ASSESSMENT

IN LEARNING 2
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 PRELIMINARY
TERM
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 AUTHENTIC
ASSESSMENT
IN THE
CLASSROOM
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 LESSON 1: HIGH
QUALITY
c

ASSESSMENT IN
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RETROSPECT
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 PURPOSE
In designing assessment,
c
the reason behind
conducting such action
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should be stated.
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 LEARNING TARGETS
TARGETS Knowledge Student’s mastery of
the content.

Reasoning Student’s ability to

Assessment should be use their knowledge.

clearly stated and cSkills Student’s ability to

demonstrate what
specified and they have learned.
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Products Student’s ability to

centered on what is create.

truly important. Affects Student’s emotional

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attainments.
 ASSESSMENT LEARNING
METHODS TARGETS

METHODS Essay Reasoning

Assessment should Performance- Skills, product

based
utilize assessment c
Oral-question Knowledge,
methods suitable for a reasoning
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Observation Knowledge,
particular learning skills
target.
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Self-report Affects
 SAMPLE SIZE CONSIDERATIONS
SAMPLING Population The percentage of the
student population you
Used to keep the assessment want to include.
process manageable when
Outputs The length and
the program has large complexity of the
c artifacts (student work
numbers of students. It keeps products).

the process manageable Teachers The number of faculty

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who will be involved in

where there are multiple or evaluating student
work.
lengthy artifacts to review.
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Differences Expected variation in

student work.
 ACCURACY
Assessment should produce
data that accurately reflects
c

what an educator is looking

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to test.
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 WHY DO WE WHAT DO WE ASSESS?
ASSESS? What are the learning
What is the purpose? strategies?
Who will use the Are they clear and
result? S.M.A.R.T.?

HOW DO WE ASSESS?
c
What are the methods and
samples to use?
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HOW DO WE COMMUNICATE THE

ASSESSMENT?
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How to manage and report the

assessment results?
 LESSON 2: WHAT IS
AUTHENTIC
c

ASSESSMENT?
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 AUTHENTIC ASSESSMENT
● Where students thoughtfully apply their acquired
skills to a new situation cor environment
● Refers to integrating learning and assessments to
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measure that student’s needs are being met.

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 ACCORDING TO WIGGINS (1989)
• The task should be representative of performance in the
field.
• Realistic activity or context.
• Self-assessment should play c
a great role.
• When possible, students should present their work
publicly and defend it.
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• Multiple and varied assessments should be used.

• The scoring criteria are known or student developed.
• The performance expectation is mastery.
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 ACCORDING TO PARIS AND AYRES
(1994)
• Supports classroom instruction.
• Collects evidence from multiple activities.
• Promotes learning and teaching.
c

• Reflects local values, standards.

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• The task is performance-based.

• The assessment is formative.
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 AUTHENTIC ASSESSMENT
PRINCIPLE
• Use a range of tools to access learning.
• Involve multiple roles and perspective.
• Reflective.
c
• Lead students to create collaborative knowledge.
• May use relevant real world examples or stimulate
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tasks from industry.

• May require an application of learned concepts or
skills.
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 Thank you! c

Prepared by: Ms. Mabel V. Rico

PPT Source: https://www.youtube.com/watch?v=KNISHy7WPzA
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