Santiago City

Tel/Fax: (078)-305-3226 / 305-0897

www.northeasterncollege.edu.ph

COLLEGE OF EDUCATION
Course Code : EDUC 20 - D0076
Course Description : Assessment in Learning 2
Day & Time Schedule : 5:30-7p.m. (TTH)
Course Facilitator : Perfecto M. Garcia III, LPT
Topic : Unit 2. Authentic Assessment in the Classroom
High Quality Assessment in Retrospect
Reporters : Pascual Judeson, Joaquin Jayson, Bayang Danica P.

Unit 2. Authentic Assessment in the Classroom

Intended Learning Outcomes

At the end of the lesson, the learners will be able to:

a. Define high quality assessment

b. Identify the high components of high quality assessment in retrospect

c. Explain the high components of high-quality assessment in retrospect

INTRODUCTION

Authentic assessment is a form of assessment in which students are asked to perform

real-world task that demonstrate meaningful application of essential knowledge and skills. We
use authentic assessment when we want students to be able to use the acquired knowledge and
skills in the real world. (Amalia, 2012)

A. High Quality Assessment in Retrospect

High-quality assessments are balanced to provide instructors with ongoing feedback

about students’ progress. In particular, data gathered from assessment given throughout the
learning process give educators the information they need to adjust their instruction. Assessment,
then, isn’t the final word; rather, it should be part of an ongoing conversation that helps all
students get exactly what they need to meet learning standards, (Trach, E. 2018)

High Quality Assessment= it provides a result that demonstrates and improve targeted students
learning.

I. Purpose of Assessment

 Assessment for Learning- the purpose of formative assessment is to provide students with
feedback which aims to help them improve their performance.

 Assessment for Certification- this purpose of assessment is to gather evidence to make a

judgement about a student’s level of performance wherein they are awarded results such
as marks or grades to represent level of achievement.

 Protect Academic Standard- grades from cumulative assessment are used to certify that a
person has the necessary knowledge and skills to be awarded as qualification.

 Feedback for Teaching- the result from formative and summative assessment can help
you track your students and allow you to alter your approach in teaching.

1
 Santiago City
Tel/Fax: (078)-305-3226 / 305-0897
www.northeasterncollege.edu.ph

II. Targets of High Quality Assessment

1. LEARNING TARGET

A clear description of what students know and able to do. This involves knowledge,
reasoning, skills, product, and effect.

Five categories of Learning target according to Stiggins and Conklin(1992)

1. Knowledge learning target- information, procedural knowledge, and conceptual

understanding that underpin each discipline.

2. Reasoning learning target- the ability of students to use their knowledge to reason and solve
problems.

3. Skill Learning target- real time demonstration or physical performance is at the heart of the
learning.

4. Product learning target- the specification for quality of the product is the focus of teaching
and assessment.

5. Affective learning target- refers to attitudes, motivations and interests that affects the
student’s approaches to learning.

2. COGNITIVE TARGETS

As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational objectives at the cognitive
level:

1. Knowledge- refers to the acquisition of facts, concept, and theories. Knowledge forms the
foundation of all other cognitive objectives for without knowledge, it is not possible to move out
to the next higher level thinking skills in the hierarchy of the educational objectives.

2. Comprehension- refers to the same concept as understanding. A step higher than mere
acquisition of facts and involves a cognition or awareness of interrelationships of the facts and
concepts.

3. Application- refers to the transfer of knowledge from one field of study to another or from
one concept to another concept on the same discipline.

4. Analysis- refers to the breaking down of the concept or idea into each component and
explaining the concept as the composition of these concept.

5. Synthesis- refers to the opposite of analysis and entails putting together the components in
order to summarize the concept.

6. Evaluating and reasoning- refers to valuing and judgment or putting the “worth” of a
concept or principle.

III. Methods of High-Quality Assessment

A. WRITTEN-RESPONSE INSTRUMENTS

 Objective Tests- assessment instrument consisting of a set of items or questions that have
specific correct answers.

 Essays- assessment that requires an answer in a sentence, paragraph, or short

composition.

2
 Santiago City
Tel/Fax: (078)-305-3226 / 305-0897
www.northeasterncollege.edu.ph

 Objective Tests- assessment instrument consisting of a set of items or questions that have
specific correct answers.

 Essays- assessment that requires an answer in a sentence, paragraph, or short

composition.

 Checklist- is a set of criteria provided to ensure students understand how to fulfill all
requirements of an assignment or task

B. PRODUCT RATING SCALE

Used to rate products like book reports, maps, charts, diagrams, notebooks, creative
endeavors.

C. PERFORMANCE TEST

Used to measure the students' ability to apply the skills and knowledge they have learned.

D. ORAL QUESTIONING

Used to assess the student's understanding in a certain topic.

E. OBSERVATION AND SELF-REPORTS

Useful supplementary methods when used in conjunction with oral questioning and
performance tests.

IV. Sampling

SAMPLING TECHNIQUES

 Population- is the entirety of the group including all the members that forms a set of data.

 Sample- contain a few members of population. They were taken to represent the
characteristics or traits of whole population.

 Probability sampling- in probability sampling, every member of the population has the
chance of being selected and it also involves principle or randomization or chance.

TYPES OF PROBABILITY SAMPLE

A. Simple Random Sampling

Every element has an equal chance of getting selected to be the part sample. It is used
when we don’t have any kind of prior information about the target population.
B. Systematic Sampling
Systematic sampling is like simple random sampling, but it is usually slightly easier to
conduct. Every member of the population is listed with a number, but instead of randomly
generating numbers, individuals are chosen at regular intervals.
C. Stratified Sampling
This technique divides the elements of the population into small subgroups (strata) based
on the similarity in such a way that the elements within the group are homogeneous and
heterogeneous among the other subgroups formed.
D. Cluster Sampling

3
 Santiago City
Tel/Fax: (078)-305-3226 / 305-0897
www.northeasterncollege.edu.ph

Our entire population is divided into clusters or sections and then the clusters are
randomly selected.
V. Accuracy
ACCURACY OF ASSESSMENT
 Standard Based- great assessment is carefully connected to the learning standards your
district or state.
 Balanced- truly useful assessment isn't a one-time test.
 Valid- assessments should be designed by true subject experts, including the classroom
teacher.
 Flexible- there's more than one way for students to show what they know, and high-
quality assessments provide multiple ways to demonstrate skills.
 Informative- the best assessments offer useful information about what students know and
what they still need to work on.

References:
https://www.scribd.com/document/476050829/High-Quality-Assessment-in-Retrospect-pdf
https://www.coursehero.com/file/97932329/Lesson1-High-Quality-Assessment-in-
Retrospectpptx/