Authentic Assessment in the

Classroom
Dr. Magdaleno ”Sir Toto” R. Lubigan
Professor

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OBJECTIVES
• discuss the nature and characteristics of authentic assessment and
related terms;
• differentiate authentic and traditional assessment;
• reflect on the importance and applications of authentic assessment;
and
• make connections between the principles of high quality assessment
and the development and use of authentic assessment techniques
and tools within and across teaching areas.
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High Quality Assessment in Retrospect
• Purpose
• Targets
• Methods
• Sampling
• Accuracy

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 Assessment of Learning
P
The purpose of this kind of assessment is usually
u SUMMATIVE and is mostly done at the end of a
r task, unit of work etc.
p
o “It is designed to provide evidence of
achievement to parents, other educators, the
s students themselves and sometimes to outside
e groups (e.g., employers, other educational
institutions).” educ 33
• “Assessment of Learning is the assessment that
becomes public and results in statements or
symbols about how well students are learning.
• It often contributes to pivotal decisions that will
affect students’ futures.
• It is important, then, that the underlying logic
and measurement of assessment of learning be
credible and defensible.”

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Teachers’ Roles in Assessment of Learning:
• “Teachers have the responsibility of reporting student learning
accurately and fairly, based on evidence obtained from a variety
of contexts and applications. Effective assessment of learning
requires that teachers provide:
• a rationale for undertaking a particular assessment of learning at
a particular point in time
• clear descriptions of the intended learning
• processes that make it possible for students to demonstrate their
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• a range of alternative mechanisms for assessing the same
outcomes
• public and defensible reference points for making
judgements
• transparent approaches to interpretation
• descriptions of the assessment process
• strategies for recourse in the event of disagreement about
the decisions.” educ 33
Assessment for Learning
• The emphasis shifts from summative to FORMATIVE
assessment in Assessment for Learning.
• Assessment for Learning happens during the learning, often
more than once, rather than at the end.
• Students understand exactly what they are to learn, what is
expected of them and are given feedback and advice on how
to improve their work
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• In Assessment for Learning, teachers use assessment as an
investigable tool to find out as much as they can about what
their students know and can do, and what confusions,
preconceptions, or gaps they might have.
• The wide variety of information that teachers collect about
students’ learning processes provides the basis for
determining what they need to do next to move student
learning forward.
• It provides the basis for providing descriptive feedback for
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students and deciding on groupings, instructional strategies,
and resources.”
 Teachers’ Roles in Assessment for Learning:
“Assessment for learning occurs throughout the learning
process. It is interactive, with teachers:
• aligning instruction
• identifying particular learning needs of students or groups
• selecting and adapting materials and resources
• creating differentiated teaching strategies and learning
opportunities for helping individual students move forward in
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• Providing immediate feedback and direction to students
• “Teachers also use assessment for learning to enhance
students’ motivation and commitment to learning. When
teachers commit to learning as the focus of assessment, they
change the classroom culture to one of student success.”

• Rethinking Classroom Assessment with Purpose in Mind” Page 30

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 Assessment as Learning

Through this process students are able to learn about

themselves as learners and become aware of how they
learn – become megacognitive (knowledge of one’s
own thought processes).

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• Students reflect on their work on a regular basis, usually
through self and peer assessment and decide (often with
the help of the teacher, particularly in the early stages)
what their next learning will be.

• Assessment as learning helps students to take more

responsibility for their own learning and monitoring
future directions.

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Monitoring Metacognition
• What is the purpose of learning these concepts and skills?
• What do I know about this topic?
• What strategies do I know that will help me learn this?
• Am I understanding these concepts?
• What are the criteria for improving my work?
• Have I accomplished the goals I set for myself?
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Teachers’ Roles in Assessment as Learning
“The teachers’ role in promoting the development of
independent learners through assessment as learning is to:
• model and teach the skills of self-assessment
• guide students in setting their own goals, and monitoring
their progress toward them
• provide exemplars and models of good practice and quality
work that reflect curriculum outcomes
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• work with students to develop clear criteria of good practice
• guide students in developing internal feedback or self-
monitoring mechanisms to validate and question their own
thinking, and to become comfortable with ambiguity and
uncertainty that is inevitable in learning anything new
• provide regular and challenging opportunities to practice, so
that students can become confident, competent self-assessors
• monitor students’ megacognitive processes as well as their
learning, and provide descriptive feedback
• Create an environment where it is safe for students to take
chances and where support is readily available.”
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Rethinking Classroom Assessment with Purpose in Mind”
Targets
• Assessment can be made precise, accurate and
dependable only if what are to be achieved are clearly
stated and feasible.
• The learning targets, involving knowledge, reasoning,
skills, products, and effects, need to be stated in
behavioral terms which denote something which can be
observed through the behavior of the pupils.
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Methods

• Written-Response Instruments. This includes

objective tests (multiple-choice, true or false,
matching type or short answer test), essays,
examinations, and checklists.

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Methods

Product Rating Scale.

• A rating scale incorporates quality to the 'elements' in the

process or product which can be numeric or descriptive. Unlike
checklists, rating scales allow for attaching quality to 'elements' in
the process or product.

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Methods

• Performance testing is a testing measure that evaluates

the speed, responsiveness and stability of a computer,
network, software program or device under a
workload. ... Performance testing can involve
quantitative tests done in a lab, or in some scenarios,
occur in the production environment.

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Methods
• A performance checklist is a dynamic instrument used
to promote or assess learning. Otherwise it's an
exercise in futility. In addition, most performance
checklists provide documentation of the success or
failure of people whose performances are being
evaluated.

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Methods

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Methods
• OBSERVATION AND SELF REPORTS
A tally sheet is a device often used by teachers to record the
frequency of student behaviors, activities or remarks. ...

• OBSERVATION AND SELF REPORTS

Observation and Self Reports are useful supplementary
assessment methods when used in conjunction with oral questioning
and performance test.
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4. Sampling

1.Simple random sampling

2. Systematic sampling
3. Stratified sampling
4. Cluster sampling

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Simple Random Sampling
• Simple random sampling is defined as a sampling technique where
every item in the population has an even chance and likelihood of
being selected in the sample. Here the selection of items entirely
depends on luck or probability, and therefore this sampling technique
is also sometimes known as a method of chances. 
• Simple random sampling is a fundamental sampling method and can
easily be a component of a more complex sampling method. The
main attribute of this sampling method is that every sample has the
same probability of being chosen.
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Systematic Sampling
Systematic sampling is a method that imitates many of the
randomization benefits of simple random sampling, but is slightly easier
to conduct.

You can use systematic sampling with a list of the entire population, as
in simple random sampling. However, unlike with simple random
sampling, you can also use this method when you’re unable to access a
list of your population in advance.
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Stratified sampling
• Stratified random sampling is a method of sampling that involves the
division of a population into smaller sub-groups known as strata. In 
stratified random sampling, or stratification, the strata are formed
based on members' shared attributes or characteristics such as
income or educational attainment.

• Stratified random sampling is also called proportional random

sampling or quota random sampling.
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Cluster Sampling
• Cluster sampling is a probability sampling technique where
researchers divide the population into multiple groups (clusters) for
research.

• Researchers then select random groups with a simple random or

systematic random sampling technique for data collection and data
analysis.

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What is Authentic Assessment?

• Nature
• Characteristics
• Related Items

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Authentic Assessment
• Authentic assessment is where students thoughtfully apply their
acquired skills to a new situation or environment.
• Assessments are authentic if they are realistic, require judgement
and innovation and assess students' ability to effectively use their
knowledge or skills to complete a task.

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Related terms of Authentic Assessment

• Performance Assessment
• Alternative Assessment
• Direct Assessment

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Nature for Authentic Assessment

• Evaluation process
•Real World task
•Realistic, judgment and
innovation
•Student’s performance
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Evaluation Process
Evaluation is a process that critically examines a program.
It involves collecting and analyzing information about a
program's activities, characteristics, and outcomes. Its
purpose is to make judgments about a program, to
improve its effectiveness, and/or to inform programming
decisions (Patton, 1987).

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Evaluation Process

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Assessment and Evaluation

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Real World task

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Characteristics of Authentic Assessment
•Clear definite criteria
•Criterion reference
•HOTS
•Demonstration
•Students and Teacher’s Progress
•Integrate knowledge
•Active and involve participants
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Why use authentic assessment?

• Principles
• Traditional Assessment vis-a- vis
Authentic Assessment

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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 practices that use the
teacher’s time efficiently.

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Traditional assessment vis-à- vis authentic
assessment
•Traditional assessments refer to conventional
methods of testing.

•Authentic assessmentsrefer to assessments

wherein students are asked to perform real-world
tasks.

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Examples of Traditional and Authentic
Assessment

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Authentic assessment can include many of the following:

•Observation •Portfolios
•Essays •Journals
•Interviews •Teacher-created tests
•Performance tasks •Rubrics
•Exhibitions and •Self- and peer-evaluation
•demonstrations
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Traditional Assessment Vs Authentic Assessment

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Traditional Assessment Vs Authentic Assessment

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Developing Authentic Classroom Assessment

• 1. A framework for authentic

assessment
• 2. Authentic assessment development
process

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. A framework for authentic assessment
• a) the assessment task,
• (b) the physical context,
• (c) the social con- text,
• (d) the assessment result or form, and
• (e) the assessment criteria.
These dimensions can vary in their level of authenticity
(i.e., they are continuums).
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 Developing authentic assessments
.
• Identify standards
The first step is the identification of performance standards. It is essential that the
standards have real-world application.

• Develop learning objectives

Learning objectives are identifiable measurable components of the broader standards
that have been set.

• Identify target performance

One needs to identify the skills or performances that match the learning objective. Most
AAs promote higher order cognitive skills.
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Developing authentic assessments
• Develop performance criteria
Criteria must be developed to differentiate between the different
levels of mastery. This should be communicated to the students clearly.

• Create scoring rubric

Developing a detailed scoring rubric lets the students know how
grading is done. It helps in ensuring a fair grading procedure. A rubric is an
assessment tool that clearly indicates achievement criteria across all the components of any
kind of student work, from written to oral to visual.

• Design instructional activities

Instructions that are developed should be able to guide students
effectively to do the assessment
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Authentic assessment development process

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Application
• Think of your assessment experiences
when you were in elementary, high
school and college.. Which type of
assessment did most of your teachers
utilized? Are there advantages or
disadvantages?

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