CHAPTER 4

AUTHENTIC ASSESSMENT: MEANING, METHODS AND TOOLS

"On assessment, measure what you value instead of valuing only what you can measure."
-Andy Hargreaves

Learning Outcomes

At the end of the Chapter, the student should be able to:

 explain the meaning of authentic assessment and non-test assessment;

 give example of transversal competencies;
 state the 21st Century skills bassed on P-12 Framework;
 describe the features of authentis assessment and 21 st Century assessments' and
 discuss the complementary relationship of authentic and traditional asessments.

Introduction

The first three-unit course on assessment dwelt on traditional assessment. This course is
focused on authentic assessment which also referred to as performance assessment or alternative
assessed Others refer to it also as non-test assessment because it is a departure from the use only of
written tests to assess learning.

Meaning of Authentic Assessment

Below are various descriptions or explanations of au assessment from several authors:

Authentic assessment is a “form of assessment in which are asked to perform real-world

tasks that demonstrate meaningful application of essential knowledge and skills.... (Mueller, 2011(

Wiggins (1987) says it is... engaging in W 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 problems faced by adult citizens and consumers or professionals in the field.
"Stiggins (1987) claims that authentic assessments "call upon the examinee to demonstrate specific skills
and competencies, i.c., to apply the skills and knowledge they have mastered."

Mueller (2008) compares traditional assessment and authentic assessment. Study the
Table below:

Attributes Traditional Assessment Authentic Assessment

1. Action/Option 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
Table 3. Comparison of Traditional and Authentic Assessment

(Source: Jon Mueller's Authentic Assessment Toolbox;

http://jfmuellerfacultynoctrl.edu/toolbox/index.htm)

Based on the definitions of authentic assessment and table comparing traditional and
authentic assessments given above, we can say that moving from traditional to authentic assessment is
like going from “knowing” to “showing”.

Non-Test Assessment of Learning

Non-test assessment is an alternative assessment in the sense that it diverts from the
paper-and-pen test, which is the only test known to many. It is an assessment that measures students'
abilities directly with real tasks. These are tests that do not force the students to give their responses
but rather allow the students to manifest their acquired knowledge and skills from the subject though
means other than written tests.

Non-test assessment also refers to formative assessment which is an on-going process to

give feedback to students to increase their competence. It is an informal, impromptu feedback, or
marginal comments on students' drafts. Non-test assessment does not give fixed judgment or record
results.

Examples of non-tests are:

Portfolio. A purposeful collection of students' works that exhibit the student's efforts,
progress, and achievements; or more areas of the curriculum.

Teacher Observation. The teacher observes the student while they work to make certain
the students understand the assignment and are on task. Example: Cooperative learning

Slates or Hand Signals. Students use slates or hand signals as a means of signaling answers
to the teacher Example: Review questions – write answers and hold up slate

Daily Assignments. The student completes the work assigned on a daily basis to be
completed at school or home. Example: Worksheets or research.

Journal. Students write daily on assigned or personal topics. Example: What do your you
remember most in yesterday's lesson?

Games. Teachers utilize fun activities to have students practice and review concepts.
Example: Science trivia

Projects. After students are taught the basics of triangles, such as types, congruence,
proofs, and similarity, each student is asked to create a poster, drawing, or personal adornment such as
a fingernail design, piece of jewelry, or tattoo that uses at least two different triangular shapes. A
beautiful product is that which displays symmetry.
 Debates. The students take opposing positions on a topic and defend their position.
Example: The pros and cons of environmental legislations.

Checklist. The teacher will make a list of objectives that students need to master and then
check off the skill as we students masters it.

Cartooning. Students will use drawings to depict situation and ideas. Example:
environmental issues

Models. The students produce a miniature replica 01 given topic. Example: planetarium

Notes. Students will write a summary of the less Example: outline of the day's lesson.

Panel Discussion. A group of students verbally present information. Example: A discussion

presenting both pros and cons of the environmental issues.

Demonstrations. Students present a visual enactment of particular skill or activity.

Example: proving that air has weight.

Problem-solving. You are teaching a unit in physics; on levers. To test your students'
knowledge, you give a no worksheet focusing on type of levers and forces. Use Simp objects to build
levers; propose a problem with various simp items (ruler, etc.); give students a scenario that involves a
large stone that must be carried across the street with only one person to help how can you do this?

Discussions. Students in a class verbally interact on a given topic. Example: Discussion on

climate change.

Authentic Assessment Complements Traditional Assessment

With authentic assessment, you may be made to think that we now have to junk
traditional assessment. Authentic assessment and traditional assessment complement each other. So
assessment is not a matter of “either-or". It is not a case of either you use traditional or authentic. It is a
matter of "both-and”. Both traditional and authentic assessments are necessary. Mastery of knowledge
is the focus of traditional assessment and must be encouraged among learners. This mastery of basic
knowledge and skills is the foundation of the learners' ability to demonstrate and perform the tasks that
they are expected to perform in the real world. In other words, learners cannot perform or do the real
world tasks if they have not mastered basic knowledge and skills.

Robert Marzano proposed A New Taxonomy of Educational Objectives (2000). Marzano's

model of thinking skills incorporates a wider range of factors that affect how learners think and provides
a research-based theory to help teachers improve their learners' thinking. Marzano's new taxonomy
consists of three systems and the Knowledge Domain, all of which are important for thinking and
learning. The three systems are the cognitive system, the metacognitive system and self-system. ( See
Figure 9 )

Self-System
Beliefs About the Importance of Beliefs about Efficiency Emotion Associated with
 Knowledge Knowledge

Metacognitive System
Specifying Learning Monitoring the Monitoring Clarity Monitoring Accuracy
Goals Execution of
Knowledge

Cognitive System
Knowledge Comprehension Analysis Knowledge Utilization
Retrieval Analysis Matching Decision Making
Recall Synthesis Classifying Problem Solving
Execution Representation Error Analysis Experimental Inquiry
Generalizing Investigation
Specifying

Knowledge Domain
Information Mental Procedures Physical Procedures

Figure: 9. Designing a taxonomy of educational objectives, Thousand Oaks, CA: Corwin Press

The cognitive system processes all the necessary information and the knowledge which
consists of information, mental procedures and physical procedures. The metacognitive system sets
goals and keeps track of how well these goals are being achieved and the self-system decides whether
to continue the current behavior or engage in a new learning activity.

The knowledge domain which is basic in authentic assessment is the subject assessed by
traditional methods. Marzano states:

Knowledge is a critical factor in thinking. Without sufficient information about the subject being learned,
the other systems have very little to work with and are unable to engineer the learning process
successfully.... Knowledge is the fuel that powers the thinking process. Marzano, identifies three
categories of knowledge: information, men procedures, and physical procedures. ... information IS"
"what" of knowledge and procedures are the "how-to.

Instruction, however, must move beyond the accumulation and assessment of knowledge.
Learners must be made to ap the knowledge learned. Unfortunately, however, instruction traditional
classrooms rarely moved beyond the accumulation of knowledge – the what, who, where and when –
leaving the learners with “a mental file cabinet full of facts, most of which were quickly forgotten after
the final test.” (Marzano, 2007)
 Philosopher Gilbert Ryle has the same line of thinking with Marzano. Ryle distinguishes
knowing how (technical ability) from knowing that (facts and propositions), and knowing what
(acquaintance with things and persons). Ryle asserts that knowing that (some fact) is empty
intellectualism without knowing how to make use of the fact. Effective possession of a piece of
knowledge (museum possession of knowledge) involves knowing how to use that knowledge, when
required, for the solution of other theoretical or practical problems (workshop-possession of
knowledge). For true learning, learners must not only have a a museum possession of knowledge but
also workshop-possession of knowledge.

Even the P21 Framework for 21st Century Skills has basic knowledge and skills (the 3 Rs)
and the 21st Century themes (global awareness; financial, economic, business and entrepreneurial
literacy; civic literacy; health literacy) as foundation for the 21st Century skills, namely: learning and
innovation skills, information, media and technology skills, life and career skills.

Figure 10. Partnership for 21st Century Skills Framework

This means that basic knowledge and skills cannot be dispensed with and so traditional
assessment, which assesses basic knowledge and skills, is here to stay. Traditional assessment
complements non-traditional or authentic assessment.

Non-Test Indicators

Academic tests are typically relied upon to assess the performance of students in
educational tasks. Since schools charged with the major responsibility for preparing students with the
major responsibility for preparing students to perform these tasks, academic tests are also used to
evaluate whether and to what extent school programs have achieved their goals. The use of a single
form of measurement (e.g., pencil-and paper-tests) to monitor learner development or the performance
of educational programs, however, may be less reliable. Moreover, if cognitive development is the only
intended effect of school programs that is emphasized, as it is done when academic tests alone are used
to assess performance, many significant areas of development that schools can and do effect will be
neglected. These other significant areas include career development, health and personal safety,
interpersonal relations, civic development, ethical development and so on. For these reasons, diverse
kinds of feedback on a wide range of educational results are needed to ensure that the educational
system is meeting the needs of both individuals and society.

Schools ought to teach and assess learners not only cognitive skills but also other skills for
them to lead productive, successful and fulfilled lives in the 21st Century. Schools must therefore teach
transversal competencies. These transversal competencies are much more than mere information,
knowledge of mental and physical skills in the knowledge domain of Marzano’s taxononomy).

Transversal Competencies

Transversal competencies are competencies to are transferable between jobs that is why
they are al called transferable competencies. People use to them experience, soft skills, emotional
intelligence. employability skills. They are not job and sector-specific skills. They are a set of
competencies related to attitudes and values (knowing how to be) and procedures (know how). They
can transferred from one specific task to another. They can be used in a wide variety of situations and
settings. These transversal competencies cross over specific job and make people function better in any
job. Learning transversal competencies puts every graduate of any educational program at an advantage
future. In 2008, Fisch, et al wrote: “We are currently preparing students for jobs that don't yet
exist ...using technologies that haven't been invented... in order to solve problems we don't even know
are problems yet.” (Fisch, McLeod, & Brenman, 2008)

Below is the list of transversal competencies that the 2013 Asia-Pacific Education
Research Insitutes Network (ERI-Net) researched on and reported on in its Phase 1 Regional Synthesis
Report.

Critical and Innovative Thinking Creativity It is the ability to use a wide

range of creation techniques
(such as brainstorming) to
create new and worthwhile
ideas (both incremental and
radical concepts) as well as
observable creations (such as
artworks and performances).
This includes the skills necessary
to elaborate, refine, analyze and
evaluate their own creations in
order to improve and maximize
creative efforts.
Entrepreneurship It is a combination of technical,
 business management, and
personal determination,
innovation and risk-taking skills
necessary to turn ideas into
action, as well as plan and
manage projects in order to
achieve objectives.
Application Skills This refers to skills necessary to
implement innovations. This
includes the ability to act on
creative ideas to make a
tangible and useful contribution
to the field in which the
innovation will occur.
Reflective Thinking This is the ability to reflect
critically on learning
experiences and processes in
order to inform future progress.
Reasoned Decision Making It is the ability to use various
types of reasoning (inductive,
deductive, etc.) as appropriate
to the situation, to effectively
analyze and evaluate evidence,
arguments, claims and beliefs in
making judgments and
decisions
Interpersonal Skills Communication Skills These include the ability to
articulate thoughts and ideas
effectively using oral, writ skills
and nonverbal communication
skills in a variety of forms and
contexts.
Organizational Skills These refer to skills such as
general Organizational
organizing, team
administration, planning, time
skills management, coordinating
resources and meeting
deadlines.
Teamwork It refers to skills necessary to be
able to work with others

Media and Information Literacy
Global Citizenship
Collaboration
Ability to obtain locate and This refers to skills required to
access appropriate information identify, locate and access
through ICTs
Ability to critically evaluate This refers to the skills required
information and media content to evaluate the quality,
Ethical use of ICTS
Respect for Diversity
Intercultural understanding
towards a common goal. These
include the ability to negotiate,
follow an agenda, and make
group decisions.
It is the ability to work
effectively and respectfully with
diverse teams, including the
skills Collaboration necessary to
exercise flexibility and
willingness to be helpful in
making necessary compromises
to accomplish a common goal.
appropriate information
sources and analyze
information (including
assembling knowledge and
information in cyberspace), and
interpret this information and
through ICTS draw conclusions
based on analysis.
appropriateness and value of
the evaluate literacy
information, as well as its
sources information
This refers to the skills required
and the ability to apply a
fundamental understanding of
the ethical/legal issues
surrounding the access and use
of information technologies.
This includes the skills to
understand, negotiate and
balance diverse views and
beliefs to reach workable
solutions, particularly in mulli-
cultural environments.
This refers to respecting cultural

Democratic participation
differences and work effectively
with people from a range of
cultural backgrounds, and
responding open mindedly to
different ideas and values.
This refers to skills necessary
participating effectively in civic
life through knowing how to
stay informed and
understanding governmental
processes. This includes the skin
exercising the rights and
obligations of citizens at the
local, state, national and global
level.

Table 4. Transversal Competencies

Transversal competencies are the 21st Century skills found in several frameworks. See Table 5 below.

Research-based P21 Framework NCR Framework ATC 21 Framework

construct terminology terminology terminology
Critical Thinking Learning and Cognitive – critical Ways of thinking –
innovation – critical thinking critical thinking,
thinking problem-solving, and
decision-making
Collaboration Learning and Interpersonal – Ways of thinking –
innovation – complex communication and
communication and communication, social collaboration
collaboration skills, teamwork
Creativity Learning and Cognitive – non-routine Ways of thinking –
innovation – creativity problem solving creativity and
and innovation innovation
Motivation Learning and Intrapersonal – self- Living in the world –
innovation – initiative, development, adaptability, flexibility,
flexibility adaptability self-direction
Metacognition Learning and Interpersonal – self- Ways of thinking –
innovation – self- management, self- metacognition or
direction, productivity regulation learning to learn

Table 5. Mapping of 21st Century Skills Framework

Features of Authentic/ Performance Assessment

Here are some features of performance/authentic assessment (Hambleton, 1996):

1) An emphasis on ‘doing ‘open-ended activities for which there is no correct, objective answer
and that may assess higher thinking – In many performance assessments, there is no correct
objective answer unlike in a true-false test or multiple choice test. For example, there is no one
correct answer when a student comes up with a painting, designs science project, delivers “I
Have a Dream” of Martin Luther King, writes a research report, presents and defends the same
before a panel. In performance/authentic assessment, students have choice to construct their
own responses. This may pose greater challenge for scoring for teachers as compared to scoring
traditional assessment but may give opportunity for students to develop higher-level thinking
skills.
2) Direct methods of evaluation - Authentic/Performance assessments use direct method such as
judging demonstration of a dance step, oral presentations to assess speaking rather than asking
students to enumerate the dance steps in order to describe good oral presentation in a paper-
and pencil test.
3) Self-assessment - In authentic/performance assessment, students may be given the opportunity
to assess their performance with the use of scoring rubrics.
4) Assessment of group performance as well as individual performance - Some
performance/authentic assessments evaluate how students perform individually and how they
perform as a group. A group may be directed to come up with a capstone project. They may
evaluate for the group's output (the capstone project) and individually for the individual
member's contribution.
5) Extended period of time for assessment - In contrast to traditional assessment,
performance/authentic assessment usually requires an extended period. In traditional
assessment, a written test may require an hour or less but the completion of a research paper
may require months and may be evaluated monthly to check on students' progress.

Characteristics of 21st Century Assessment

The characteristics of 21st century assessment are essential guide for preparation of
authentic assessment activities. It is necessary to refer to these characteristics to ensure that the
learners are being assessed towards the skills and demand of the 21 st century. Find out if the
characteristics of 21" century assessment given here are in parallel with the features of authentic
assessment given above.

 Responsive – Visible performance-based work (as a result assessment) generates data that
inform curriculum de instruction.
 Flexible – Assessment needs to be adaptable to students’ settings. Rather than the identical
approach that works traditional assessment, 21 st century approaches are more versatile.
 Integrated – Assessments are to be incorporated into the day-to-day practice rather than as
add-ons at the end of instruction or during a single specified week of the school calendar.
  Informative – The assessment results give information on whether or not the desired and
targeted 21st century skills which are clearly stated and explicity taught are realized. Multiple
 Methods – An assessment continuum that includes a spectrum of assessment strategies is the
norm.
 Communicated – Communication of assessment data is clear and transparent for all
stakeholders.
 Technically Sound – For fairness, adjustments and accommodations are made in the assessment
process to meet students’ needs.
 Systematic – 21st century assessment is part of a comprehensive and well-aligned assessment
system that is balanced and inclusive of all students, constituents, and stakeholders and
designed to support improvement at all levels.

Authentic Assessment: Process-oriented or Product-oriented

Authentic assessment is performance · assessment. The performance can be process-

oriented or product-oriented. The learner is made either to demonstrate the skill or the process learned
or show the product of the application of learned knowledge and skills. An example of a process-
oriented assessment is demonstrating the skill of note reading or the skill asse of conducting the singing
of the Philippine National Anthem the Music class. An example of a product-oriented assessment a
PowerPoint presentation, a position paper or a poem composed.

Authentic assessment demands genuine proof of transfer of learning in real life situation.
Some authors equate auth. assessment to performance assessment. Other terms for auth assessment
are alternative assessment, direct assessment and traditional assessment. The term alternative implies
that the is a mode of assessment other than the usual traditional, non and-pencil test. Direct assessment
means that the learner has demonstrate concretely the knowledge and skill learned. Authentic
assessment is also called non-traditional assessment in contrast to the traditional paper-and-pencil test
that we have been used to.

Process-oriented Assessment

Learning outcomes in the form of procedural knowledge require demonstration of the

process or procedure. They call for a process-oriented assessment,

Below are examples of learning outcomes that fall under process-oriented assessment.
These are lifted from the K to 12 Curriculum Guide and course syllabi on Principles and Methods of
Teaching and Assessment in Learning 1 and 2.

 Recite a poem with feeling using appropriate 'voice quality, facial expressions and hand gestures
- English, Grade 5
 Perform a skit on the importance of a national language -Mother Tongue, Grade 3
 Relate story events to one's experience – Mother Tongue – Grade 3
 Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay - Filipino - Grade 7
 Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay - Filipino - Grade 7
  Use the appropriate reading style (scanning, skimming, speed reading, intensive reading for
one's purpose) English-Grade 8
 Graphs linear inequalities in two variables - Mall, Grade 8
 Demonstrate the generation of electricity by moveme of a magnet through a coil - Science,
Grade 10
 Sings themes or melodic fragments of given Classic period pieces - Music, Grade 9
 Sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with
correct pitch and rhythm, expression and style; - Music, Grado
 Shows skills in creating a linoleum, rubber or wood cut print with the proper use of carving tools
– Art, Grade 5
 Executes the skills involved in the dance - PE 9
 Applies correct techniques to minimize risk of injuries - PE. Grade 10
 Demonstrates proper response before, during, and after a disaster or an emergency situation -
Health, 9
 Practices proper self-care procedures – Health, Grade 5
 Demonstrates appropriate first aid for common injuries. or conditions - Health, Grade 5
 Demonstrates various stress management techniques that one can use every day in dealing with
stress - Health, Grade 7
 Demonstrates coping skills in managing loss and grief :-Health, Grade 7
 Defends written research report - Practical Research 2, Grade 12
 Use the Internet as a tool for credible research and information-gathering - Empowerment
Technologies. Grade 12

Product-Oriented Assessment

Students' performance may lead to a concrete product. These students' products are the
concern of product-oriented authentic assessment. Below are examples of learning outcomes that fall
under product-oriented assessment. These are lifted from the K to 12 Curriculum Guide and course
syllabi on Principles and Methods of Teaching and Assessment in Learning 1 and 2.

 Nakagagawa ng isang proyekto gamit ang iba't ibang multimedia at technology

tools sa pagpapatupad ng mga batas sa kalinisan, kaligtasan, kalusugan at
kapayapaan – AP, Grade 3
 Creates movements to music of a particular Philippine festival - Music, Grade 7
 Creates designs by using two or more kinds of lines colors and shapes by
repeating or contrasting them to show rhythm – Art, Grade 2
 Creates original tie-dyed textile design by following the traditional steps in tie-
dyeing using one or two colors. - Art 4
 Prepares a physical activity program - PE, Grade 8
 Writes coherent review of literature - Practical Research 1, Grade 11
  Creates an original or derivative ICT content using online creation tools, platforms,
and applications to effectively communicate messages related to specific
professional tracks Empowerment Technologies, Grade 12
 Creates an original or derivative ICT content to effectively communicate or
present data or information related to specific professional tracks. -
Empowerment Technologies, Grade 12
 Makes a lesson plan following the inductive lesson development - Principles of
Teaching College of Education
 Formulates multiple choice test items aligned to the learning outcomes -
Assessment in Learning 1 Develops a scoring rubric for an oral defense of 3
research paper - Assessment in Learning

Figure 11 gives additional examples of process performance and product performance

that are assessed with rubrics.

Types of Performance Example

Processes Playing a musical instrument
Physical skills Doing a forward roll
Use of equipment Preparing a slide for the microscope
Oral communication Making a speech to the class
Work habits Reading aloud
Conversing in a foreign language
Working independently

Products Wooden bookshelf

Constructed objects Set of welds
Written essays, themes, reports, term papers Handmade apron
Other academic products that demonstrate Watercolor painting
understanding of concepts Laboratory report
Laboratory report
Term paper on theatrical conventions in
Shakespeare's day understanding of concepts
Model or diagram of a structure (flower,
planetary system)
Concept map

Figure 11. Types of Performances That Can Be Assessed with Rubrics

(Source: Adapted from Brookhart, Susan (2013). How to Create and Use Rubrics for Formative
Assessment and Grading, VA, USA: Association for Supervision and Curriculum Development)

DepEd's Emphasis on Performance Assessment

 DepEd Order S. 2015-08 includes 3 components of summative assessment: 1) written
work, 2) performance tasks, and 3) quarterly assessment. The quarterly assessment consists of objective
tests (written), performance-based assessment or a combination thereof.

For the performance task component, the same DepEd Order states:

They (students) may create or innovate products or do performance-based tasks.

Performance-based tasks me include skills demonstration, group presentation, oral work multimedia
presentation and research projects. Written output is also considered as performance task.

Among the 3 components of DepEd's summative assessment, performance tasks

contribute the most, from 40% to 60% to student's quarterly grade. This is true to grade. This is true to
junior high school (Grades "10) and senior high school (Grades 11-12). Obvious. puts greater weight on
performance task.

DepEd's assessment policy and practice is backed by experts in assessment. Authentic

assessment is a “form assessment in which students are asked to perform real-world taal that
demonstrate meaningful application of essential knowledon and skills.... (Mueller, 2011)

Wiggins (1987) says authentic assessment is... engaging in worthy problems or questions
of importance in which studente must use knowledge to fashion performances effectively and
creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens
and consumers or professionals in the field.

GRASPS

When constructing performance tasks, be guided by the acronym GRASPS shared by

Wiggins and McTighe (2004). What does GRASPS mean?

G - oal

R - ole

A - udience

S - ituation

P - roduct

S - tandards and Criteria Indicators

How do you come with a performace task guided by GRASPS?

GOAL - Provide a statement of the task.

- Establish the goal of the task; state the problem, challenge or obstacle in the task.

ROLE - Define the role of the students in the task.

 - State the job of the students for the task. AUDIENCE - Identify the target audience
within the context of the scenario.

SITUATION - Explain the situation. What's the context? What is the challenge?

PRODUCT - Clarify what the students will create and why they will create it.

STANDARDS and CRITERIA - Identify specific standards for success. Give rubric to the
students or develop them with the students.

Here is an example for a Science class.

Goal - Instill health-consciousness among the young by particularly paying attention to

their eating habits.

Role - You are officers of Health Club and one of your objectives as a club is to promote
health consciousness among the students.

Audience - Your brochure is intended for all high school students in your school.

Situation – Most high school students are fond of junk foods, soft drinks. A big number of
students are obese and underweight.

Product – Come up with a brochure on healthy eating habits. Brochure should: 1) focus on
healthy eating habits, 2) include graphics and 3) use simple, non-technical English language.

Standards and Criteria - You will be graded along the following criteria: 1) accuracy of
content-10pts., 2) organization of information-10 pts., 3) clarity of content-10pts., 4) appropriateness of
graphics/ pictures-10pts. 4) attractiveness/appearance of brochure-10pts 5) grammatical accuracy-
10pts.

Guidelines for Performance Assessment

Airasian & Russell (2008) cited four issues that must be considered in the use of
performance assessment, namely: 1). establishing a clear purpose; 2) identifying observable criteria: 3)
providing an appropriate setting; and 4) judging or scoring the performance.

Establishing a clear purpose - What is the purpose of the performance assessment - to assign a grade, to
evaluate student's progress, to generate products to be included in a learning portfolio, or to provide
student's sample of work for college admission?

Identifying observable criteria - These criteria of good performance are made clear to students at the
beginning in the teaching-learning process to help them focus on their learning. These observable
criteria also help the teacher or any one assessing for that matter make his/her observations more
systematic and focused.

Providing an appropriate setting - Will you observe the target behavior in a natural setting like
observing a Student Teacher teach as he/she teaches in a real classroom or observe her in an
announced and prepared demonstration teaching with her classmates acting as students? Assessment
experts' advice is “As a rule of thumb, it is a good idea to observe the student on more than one
occasion, because a single performance might not fairly represent student knowledge or skill.”
(Santrock, 2009)

Judging or scoring the performance - To judge or score the product or the process/behavior
demonstrated, a scoring rubric is a must, to ensure objectivity of scoring. You will learn how to make a
scoring rubric in the next Chapter.

REVIEW FOR MASTERY

1. What is authentic/performance assessment? non-test assessment?

2. What are transversal competencies? Give examples.

3. State the 21" Century skills based on P-21 Framework.

4. Describe the features of authentic assessment and 21st Century assessment.

5. Authentic/performance and traditional assessments are complementary. What does it mean?

6. What does the acronym GRASPS stand for?

COLLABORATE

1. Choose at least 3 competencies from the examples of learning competencies that are concerned
with process and product in this Chapter. Describe how you are going to assess each.
2. Formulate one competency that can be subjected based assessment and another competency
for process assessment. Describe how you will assess each competency. Exchange output with a
classmate and ask him/her to comment on the alignment of the assessment task/tool Wu the
competency. Confer with each other. Share your evaluation comments with the class,
3. Authentic assessment complements traditional assessment. Illustrate this idea graphically. You
are encouraged to use a. comic strip or a mathematical equation. Present and explain
4. Group yourselves by 5. Study your College/University grading system. Does your grading system
include traditional and product assessment?
5. How will you ensure that the learners are being assessed on the skills and demands of the 21st
Century?
6. What is the primary purpose of non-test assessment? In groups of four members each, share
your answer on the question, “Which non-test tool/s is/are effective for differentiated? Justify
your answer/s.
7. Do you welcome non-test assessment? Why?
8. With a partner, share your answers to the following questions:
a) How relevant are the transversal competencies in the 21 st century field of work?
b) How can teachers help learners develop transversal competencies?
9. As a group, come up with a performance assessment tool following the acronym GRASPS.

CHECK FOR UNDERSTANDING

1. Which statement on assessment is CORRECT?

a. Authentic assessment is synonymous to performance assessment.

b. Traditional assessment is the same as performance assessment.

c. Authentic assessment consists only of process-oriented the assessment. et

d. Authentic assessment consists only of product-oriented assessment.

2. Which statement is FALSE?

a. Authentic assessment and traditional assessment complement each other.

b. Authentic assessment because it is performance-based does not need to be complemented by

traditional assessment.

c. DepEd's grading system includes both traditional and authentic assessment.

d. DepEd's grading system puts more weight on performance assessment.

3. Which learning competency can be measured by traditional assessment?

a. Enumerate at least 5 traits of a person with a growth mindset.

b. Demonstrate lesson development using the inductive method.

c. Serve a well-balanced breakfast.

d. Prove that plants grow toward the light.

4. Which learning competency is most appropriate for traditional assessment?

a. Prepare a brochure to inform tourists of the tourist Po attraction in your locality

b. Conduct research on students' level of motivation

c. Focus the microscope under but l.p.o and h. p.o in 15 seconds

d. Distinguish between hypotonic and hypertonic solution.

5. Which is a product-based assessment?

a. A PowerPoint presentation

b. Dancing tango

c. Focusing the microscope

d. Demonstration teaching

6. Which is an example of process-based assessment?

a. Cleaning tools after use

b. A research paper

c. An apron from a Home Economics class

d. A Capstone project

7. Which assessment task measures one of the learning outcomes of this Chapter - explain what
authentic assessment is?

a. What is authentic assessment? Explain in not more than 2 sentences.

b. Completion type of test

c. Multiple choice type of test

d. Alternate response type of test

8. Which assessment task measures one of the learning outcomes of this Chapter - explain the
complementary relationship of authentic and traditional assessment?

a. Formulate examples of each type of assessment - authentic and traditional.

b. Which is better – authentic or traditional assessment? Explain.

c. Justify the use of traditional assessment.

d. What does the complementary relationship between traditional and authentic assessment mean?
Explain in not more than three sentences.

9. Teachers who teach Physical Education (P.E.) cannot use traditional assessment, because of the
nature of their subject. Do you agree?

a. Yes.

b. No.

c. It depends on the teacher.

d. Teacher can use both traditional assessment for basic concepts and authentic assessment for
performance.

10. Which statement on assessment is CORRECT?

a. Authentic assessment is a very new concept.

b. Traditional assessment is better than authentic assessment because it is more specific.

c. Authentic assessment refers to products of students as evidence of learning.

d. Paper-and-pencil tests complement product-based and process-based performance assessment.

11. Mr. Edel, a Grade 5 teacher, discovers that one of his pupils can creatively draw. Which non-test
activity will Mr. Edel. employ to assess the pupil's creativity?
a. Cartooning

b. Project

c. Models

d. Games

12. During the COVID-19 pandemic, many classes are conducted virtually. Which type of non-test
assessment below is most convenient to use?

a. Learning Centers

b. Study Guides

c. Demonstrations

d. Panel Discussion

13. What is TRUE of the acronym GRASPS?

a. It is one way of assessing learning in an authentic setting

b. It excludes recall and comprehension skills.

c. It focuses only on creating skill.

d. It is far from being real.

KEY TAKEAWAYS

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

real-world tasks that demonstrate meaningful application of essential knowledge and skills. It is also
referred to as performance assessment.

Learning consists of the mastery of basic knowledge and skills and real-world application of those basic
knowledge and skills. This mastery of basic knowledge and skills 15 the concern of traditional
assessment while the real-world application of these basic knowledge and skills is the concern of
authentic/performance assessment.

We are not content with assessing basic knowledge and skills only. We also need to assess the genuine
proof of the understanding of these basic knowledge and skills by way of authentic/performance
assessment. Thus, traditional assessment and authentic/performance assessment complement each
other.

Authentic assessment includes assessing transversal competencies needed in the 21st Century. These
are transferable competencies that are beyond mere information, knowledge of mental and physical
skills in the knowledge domain of Marzano's taxononomy.

GRASPS (the acronym for Goal, Role, Audience, Situation, Product, Standards and Criteria) is one form or
technique for authentic assessment.
REFLECT

1. To which type of assessment have I been subjected more as a student – traditional or authentic? Was
I happy about it? As a future teacher and after a lesson on authentic assessment, will I repeat my
assessment experiences as a student or improve on them? Explain.

2. Book author, Andy Hargreaves, once said: “On assessment, measure what you value instead of valuing
only what you can measure.” Any message?