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Assmt 2 Module 2 - ASSESSMENT IN LEARNING

Secondary Education (Bicol State College of Applied Sciences and Technology)

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ASSESSMENT
IN LEARNING
2

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AUTHENTIC
ASSESSMENT:
MEANING,
MODULE 2

CHARACTERISTICS
AND PRINCIPLES

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OVERVIEW

This module discusses the Authentic

Assessment: Meaning, Characteristics and
Practices. It tackles the definition of
Authentic Assessment and talks about
Phases of Authentic Assessment. This
module also briefly discusses Evaluation,
testing and Marks.

At the end of this lesson, you should be

able to:

• Understand the meaning of authentic

assessment.
LEARNING • Describe the characteristics of authentic
OBJECTIVES assessment.
• Identify the practices of authentic
assessment.

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LESSON PROPER Keywords/

Concepts:
• Authentic
assessment
Assessment, Evaluation, • Characteristics
Testing & Marks of Authentic
Assessment
• Traditional
Assessment

Assessment, evaluation, testing and marks

are terms often used in determining students
learning outcomes, and these terms are
sometimes used interchangeably.

Assessment

It refers to the to the process of gathering data and information

about what students know and can do. It can be observed during
learning activities, examining the results of their learning activities or
testing their knowledge and skills. Through assessment, the teacher can
find out what students are learning. It involves review of evidence of
learning such as journal entries, written work, portfolios, skill
demonstrations, performance in learning activities, test results and
rubrics ratings which cover a period time and should reveal the progress
of the students in competencies.
Evaluation
-involves the task of interpreting, forming conclusions and making
judgements about the information which was gathered in the process of
assessment that will reflect the learning process.
-occurs when a mark or grade is assigned after a quiz, presentation
or a completed task.

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Testing
-is an instrument of assessment. A tool that reflects the records of the
students’ learning outcomes.
Marks
-are report of the results of evaluating information obtained in the
assessment process. Marks have certain components related to the learning
activities undertaken by the students.
Example 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 Projects
100% TOTAL

Authentic Assessment

Here are some definitions:

“A form of assessment in which students are asked to perform real-world
tasks that demonstrate meaningful application of essential knowledge and
skills…” –Jon Mueller (2011)

“…Engaging and 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
problem faced by adult citizens and consumers or professionals in the
field.” Grant Wiggins (1987)

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“Performance (Authentic) assessments call upon the examinee to

demonstrate specific skills and competencies; that is, to apply of their
weakness. This results are diminished fear of tests and improvements of
self-esteem.
AA encourages a learner-centered class where the teacher’s major role
is to help students accepts responsibility for their learning and become
self-evaluators.
The teachers’ designs activities and evaluates results which provide
information needed for monitoring students’ progress and evaluating the
teacher’s instructional strategies.

Characteristics of Authentic
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 level 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 and 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

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6. AA encourages both teacher and students to determine their rate

of progress in cooperatively attaining the desired student learning
outcomes.
7. 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. AA values not
only the finished products which are the learning outcomes, but
also the process of learning.
8. AA changes role of students as passive test takers into becoming
active and involved participants in assessment activities that
emphasize what they are capable of doing.

Phases of Authentic Assessment

The purpose of assessment is to improve students learning. Assessment

achieves this purpose by gathering pieces of evidences of students’
performance over a period of time.
In general, outcome assessment goes through five (5) phases:
1. Identifying the most important knowledge and skills that students
should be able to demonstrate as a result of their learning activities.
2. evidence that may be presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the
attainment of the desired students learning outcomes.
4. Measuring the extent at which the students are attaining the desired
learning outcomes.
5. Interpreting the assessment of the desired outcomes and utilizing
them for continuous improvement.

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Phase I
Identify
learner
outcome.
Phase V
Evaluate Phase II
results to
Determine
determine
criteria and
attainment of
acceptable
outcome and
evidences of
ensure
performance
continuous
.
improbemen
t.

Phase III
Implement
Phase IV supporting
Implement learning
assessment experiences
strategies. and
instructional
activities.

Jon Muellers (2011) of North central College, Nashville, Illinois

Examples of authentic Assessment Activities

1. Doing science experiments
2. Conducting social science field research
3. Writing stories and reports
4. Reading and interpreting literary pieces
5. Solving mathematical problems that have real-world implications
6. Performing particular skills/competencies
7. Simulation or role playing
8. Exhibiting and displaying completed works
9. Submitting portfolios
10. Submitting original creative projects

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Traditional Assessment

It is commonly associated with pre-determined choice measures of

assessment such as multiple-choice tasks, fill-in-the-blanks, true-false,
matching type and others. Students typically recall or select the answers.
Traditional Assessment springs from the educational philosophy
which involves the following principles and practices:
1. A school’s mission is to develop useful citizens;
2. To be a useful citizen, one must possess a certain body of knowledge
and skills;
3. the school is entrusted to teach this body of knowledge and skills;
4. To determine if the students have acquired these knowledge and
skills, the school must test the students on these knowledge and
skills.

Authentic Assessment

Authentic Assessment is grounded on the following principles and

practices:
1. A school’s mission is to develop useful citizen;
2. To be a useful citizen, one has to be capable of performing useful
tasks in real-world;
3. The school’s duty is to help students develop proficiency in
performing the tasks that they will be required to perform after
graduation in the work place;
4. The school must then require students to perform tasks that duplicate
or imitate real-world situations.
The Table below illustrates the basic differences between traditional
assessment and authentic assessment.

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Attributes Traditional Authentic Assessment

Assessment
1. Action / Options Selecting a response Performing a task

2. Setting Contrived / Imagined Simulation / Real-Life

3. Method Recall / Recognition Construction /

Application
4. Focus Teacher-Structured Student-Structured
5. Outcome Indirect Evidence Direct Evidence

Authentic Assessment Complements

Traditional Assessment

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.

ASSESSMENT

PERFORMANCE TASK

Kindly make a Venn diagram that shows the difference of the

characteristics between authentic assessment and traditional assessment.
Then, give a five examples on each type of assessment.

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ASSESSMENT TASK

I. Direction: Fill in the blank the correct word to complete the sentence.
1. Authentic Assessment is a form of assessment in which students are
asked to perform _______ task that demonstrates meaningful application of
essential knowledge and skills.
2. Performance (authentic) assessments call upon the examinee to
demonstrate specific skills and competencies; that is, to apply of their _____.
3. ____ are reports of the results of evaluating information obtained in the
assessment process.
4. The teachers' designs activities and evaluates results which provide _____
information needed for monitoring students’ progress and evaluating the
teacher's instructional strategies.
5. _____ occurs when a mark or grade is assigned after a quiz, presentation,
or a completed task.

II. Direction: Make a short essay. Explain the difference between Authentic
and Traditional Assessment. What is the importance of using Authentic and
Traditional Assessment?

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SUMMARY

• Authentic Assessment (AA) encourages a learner-centered class

where the teacher’s major role is to help students accepts
responsibility for their learning and become self-evaluators.
• Characteristics of AA
1. starts with clear and definite criteria of performance
2. criterion-referenced rather than norm-referenced
3. requires students to make their own answers to questions
rather than select from given options
4. emphasizes performance
5. encourages both teacher and students to determine their rate
of progress
6. does not encourage rote learning and passive taking of tests
7. changes role of students as passive test takers into becoming
active and involved participants
• Phases of AA
1. Identifying the most important knowledge and skills
2. Determining the criteria and standards of outcomes
performance
3. Implementation of the supporting activities
4. Measuring the extent at which the students are attaining the
desired learning outcomes.
5. Interpreting the assessment of the desired outcomes and
utilizing them for continuous improvement.

RESOURCES

• Chapter 2 Authentic Assessment: Meaning, Characteristics and

Practices. Authentic Assessment of Students Learning Outcomes,
Assessment in Learning 2 by Rosita L. Navarro, Ph.D. And Rosita De
Guzman-Santos, Ph. D. 2013. LORIMAR Publishing INC. pages 15-23.
January 31, 2021.

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