ASSESSMENT IN LEARNING 2

1. PURPOSE AND TARGET IN HIGH-QUALITY ASSESSMENT IN RETROSPECT 2. METHODS IN HIGH-QUALITY ASSESSMENT IN RETROSPECT 3. SAMPLING AND ACCURACY OF HIGH -QUALITY ASSESSMENT IN RETROSPECT

 It defines authentic assessment as assessing students' ability to perform a. Appropriateness of Assessment SAMPLING
meaningful real-world tasks, as opposed to traditional assessment which tests  Simple random sampling
students' recall of facts. The Written Response Instrument - includes an objective test (multiple choice,  Systematic sampling
 High-quality assessment uses a variety of formative and summative methods true or false, matching or short answer) test essay examination, and checklist.  Stratified sampling
to provide feedback to students and teachers, certify student achievement,
 Cluster sampling
and protect academic standards. Offering a structured format to gauge comprehension and knowledge retention.
 It should have clear learning targets, and appropriate assessment methods, Additionally, the instrument incorporates essay examinations, providing
ACCURACY - Assessment should produce data that accurately reflects what an
and be valid, reliable, fair, provide positive feedback, and be practical. opportunities for in-depth analysis, critical thinking, and synthesis of concepts.
educator is looking to test.
 Validity
High–quality in Retrospect: Furthermore, a checklist component is integrated, serving as a systematic tool to
assess specific criteria or skills, ensuring comprehensive evaluation across diverse  Reliability
 Purpose
 Targets dimensions of learning and performance.
 Methods
 Sampling Product rating scales – used to rate products such as book reports, notebooks,
 Accuracy diagrams, and portfolios.
These scales offer a structured framework for assessing the quality, effectiveness,
Purpose: Assessment for Learning (formative), Assessment as Learning, and relevance of the products, enabling users to assign ratings based on
Assessment of Learning predetermined criteria or attributes.
 Assessment for Certification (Summative)
Performance Test with Performance Checklist – used to determine whether or
 Protect Academic Standards
not an individual behaves in a certain way when asked to complete a particular
 Feedback for Teaching
task.

Targets: Assessment can be made precise, accurate, and dependable only if what
Oral Questioning – appropriate assessment method when the objectives are to
is to be achieved is clearly stated and feasible. The learning targets, involving
assess the students’ stock knowledge and/or determine the student’s ability to
knowledge, reasoning, skills, products, and effects, need to be stated in behavioral
communicate ideas in coherent verbal sentences.
terms which denote something that can be observed through the behavior of the
pupils.
b. Properties and Methods
Methods:
1. Written – response instruments
Validity - A valid test measures what it is supposed to measure.
 objective tests
Reliability - A reliable test is a consistent measure of what it is supposed to
 essays measure
 checklists Fairness - The concept that assessment should be "fair" covers several aspects
2. Product rating scales Positive consequences - Learning assessments provide students with effective
3. Performance tests- performance checklist feedback and potentially improve their self-esteem
4. Oral questioning Practicality and Efficiency - A practical test is one that can be practically
5. Observation and self-reports administered.
Ethics in Assessment - "right and wrong" Conforming to the standards of conduct
of a given profession or group.
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 4. NATURE OF AUTHENTIC ASSESSMENT
 Evaluation process
 Real world task
 performance criteria
Realistic, judgement , and innovation
 Student’s performance
 Authentic assessment is where students thoughtfully apply their acquired
skills to a new situation or environment.
 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)
 Performance assessments call upon the examinee to demonstrate
specific skills and competencies, that is, to apply the skills and knowledge
they have mastered.(Richard J. Stiggins)
Evaluation process -focuses on students using and applying knowledge and skills in
real-life settings.
Real-World Task -it is all about demonstrating how the students can apply what
they’ve learned in class to real-life situations and scenarios.
Realistic, judgment, and innovation -(Realistic) The task replicates how a person's
knowledge and abilities are tested in real-world situations. (Requires judgment and
innovation)the student has to use knowledge and skills to solve unstructured
problems and situations that involve more than following a set of rules.
Student's performance - An approach to educational assessment that requires
students to directly demonstrate what they know and can do through open-ended
tasks such as constructing an answer, producing a project or performing an activity.
5. CHARACTERISTICS OF AUTHENTIC ASSESSMENT
 Clear define criteria
 Criterion reference
 HOTS
 Demonstration
 Students and Teacher’s Progress
 Integrate knowledge
 Active and involve participants
 Authentic assessment is a way of evaluating students’ learning by
asking them to perform tasks that are relevant and meaningful to real-
life situations.
 aims to measure students’ ability to apply their knowledge and skills in
new and complex ways, as well as their values and attitudes.
 simulates real-life situations. Students are asked to participate in real-
world tasks and activities to demonstrate their knowledge of the
subject matter.
 starts with clear and definite criteria of performance made known to
students.
 requires students to make their 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).
 questions are presented as poorly structured problems.
 It requires in-depth creativity and originality. The students have to think
outside the box.
 Authentic assessment methods are tailored to 1 specific and well-
defined purpose.
 is complex and action-oriented.
 It spurs the students to research and look for answers. The students
need to leverage a variety of skills and data collection methods to find
practical solutions.
 involves both oral tests like presentations and written tests with open-
ended questions.
 Students get feedback from the instructor as they engage in the tasks. It
allows the students to improve their solutions.
6. RELATED TERMS IN AUTHENTIC ASSESSMENT
1. Performance Assessment - is the direct, systematic observation of an actual
pupil’s performance. and rating that performance according to pre-established
 Requires an examinee to perform a task or activity, rather than simply
answering questions referring to specific parts.
 Requires students to demonstrate that they have mastered specific
skills and competencies by performing or producing something
 It can be used to determine the proficiency level of students, to
motivate students to study, and to provide feedback to the students.
 Characteristics should be remembered when designing a performance
task:
 It has various outcomes; it does not require one right answer
 It Is integrative, combining different skills
 It encourages problem-solving and critical thinking skills
 It encourages divergent thinking
 It focuses on both product and process.
Examples: Oral presentation, Dance, Science lab demonstration, Athletic
competition, Dramatic reading, Enactment, Debate, Musical recital, Tableau
2. Alternative assessment - used to determine what students can and cannot do,
in contrast to what they do or do not know. They encourage students to learn to
apply knowledge rather than memorize material.
Examples: Creative projects, One-on-one conferencing, Journaling, Oral
presentations, and Portfolios.
3. Direct Assessment – a professional makes a decision regarding what a student
learned and how well it was learned. Examples: faculty evaluated papers, tests,
or performances.
Direct items- complete an authentic action
Examples: Interviews and presentations, essay questions, using real reading
material and responding to questions verbally and or in writing, following oral
directions to complete a task
Indirect items- measure a student’s knowledge about a subject
Examples: multiple choice questions. Close items, paraphrasing, sentence re-
ordering.
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 7. PRINCIPLES OF AUTHENTIC ASSESSMENT
 Focus assessment on what really matters;
 Ensure that assessments are valid indications of student competence;
 Use assessment to support student learning; and
 Develop assessment particles that use the teacher’s time efficiently.
 It is situated in authentic learning environments and aligned with
performance environments.
 It is aligned with learning experiences and intended learning outcomes.
 It assesses multiple learning domains – cognitive (content), performative
(skills), and affective (values and attitudes).
 It provides an opportunity for deep learning, complexity, creativity, and
critical thought in “messy” situations.
 It is practical and meaningful, rather than contrived.
 It is standards-referenced and criterion-based.
 It is rigorous and reliable (validity, fidelity, and integrity).
 It is cognizant of steady progress toward mastery.
 It is a matter of degree.
 Focus assessment on what really matters;
 Ensure that assessments are valid indications of student competence;
 Use assessment to support student learning; and
 Develop assessment practices that use the teacher’s time efficiently.
TRADITIONAL ASSESSMENT
 refer to conventional methods of testing.
 A conventional method of testing that usually produces written
documents, such as quizzes or exams. The primary purpose of
traditional assessment is to evaluate student learning outcomes.
 Traditional assessments are easy to grade, but only test isolated
applications, facts, or memorized data at lower-level thinking skills.
 Traditional assessments are “tests” taken with paper and pencil that
are usually true/false, matching, or multiple-choice.
 Examples of traditional assessments include Quizzes, Reports, Essays,
Multiple-choice questions, and Unit tests.
 generally, relies on forced choice, written measures
 relies on proxy measures of student learning to represent target skills
 Encourages memorization of correct answers
 goal is to measure the acquisition of knowledge
 Promotes what knowledge
 Provides a one-time snapshot of student understanding
 Emphasizes competition
 Targets simplistic skills in a concrete, singular fashion
 Priority on summative outcomes or product.
 Purpose: to evaluate if the students have learned the content;
Measures students’ knowledge of the content
AUTHENTIC ASSESSMENT
 refer to assessments wherein students are asked to perform real-world
tasks.
 Authentic assessment is a student-centered method that provides a
complete view of a student's capabilities. It differs from traditional
assessment in a way that it doesn't prioritize memorization and
knowledge recall. Instead, it presents students with tasks that mimic
real life and require critical thinking.
 Promotes integration of various written and performance measures
 Relies on direct measures of target skills.
 Encourages divergent thinking in generating possible answers
 The goal is to enhance the development of meaningful skills.
 Promotes how knowledge
 Provides an examination of learning over time
 Emphasis cooperation
 Prepares students for ambiguities and exceptions that are found in
realistic problem settings.
 Priority on the learning sequence or process.
 Purpose: to measure students’ proficiency by asking them to perform
real life-tasks; Measures students’ ability to apply knowledge of the
content in real life situations; ability to use/apply what they have
learned in meaningful ways.
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 9. FRAMEWORK DESIGN FOR AUTHENTIC ASSESSMENT 10. AUTHENTIC ASSESSMENT DEVELOPING PROCESS 11. PERFORMANCE ASSESSMENT

1. The Task Jon Mueller lays out four key steps in authentic assessment design (Mueller,
• has to involve the students in carrying out activities that reflect what is done in 2018):
professional practice.
1. Identify Learning Goals
2. A physical context
• real places of work are different from institutional learning environments so the Clearly define what you want students to learn and demonstrate through the
assessment should mirror the way knowledge, skills, and attitudes are used in real assessment.
contexts.
2. Select an Authentic Task
3. A social context
• An authentic assessment task should involve social processes that are Select tasks that reflect actual skills and challenges relevant to the subject matter.
equivalent to those in real-life situations. These may or may not include
teamwork and collaboration depending on whether these characteristics are 3. Define the Criteria for Meeting the Learning Goals
demanded in the real context.
Creating assessment criteria improves learners’ understanding of assessment
4. The assessment result or form expectations and what they must do to meet these standards of performance.
• Demonstrate of competencies, array of tasks, and oral and/or written
presentation to others. 4. Develop a Rubric
5. Criteria and Standards The rubric clearly describes the standards and expectations for each performance
• How does what you have done to be evaluated or judged? level.
2 Types of Rubrics
Analytic - breaks down assessment criteria into specific components, allowing for
a detailed evaluation of each aspect separately.
Holistic - assesses overall performance without breaking it down into specific
criteria.
 is a dynamic process calling for students to be active participants, who are
learning even while they are being assessed.
 No longer is assessment perceived as a single event. “The purpose of
assessment is to find out what each student can do, with knowledge, in
context.”
 is an assessment that requires an examinee to perform a task or activity,
rather than simply answering questions referring to specific parts.
 requires students to demonstrate that they have mastered specific skills and
competencies by performing or producing something.
 It can be used to determine the proficiency level of students, motivate
students to study, and to provide feedback to the student
 It also allows teachers to observe achievements, habits of mind, ways of
working, and behavior of value in the real world.
CHARACTERISTICS OF PERFORMANCE ASSESSMENT
 It has various outcomes; it does not require one right answer.
 It is integrative, combining different skills.
 It encourages problem-solving and critical thinking skills
 It encourages divergent thinking. It focuses on both product and
process.
 It promotes independent learning, involving planning, revising, and
summation.
 It builds on pupils’ prior experience.
 It can include opportunities for peer interaction and collaborative
learning.
 It enables self-assessment and reflection.
 It is interesting, challenging, meaningful, and authentic.
 It requires time to complete. (Adapted from Birnbaum, 1997)

EXAMPLES OF PERFORMANCE ASSESSMENT

Oral presentation, Dance/movement, Science lab demonstration, Athletic

competition, Dramatic reading, Enactment, Debate, Musical recital, Tableau

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 PURPOSE OF PERFORMANCE ASSESSMENT
 Performance assessment serves to evaluate an individual's or a team's
effectiveness in achieving goals, identifying strengths and areas for
improvement, informing decision-making, and fostering continuous
improvement within an organization.
 To create an enjoying and meaningful performance task
12.TYPES OF PERFORMANCE ASSESSMENT
 Process-Based Performance Assessment - concerned with the actual
task performance rather than the output or product of an activity.
Learning Competencies: Simple Competencies, Complex Competencies
• Speak with a well-modulated voice.
• Recite a poem with feeling using appropriate voice quality, facial
expression and hand gestures.
• Draw a straight line from one point to another point.
• Draw and color a leaf with green crayon.
• Color a leaf with a green crayon.
• Construct an equilateral triangle given three non-collinear points.
 Product-Based Performance Assessment - Focuses on evaluating the
result or outcome of a process.
Learning Competencies: novice or beginner’s level, skilled level, expert level
• Does the finished product or project illustrate the minimum expected
parts or functions?
• Does the finished product or project contain additional parts and
functions on top of the minimum requirements which tend to enhance
the final output?
• Does the finished product contain the basic minimum parts and
functions, have the additional features on top of the minimum, and is
aesthetically pleasing?
13. PRINCIPLE OF PERFORMANCE ASSESSMENT
PERFORMANCE ASSESSMENT - Is a process - based evaluation of student skills
based on how they learn.
 A collection of related performance tasks that students do to develop
their own understanding of concepts and skills found in the standards
and indicators.
 The principle of performance assessment involves evaluating an
individual's abilities, skills, and achievements in a systematic and
objective manner.
 It aims to measure how well someone has performed in their role, often
against predetermined criteria or expectations.
 Performance assessments typically consider both quantitative and
qualitative aspects to provide a comprehensive evaluation.
 Regular feedback and clear communication are essential components of
effective performance assessment, fostering growth and development.
1. Multiple assessment for each power
The use of multiple assessments for each power allows for a more comprehensive
understanding of a student's abilities in a specific era.
2. Standard and related indicators
provide a framework for measuring a student's progress towards specific learning.
These indicators are based on establishment standards in the subject area and
can help teachers identify areas where a student may need additional support or
enrichment.
3. Spectrum of task - basic to enrichment
allows for differentiation in instruction and assessment. By providing a range of
tasks at varying levels of complexity, teachers can challenge students at their
appropriate level and ensure that all students are engaged and learning.
4. Essential for differentiated instruction and effective classroom management
5. Not all students may be working on the same task at the same time
Recognizing that students may not all be working on the same task at the same
time, allows for personalized learning tailored to individual needs and interest.
6. Center for performance assessment
This suggests a focus on evaluating students based on their ability to perform
tasks and demonstrate skills in real world contexts rather than purely on
standardized test or exams.
7. Students as collaborators, peers and self -evaluators
In this approach, students take an active role in their own learning by
collaborating with peers, providing feedback to each other, and reflecting on their
own work.
8. Group process, individual accountability
Balancing group work with individual accountability ensures that students are
held responsible for their own contributions while also benefiting from
collaborative learning experiences.
9. Traditional tests used as "concurrent validity" measure
Traditional tests as concurrent validity measure: While alternative forms of
assessment are emphasized, traditional tests can still play a role in providing a
benchmark for comparison and ensuring alignment with established standards.
14.DESIGNING PERFORMANCE TASK
1. Identify the learning goal.
• What goal/s will be assessed through this performance task?
2. Consider key traits implied by the goals.
• What important qualities must students demonstrate to show
attainment of standards and other identified goals?
3. Consider one or more suggested frameworks.
• How will the task involve “higher order” thinking?
4. Generate initial task ideas.
• How will learners demonstrate their understanding and proficiency?
5. Check for validity and alignment.
• To what extent will this task will provide acceptable evidence of the
targeted goals?
6. Use G.R.A.S.P to flesh out task details.
• How will the task establish an authentic context for student
performance?
7. Develop scoring rubric(s).
• How will student performance be evaluated? How good is good
enough?
8. Differentiate the task as needed.
• In what ways might the task be differentiated?
9. Assess the entire draft task and rubric using review criteria.
 Is this task ready to use?
 Is this task ready to use?
 What exactly are students being asked?
11. Use the task with students. Make needed revision.
• How did the task go? What are the needed revision?
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