Assessment of Learning 2

1. Mark Anthony S. Narido

2. Vaneza P. Caliao
3. Robelyn Grapinag
4. Mark Vincent T. Corpin
5. Eric John D. Abondiente

Mr. Dennis Ubenia

Professor
Chapter 2: Types of Assessment
Overview:
 
• Assessment is an essential and powerful tool in the teaching and learning process.
• Moreover, it is a process of obtaining data with which we could measure student competence and
learning outcomes.
• The process begins with the identification of the specific target goals before collecting and
interpreting the information.
• Classifying and synthesizing of the gathered data are possible using the different assessment
techniques.

*This chapter deals mainly on the discussion of the different types of assessment being used in the
teaching and learning process.
Chapter Intended Learning Outcomes
*Able to distinguish the different types of assessment and relate it to learning outcomes.

DepEd No. 73, s. 2012 – Assessment shall be used primarily as quality assurance to track
students 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.
1. Traditional and Authentic Assessment
• Paper-and-pencil tests or quizzes are the best examples of traditional assessment which mainly
describe and measure student learning outcomes.

• Most of the time, teachers still engage themselves in the utilization of traditional assessment.
Law and Eckes (1995) state that traditional assessment are single-occasion tests which measure
what learners can do at particular time.

• Traditional assessments are indirect and inauthentic measures of students learning outcomes.

• This kind of assessment is standardized and for that reason, they are one-shot, speed-based, and
norm-referenced (Bailey 1998).
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)

• With the above findings in the use of traditional assessment, there has been movement from traditional
assessment toward authentic assessment. Authentic assessment focuses on the analytical and creative
thinking skills, students to work cooperatively and that reflect student learning, student achievement, and
student attitudes of relevant activities.

• Assessment is authentic when it measures performances of 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 an authentic intellectual work within the given situation or contextual realism of
the tasks.
The commonly reported dimensions of authencity are grouped into three broad categories (Frey, 2012)

A. Context of the Assessment

• Realistic activity or context
• The task is performance-based
• The task is cognitively complex

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

C. The scoring
• The scoring criteria are known or student-developed
• Multiple indicators or portfolios are used for scoring
• The performance expectation is mastery

 
• Wherein, in K to 12 curriculum, students are expected to produce products or performances through
authentic tasks. This should reflect what teachers want their students to do with their learning and
demonstrate the use of real-life situation.

• Wiggins (1989) with an argument of that teachers “test those capacities and habits we think essential and
test them in context” Make them replicate within reason, the challenges at the heart of each discipline”.

Authentic assessment has four basic characteristics:

1. The task should be representative 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.
 Authentic
Assessment
:

Vaneza P. Caliao
[Mueller, 2010] Below are some of the
best uses of authentic assessment:
1.Authentic assessment are direct measures.
 The main purpose of authentic assessment is to
be able to use the acquired knowledge and skills
in the real world.Forms of assessment task
must be applied in authentic situations.
 This could be done also by teachers by asking
the students to use what they have learned in
some meaningful way. [e.g. Conducting a
science experiment-hypothesis
testing,developing feasibiity study, calculating
savings].
2.Authentic assessments capture
constructive nature of learning.
 In a constructivist point of view, learners should
create knowledge and measures based from
schemata. Thus, assessment cannot just ask students
to repeat information they have received.
 Students must also be ask to demonstrate what
they have accurately constructed meaning
about what they have been taught.
 Students must be given the opportunity to engage in
the construction of meaning authentic task not
only serve as assessment but also as vehicles for
such learning.
 3.Authentic assessments
integrate teaching
,learning,and assessment.
 In the authentic, assessment model, the same
authentic task used to measure the students
ability to apply the knowledge or skills is used as a
vehicle for students learning.
 Problem solving and decision making skills are
best exemplified by this purpose.
 Students are learning the process of developing a
solution to a problem by simply applying the
meaningful concepts.
4.Authentic assessments provide
multiple paths to
demonstration.
 Students may have different ways by which they
could demonstrate what they have
learned.Authentic tasks tend to give the students
more freedom on how they will demonstrate
what they have learned.
By carefully identifying the criteria of good
performance on the authentic task ahead of
time,the teacher can still make comparable
judgements of student performance even though
students performance might be expressed quite
differently from student to student.
Attributes of Traditional and Performane
Assessments
Attribute Traditonal Assessment Performance Assessment

Assessment Activity Selecting a Response Performing a task

Nature of Activity Contrived Activity Activity emulates real life

Cognitive Level Knowledge/Compehension Application/analysis/synthesis

Development of Solution Teacher-Structured Student-structured

Objectivity of Scoring Easily achieved Difficult to achieve

Evidence of Mastery Indirect evidence Direct vidence

Liskin-Gasparo[1997],Mueller[2008] & Wren [2009]

 Formative Evaluation
And
Summative Evaluation
Robelyn Grapinag
• Assessment for learning pertains to the use of formative
evaluation to determine and improve students’ learning
outcomes.
• Assessment of learning uses summative evaluation which
provides evidence of students’ level of achievement in relation
to curicular learning outcomes.
• 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.
• Classroom-based “Formative Assessment” has also taken on an
increasingly important role in education policy in recent years.
Formative Assessment refers to the frequent, interactive
assessment of student progress to identify learning needs and
shape teaching (OECD,2005).
• It is plan planned process in which the teacher or students use
assessment-based evidence to adjust ongoing learning and
Instruction. Without any inter- or intra-individual consensus as
to what the term formative assessment means, it is difficult to
have a well-formed body of research (phopam,2011).
• Formative Assessment can defined more specifically as “All
those activities undertaken be teachers, and by their students
in assessing themselves, which provide information to be
used as feedback to modify the teaching and learning
activities in which they are engaged” (Black & William,
1998).
• Formative assessment occurs at three(3) points of instruction.
1. During Instruction; 2. Between Lessons; and 3. Between
Units.
• Most formative assessment occur during instruction ( William
& Leahy, 2007).
• Formative Assessment fosters learning with understanding
which benefits both teachers and students by providing the
teachers with information on student learning needs. By
enabling appropriate adaptation of course material and
teaching strategies, formative assessment promotes a
reflective teaching process that results in better teaching and
better evaluations from students (Richlin, 1998).
• High-quality feedback to students can model the learning
process, although it could also foster “learned dependence” in
which learning goals are subsumed under performance goals
(Yorke, 2003).
• Traditionally, summative assessment are conducted at the end
of each section or unit to find out student achievement.
Summary of evidence indicates extent of learning
achievements which can classify or for certification or giving
of honors/awards.
Characteristics of Formative and Summative Assessment
Characteristics Formative Summative
Purpose To provide ongoing feedback and adjustment To document student learning at the end of an
to instruction. instructional segment

When Conducted During instruction and after instruction After Instruction

Student involvement Encouraged Discouraged

Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented

Teacher Role To provide immediate specific feedback and To measure student achievement and give
instructional correctives. grades

Learning Emphasized Deep understanding,application and Knowledge ang Co.prehension

reasoning

Level of specificity Highly specific and individual General and group oriented

Structure Flexible,adaptable Rigid, highly structured

Techniques Informal Formal

Impact on learning Strong, positive, long-lasting Week and fleeting

McMillan(2007)
NORM AND CRITERION-REFERENCED
ASSESSMENT
 Norm-referenced assessment give us information on what student can perform by comparing to
another student. It describes student performance in the class by comparing to others. Teachers can
actually rank the achievement of their students; as a result there is a limited percentage of competion
for those who are high scorers.
 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.
Usually, It describe student mastery of the course content, thus, there is no competion for a limited
percentage for a high score.

Mark Vincent Corpin

 Both method are very useful in assessing learning outcomes. The first tells as
individual performance compares with that of others the record tells the specific
performance in terms of what an individual can do without reference to
performance of other’s.
Summary Comparison of Two Basic Approaches to
Achievement
Norm-referenced Criterion-referenced

Principal use Survey testing Mastery testing

Major Emphasis Measures individual differences in Describes tasks students can perform.
achievement.

Interpretation of Results Compares performance to that of other Compares performance to a clearly

individual. specified achievement domain.

Content of Courage Typically covers a broad area of Typically focuses on limited set of learning
achievement. tasks.

Nature of Test Plan Table of Specifications is commonly used. Detailed domain specifications are favored.
Level of performance is determined by
relative position in some known
groups (ranks fifth in a group of 20).
Performance Standards
Item’s are selected that provide
maximum discrimination among
individuals (to attain a reliable
ranking). Easy items are typically
eliminated from the test.
Level of performance is determined by
relative position in some known
groups (ranks fifth in a group of 20).
Includes all times needed adequately
to describe performance. No attempt is
made to alter item difficulty or to
eliminate easy items to increase the
spread of scores.
Level of performance is commonly
determined by absolute standards
(demonstrate mastery by defining 90
percent of techinical terms).
 Contextualized
and
z
Decontextualized
assessment

Eric John Abondiente

z

 In contextualized assessment, the focus is on the students

construction of functioning knowledge and the students performance
in application of knowledge in the real life work context of the
discipline area.

 It describes assessment practices which measure skills and

knowledge in dealing with specific situations or perform specific
tasks which the students have identified as important and
meaningful to them.
z

 According to Biggs (2011), decontextualized assessment

includes written exams and terms papers which are suitable for
assessing declarative knowledge, and do not necessarily have a
direct connection to a real life context.

 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.
z Analytic and
holistic
assessment
z

 Analytic assessment refers to the specific approach in the

assessment of learning outcomes. With this assessment
shouldn't be undertaken in part but must address the whole
performance.

 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 supports it with a valid justification for
assigning the grade.
z
 Holistic assessment could be in the form of reflection papers
and journals, peers assessment, self assessment l, group
presentation and portfolio. Subsequently, the correct application
of holistic assessment in the various areas of study is expected
to improve the student's learning outcome ( Abubuilo, 2012).

 One positive implication that may result from holistic

assessment is that the students are competent to handle
assessments task accurately (Sadler, 2009).Most students
provide the requirements of most assessment tasks. Through
holistic assessment l, the students are able to develop decisive
and investigate skills that permit them to handle assessment
tasks effectively.
z