RTT Using Traditional and — Authentic Types of Assessment for Formative and Summative Purposes To have a meaningful and successful accomplishment in this FS episode, be sure to read through the whole episode before participating and assisting in your FS 2 Resource Teacher's class. Note all the information you will need and tasks you will need to do before working on this episode. @ Target Your Intended Leaening Outcomes ‘At the end of this Leaning Episode, I must be able to: determine f'n assessment tsk is aligned tothe intended learing outcome. evaluate traditional and authentic assessment tasks in the light of the principles of test construction, identify a problem related to traditional. and authentic assessment for an action research, ms Introduction ‘The essence of outcome-based teaching-leaming (OBTL) is the alignment of learning content, teaching and leaming activities, and assessment task’s with intended earning outcomes. OBTL includes assessing students’ learning to determine if the earning outcomes set at the beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome to assess, the assessment task that teacher formulates ccan be a traditional assessment task or an authentic assessment task. You are expected to formulate /develop traditional and authentic assessment tasks for formative and summative assessments that are aligned with learning outcomes. EIGODE 17; sig Tana and Assi Tpes ct ssesiet ox Fomatve and Summative Pupeces | 183FS ete ois Revisit . tional and authentic Let's revisit the basic concepts that you nave leamed about traditior assessnent tools of outcome based teaching ear si tar, a ad aching leaning (OBTL), beet mat feoten scacting-etning foicomednsed teaching lari , Stamina en actives nf emotrert rks ee aligned wales uteomos: At teieNl OF PS eS, Fe find out if you were able to achieve or realize your intended leaming OVICZOS: assrsment ak hat is expected to be aligned with yur Teaming ou Cearning “F " ysubject 4 Learning a ornes Ayes Erin Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and Assessment ‘Tasks with Leeming Outcomes ‘There are many ways of classifying assessment but one basis of classifying is the nature of the assessment task requited of leamers, whether the assessment task is done through paper-and- pene tests (traditional assessment) or through non-paper-and-peneil tests (authentic assessment) Traditional ret ioe ne Peng Ewin st sug) eee nell te eePaperand-pencil es trattonl assesment makes we of tw types of fey aconing 10 mode of answering: the supply type and the selected-response type. Selected- response nels ne reponse Layjoles Paper-and- pencil test / ‘Traditional Brett Figure 5. Types of Peper-and:-pencl test /Tradltional Assessment ‘Types of Paper-and-Pencil Test / Traditional Assessment Specific examples of sclected-response type and supply-response type of paper-and-penci tests are given below,: : Saale Completion . . solving Figure 7. Examples of Supply- response type of paper-and-pencil tests vx assessment of non-paper-and pencil testis done by requiring leamers to come up Auth run 8 Product or demonstrate a process as proofs of authentic learning. Examples of product, ‘ae given in Figure 8. Examples of processes are given in Figure 9 setSot Netaretate Assessment seis Figure 8. Types of authentic assessmonteerie | Cena) 4 composition, art work Assessment Figure 9. Examples of product assessment Micr fae iat panes: ave] PSS ats Figure 10. Examples of process assessment P%s000 17 Ung Tron ant As Tres tweet fo Fare en Survie Ppons 487158 jollection of selecte Portfolio falls under authentic assessment. A portfolio is & purposeful c eee wiiich oe significant samples of student work accompanied by clear titers Tor pasormsre iC learning. It is not a mere collection of a student's work nor # mere WA ded by learning receptacle for student's work. It is an intentional collection of students work ul ang ‘outcomes accompanied by the student's reflections. song the three stots given below, te asessmenvevaiation portfolio iste JAnscrig the thos typis of patioio given bélots f Wvevaluation portfolio can ont that relates to our concer on assessment of learning, An assessment ‘come in an electronic/digital (e-portfolio) or it manual form. Rosia eer d cscs oasis He estoiltys portfolio Bbyeot Portfolio/e portfolio Figure 11. Types of Portfolio. Stee can aca ASSERTED hiss |You need a rubric for a reliable scoring of producis oF processes or a portfolio of these products and processes. If you intend to give a single score on the student, you use a holistic rubric. If, on the other hand, you wish to give specific scores on the different criteria for every dimension of the product or process or portfolio, you use an analytic rubric. h i ! Figure 12. Types of Seoring Rubric QO aad tae. (Note to Student Teacher: You participate and assist your FS Resource Teacher in giving traditional and authentic forms of assessment for formative or summative purposes, please take note of what you are expected to give more attention to as asked in NOTICE, the next step.) ENT ston Cat to assess jeyweletttetixoyy process 1. Confer with your Cooperating Teacher about the lessons for the week or better still study your Cooperating Teacher's lesson plans for the week. This may also be done face-to-face or online. ee 2, Ask your Cooperating Teacher what you can’ do to assist himher in the «ct assessment phase of the lesson, e.g. conribute/formulate assessment tas supervise students as they do assessment tasks. - ai eat re he pIsO0€ 17, Use Tato and Auld Ton ot Axed x Formate and Surat Puposes "| 159 Peseta a PSs ET il saan1. Take not - , y te algae, Of the different assessment task/s oa and non-paper ~and-peneil tests (authentic) ued 0 i ff constructed iy the quality of boi sation and authentic assess at tesordance wit prinepls of text eonstrctonassessinent NTE A + the students’ comments/renction /response/behavior while authentic assessment tasks i i ‘the assessment tasks used for formative purposes (t0 ensure Tesson understanding and mastery) and for summative (grading) purposes your own feelings and thoughts as you assisted your CT: ~ formulate the assessment tasks. + administer the assessment, ie 1. Are the assessment tasks aligned with the learning outcomes? er-and-pencil (tradition per ) Phe lenin obomen 2. Did teacher make use of both traditional and authentic assessment tasks? 3. Are the traditional and authentie assess ment tasks (written tests) formulated in accordance with principles of test construction? Se renee 4. Were the’ assessrnent ‘Why or why not? Se Sere a tasks for formative purposes also"uséd for summative purposes? 5. Where were Tesul of ¥ iti ti . z or Assessment results students better - in the Tesults of traditional or authentic 160] Fig suidy.g PARTICRATION AND TEACHING ASERTANTSHp,.. 3 ss eae RO Fences oesBQ wet students? How can I make the assessment process more meaningful to and more acceptable 10 CG ite \aonte setion Research Prompts oi 1. One thing / Some things that went well is administratio in the development / use / ‘of assessment tasks are ‘One thing / Some things isfare that did not go very well in the deve administration of assessment tasks are, selopment/ use / “This part of the assessment process went well because “This part of the assessment process did not go well because ‘To ensure that the assessment process serves i read rescarches on its purpose, to help students tearn, 1 will cor view video on ... ZS ‘Fo help improve assessment practice, I would like to conduct an action research on PISODE 17 Vang TotonalandAserte Tees cf Atetinent Forse an SunmairePpeses | 161| = Work on my ortifacs.. Compile samples of traditional and authentic assessment tasks used in the classes you observed. Include your annotations! improvements on the assessment tasks. eFernave a Summative Puposes | 163 PIGOOE 17 Using Trasoral ana Asi Types of Asensent Fora