TYPES of ASSESSMENT

Assessment is essential and powerful tool in the

teaching and learning process.

In what ways do our students achieve more

learning outcomes?

What are the ways with which we could measure

students’ achievement?
TYPES of ASSESSMENT

Assessment shall be used primarily as quality

assurance to track student progress to the
attainment of standards, promote self-reflection,
and personal accountability for one’s learning
and provide a basis for the profiling of student
program.
Techniques and Procedures of assessing student
learning outcomes.
1. Traditional and Authentic Assessment

• Paper- and – pencil tests or quizzes are best

examples of traditional assessment wgich
mainly describe and measure student learning
outcomes
• Traditional assessment are indirect and
inauthentic measures of student learning
outcomes.
Techniques and Procedures of assessing student
learning outcomes.
1. Traditional and Authentic Assessment

• Traditional assessment often focus on

learner’s ability of memorization and recall,
which are lower level of cognition skills
(Smaldino 2000).
Techniques and Procedures of assessing student
learning outcomes.
1. Traditional and Authentic Assessment

• Authentic assessment often focuses on the

analytical and creative thinking skills,
students work cooperatively and
collaboratively and performance skills
(process or prodyct) that reflect student
learning, student achievement, and student
attitudes of relevant aactivities.
Techniques and Procedures of assessing student
learning outcomes.
1. Traditional and Authentic Assessment
• Assessment is authentic when it measures
performances or products which have realistic
meaning that can be attributed to the success in
school.
• Activities, questions and problems with real world:
satisfy the criterion that it needs to be authentic
intellectual work within the given situation or
contextual realism of the task.
3 Dimensions of Authenticity (Frey, 2012)

A. The Context of the Assessment

B. The Role of the Student
C. The Scoring
3 Dimensions of Authenticity (Frey, 2012)

A. The Context of the Assessment

• Realistic activity or context
• The task is performace based
• The task is cognitive complex
3 Dimensions of Authenticity (Frey, 2012)

B. The Role of the Student

• A defense of the answer or product is
required.
• The assessment is formative.
• Students collaborate with each other
or with the teacher.
3 Dimensions of Authenticity (Frey, 2012)

C. The Scoring
• The scoring criteria are known or
student-development.
• Multiple indicators or portfolios are
used for scoring.
• The performance expectation is
mastery.
4 Basic Characteristics of Authentic Assessment

1. The task should be respresentative of performance in

the field.

2. Attention should be paid to teaching and learning the

criteria for assessment.

3. Self – assessment should play a great role.

4. When possible, students should present their work

publicly and defend it.
Uses of Authentic Assessment (Mueller, 2010)

1. Authentic Assessment are direct Measures

Uses of Authentic Assessment (Mueller, 2010)

1. Authentic Assessment are direct Measures

2. Authentic Assessment capture constructive nature of

learning
Uses of Authentic Assessment (Mueller, 2010)

1. Authentic Assessment are direct Measures

2. Authentic Assessment capture constructive nature of

learning
3. Authentic assessment integrate teaching, learning,
and assessment
Uses of Authentic Assessment (Mueller, 2010)

1. Authentic Assessment are direct Measures

2. Authentic Assessment capture constructive nature of

learning
3. Authentic assessment integrate teaching, learning,
and assessment

4. Authentic assessment provide multiple paths to

demonstrate
Atributes of Traditional and Performance Assessment
 2. Formative Evaluation and Summative Evaluation

Assessment for Learning pertains to the use of

formative evaluation to determine and improve
students’ learning outcome.

Assessment of Learning uses summative evaluation

which provides evidence of students’ level of
achievement in relation to curricular learning
outcomes.
 2. Formative Evaluation and Summative Evaluation

• Teaching and learning plans are based on the results of

formative assessment which provides feedback on the
effectiveness of teaching and learning process as seen
from the students learning.

• Summative assessment is used to determine how

much students have learned at the end of term unit or
academic year.
 2. Formative Evaluation and Summative Evaluation

• Formative assessment refers to the frequent

interactive assessment of students progress to identify
learning needs and shape teaching (OECD, 2005).

• Formative assessment are all those activities

undertaken by teachers, and by their students in
asssessing themselves, which provide information to be
used as feedback to modify the teaching and learning
activities in which they are engaged” (Black & William,
1998).
3 points of Instruction where Formative assessment occurs

•During instruction
•Between lessons
•Between units
Characteristics of Formative and Summative Assessment
3. Norm and Criterion-Referenced Assessment

Norm- Referenced Assessment gives us information

on what the student can perform by comparing to
another student. It describes student performance in
the class by comparing to others.
3. Norm and Criterion-Referenced Assessment

Criterion-Referenced Assessment describes the

performance of the students without reference to the
performance of others which uses preset criteria or
predefined and absolute standard or outcomes.
Summary Comparison of two basic approaches to achievement
4. Contextualized and Decontextualized Assessment

In Contextualized Assessment
• the focus is on the students’ construction of
functioning knowledge and the students’
performance in application of knowledge in the real
work context of the discipline area.
• Assessment tasks reflect the goal of learning.
• It uses performance-based tasks which are
authentic in nature.
4. Contextualized and Decontextualized Assessment

Decontextualized Assessment includes written exams

and term papers, which are suitable for assessing
declarative knowledge, and do not necessarily have a
direct connection to a real –life context (Biggs, 2011)

It focuses on declarative knowledge and/or procedural

knowledge in artificial situations detached from the real
work context.
4. Contextualized and Decontextualized Assessment

While both contextualized and decontextualized learning

and assessment each has its role in evaluating
learning outcomes, in practice, decontextualized
assessment has been overemphasized compared to
the place declarative knowledge has in the curriculum.
5. Analytic and Holistic Assessment

Analytic Assessment refers to specific approach in the

assessment of learning outcomes.

Assessment then is made specific based on the

importance of the performance. With this, assessment
shouldn’t be undertaken in part but must address the
whole performance.
5. Analytic and Holistic Assessment

Holistic Assessment refers to the global approach in

the assessment of a student-learning outcome.

Sadler (2009) pointed out that in holistic assessment, the

teacher or the assessor has to develop complex
mental responses to a student’s work and in evaluating
the students work, the assessor provides a grade and
support it with a valid justification for assigning the
grade.