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17
Using Traditional and Authentic Types of Assessment for
Formative and Summative Purposes
Name of FS Student: Marivic R. Obra Date Submitted: December 15, 2022
Year and Section: 402 Course: BSED-Mathematics

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 to do before working on this episode.
Objectives
At the end of this Learning Episode, I must be able to:
• Determine if an assessment task is aligned to the intended learning 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
Participate and Assist
1. Confer with your Cooperating Teacher about the lessons for the week or better still study you
Cooperating Teacher’s lesson plans for the week. This may also be done face-to-face or online

2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase of
the lesson, e.g contribute/formulate assessment tasks, supervise students as they do assessment
tasks.

Guide Questions
1. Are the assessment tasks aligned with the learning outcomes?
Answer: The cooperating teacher effectively aligned all assessment tasks with the lesson plan's
learning outcomes. Her delivery was consistent with the plan, demonstrating its role as a guide
for lesson flow and procedures.

2. Did teacher make use of both traditional and authentic assessment tasks?
Answer: All the cooperating teachers I've observed skillfully integrate traditional and authentic
assessment tasks. They often combine these methods to create engaging tasks for students, which
never fails to impress me.

3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
Answer: Indeed, teachers should align written tests with the principles of test construction. This
ensures they effectively monitor and measure student learning, achieving their educational goals.

4. Were the assessment tasks for formative purposes also used for summative purposes?
Why or why not?
Answer: Formative assessment, through engaging tasks after the lesson, evaluates student
progress. It is then compared to summative outcomes at the end of the class.

5. Where assessment results of the students’ better- in the results of traditional or

authentic assessment?
Answer: I've observed that students demonstrate better understanding and accuracy in
answering assessment tasks when using traditional or authentic assessment methods. This is
because these methods enable students to apply what they've learned from discussions.

6. Which assessment activity did the students like more? Least? Why?
Answer: Students enjoy assessment activities like performance tasks, hands-on tasks, and
authentic tasks that allow them to apply what they've learned. They prefer collaborative tasks
with peers and stimulating tasks that measure their growth. From my observations, students
generally find purely written activities, especially in Math, like essays or lengthy compositions,
uninteresting.

Self-Learning Activity
A. How can I make the assessment process more meaningful to and more acceptable
to students?
Answer: Meaningful assessments require diverse methods that align with real-world skills,
engaging students and promoting high-quality work. Courses should teach practical skills,
evaluate beyond the subject matter, and assess students' ability to explain what they've learned.
High-stakes assessments should be less stressful snapshots of ability. Daily assessments by
teachers should prioritize ongoing learning and achievement. Regularly evaluating students
through engaging tests captures a holistic view of their progress.

B. Direction: Select letter of the correct answer.

1. Teacher C made her students write a paragraph about their favorite food to check their ability
to pronounce words correctly, her intended learning outcome. Is the assessment task aligned
with the assessment task?
A. Yes B. No
C. Somewhat D. Almost
2. Here is an intended learning outcome:” To illustrate the principle of law and demand with a
concrete example.” Which assessment task is aligned with the learning outcomes?
A. Give a concrete example to illustrate the principle of law and demand
B. Illustrate with a diagram the law of supply and demand
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.
3. Here is a completion test: __________ is an example of invertebrate. Is the completion test in
accordance with the principles of test construction?
A. Yes B. No
C. Somewhat D. Almost
4. For the course on Practice Teaching, the College Supervisor of student teacher required each
student’s intern to compile lesson plans with comments from their cooperating teachers and to
write their reflections and lessons learned. Which type of assessment are the students interns
required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students before
they worked on their projects. Which type of rubric did the Teacher use to assess her students’
work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric
 Write Action Research Prompts

OBSERVE
One thing/some things that went well is/are in the development administration of
assessment tasks are the authenticity and realism, meaningful learning activities, holistic
approach, non-repetitiveness, student self-assessment, preparation for future self-assessment,
and fostering student evaluation. Students can personalize tasks based on their needs and
interests, leading to a shared perspective between students and designers.

One thing/Some things is/are that did not go very well in the
development/use/administration of assessment tasks is that analyzing the findings solely
based on students' actions, whether successful or unsuccessful, renders them useless. It's
important to consider the student population and their characteristics, whether they are first-
year college students or adult learners returning to school. Blaming students for not studying or
being unprepared only adds frustration and wrongly assumes they are solely responsible for the
teaching and learning equation.

REFLECT
This part of the assessment process went well because the teacher defined learning outcomes,
selected appropriate measures, assessed the outcomes, analyzed the results, and improved
programs based on the outcomes. Assessing improves teaching and helps students learn.

This part of the assessment process did not go well because the results did not lead to
program adjustments or improvements. The assessment results should be shared with faculty to
gather input on program enhancements. Some changes may be minor and straightforward to
implement.

ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on…or view video on how to use an unbiased assessment tool. It's important
to avoid unintentional bias in assessments. Effective assessment processes should provide
meaningful, appropriate, and fair evidence and conclusions for all student groups. Additionally,
it's crucial to clearly define learning outcomes, describe how they are assessed, share the results,
and use them to validate or improve current practices for student learning.

PLAN
To help improve assessment practice, I would like to conduct an action research on the
challenges students face during assessments and investigate the potential integration of
technology in the assessment process.
SHOW Your Learning Artifacts for your Portfolio
Compile samples of traditional and authentic assessment tasks used in the classes you observe.
Include your annotations/improvements on the assessment tasks.

Snowman making in their

MAPEH subject

Oral recitation in their

TLE subject

These are the picture of the traditional and authentic assessment tasks
used in the classes.