BACHELOR OF SECONDARY EDUCATION

ASSESSMENT IN
LEARNING
BY TEACHER IRISH
2
Unit 1 – Authentic Assessment in the
Classroom
High Quality Assessment
What is Authentic
01 in Retrospect 02 Assessment?

Why Use Authentic Developing Classroom

03 04 Assessment
Assessment?
 Introduction

Background
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. We use authentic
assessment when we want students to be able to use the acquired
knowledge and skills in the real world. (Amalia, 2012)
 Introduction

High Quality Assessment

it provides a result that demonstrates and improve targeted

students learning
 Lesson 1

High Quality Assessment in Retrospect

1. 2. 3.
Purposes of Targets of High Methods of High
Assessment Quality Quality
Assessment Assessment

Assessment for Learning (Formative)
01 The purpose of formative assessment is
to provide students with feedback on how
they are going.
Purposes of Assessment
Assessment for Certification (summative)
02 Another purpose of assessment is to gather
evidence to make a judgement about a
student's level of performance; against the
specified learning objectives.

03 Protect Academic Standard

Grades from cumulative assessment are
04
used to certify that a person has the
necessary knowledge and skills (and can
apply them appropriately) to be awarded
a qualification.
Feedback for Teaching
We use assessment as a tool to provide
feedback to students about their learning
(formative assessment) as well as certifying
their level of assessment (summative
assessment).
 Targets of High Quality Assessment

a. Learning Target
• a clear description of what students know and able to do.
• it is an outcome that the teacher wants her students to attain or acquire from
her teaching.
• This involves knowledge, reasoning, skills, product and effect.
• It needs to be stated in behavioral terms or term which denotes something
which can be observed through the behavior of the students
 Targets of High Quality Assessment
Five Categories of Learning Targets According to Stiggins and
Conklin (1992)
a. Knowledge Learning Target
It is the facts and concepts we want students to know, either rote learned or
retrieved using reference materials.

b. Reasoning Learning Target

The ability of students to use their knowledge to reason and solve problems.
 Targets of High Quality Assessment
Five Categories of Learning Targets According to Stiggins and
Conklin (1992)
c. Skill Learning Target
The ability of the students to create achievement-related skills likes conducting
experiments, playing basketball, and operating computers

d. Product Learning Target

The ability of the students to demonstrate achievement-related products such as
written report, oral presentation and art product.
 Targets of High Quality Assessment
Five Categories of Learning Targets According to Stiggins and
Conklin (1992)
e. Affective Learning Target
The attainment of affective traits such as attitudes,values, interests, and self
efficacy.
Student attitude about school and learning.
 Targets of High Quality Assessment

a. Cognitive Targets
As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational objectives at the
cognitive level:
1. Knowledge
• refers to the acquisition of facts, concept and theories. Example: knowledge of
historical facts
• Recall or recognize information, describing, defining, labeling, memorizing etc.
• Knowledge forms the foundation of all other cognitive objectives for without
knowledge, it is not possible to move out to the next higher level thinking skills in the
hierarchy of the educational objectives.
 Targets of High Quality Assessment

2. Comprehension
• refers to the same concept as understanding.
• Re-state data or information in one’s own words, interpret, and translate.
• Explaining or interpreting the meaning of the given scenario or statement
• A step higher than mere acquisition of facts and involves a cognition or
awareness of interrelationships of the facts and concepts.
 Targets of High Quality Assessment
3. Application
• refers to the transfer of knowledge from one field of study to another or from
one concept to another concept in the same discipline.
• Using or applying knowledge, putting theory into practice
• Demonstrating, solving problems

4. Analysis
• refers to the breaking down of the concept or idea into each component and
explaining the concept as the composition of this concept.
• 5Interpreting elements, organizing, structuring
 Targets of High Quality Assessment
5. Synthesis
• refers to the opposite of analysis and entails putting together the components to
summarize the concept.
• Developing new unique structures, models, system, approaches, or ideas
• Build, create, design, establish, assemble, formulate.

6. Evaluating and Reasoning

• refers to valuing and judgment or putting the “worth” of a concept or principle.
• Judgment relating to external criteria
• Assess the effectiveness of the whole concept, concerning values, outputs,
efficacy, and others.
 Types of Reasoning

➢ Inductive reasoning uses specific facts or evidence to infer general

conclusions
➢ Deductive reasoning begins with a general rule or principle to infer
specific conclusions or solutions
➢ Analytical reasoning requires examining the components or
structure of something
➢ Comparative reasoning describes similarities and differences
between two or more items
 Methods of High Quality Assessments

Appropriateness of Assessment Method (General Categories)

• Written Response Instrument - The written response instrument

includes an objective test(multiple choice, true or false, matching or
short answer) test, an essay, an examination, and a checklist.

• Objective test
• Multiple choice test
• Essay
• Checklist
 Methods of High Quality Assessments

Appropriateness of Assessment Method (General Categories)

2. Performance Test - Performance checklist

• It is used to determine whether or not an individual behaves

in a certain way when asked to complete a particular task.
• Consist of a list of behaviors that make up a certain type of
performance
 Methods of High Quality Assessments

Appropriateness of Assessment Method (General Categories)

4. Oral Questioning - Performance checklist

• Assess the students’ stock knowledge and/or
• Determine the students’ ability to communicate ideas in coherent verbal
sentences.

5. Observation and Self-reports

• Useful supplementary methods when used in conjunction with oral questioning
and performance test.
 Methods of High Quality Assessments
Properties of Assessment Method
• Validity
• Something valid is something fair
• A valid test measures what it is supposed to measure
Types of Validity
• Face validity – outward appearance of the test, the lowest form of test validity
• Construct validity – the test is loaded on a “construct” or factor
• Content validity – content and format of the instrument
i. Student's adequate experience
ii. Coverage of sufficient material
iii. Reflect the degree of emphasis
• Criterion-related validity – the test is judged against a specific criterion
 Methods of High Quality Assessments

Properties of Assessment Method

Test can be made more valid by making them more subjective (open
items)
• Validity- appropriateness, correctness, meaningfulness, and usefulness of
the specific conclusions that a teacher reaches regarding the teaching-
learning situation.
 Methods of High Quality Assessments
Properties of Assessment Method
2. Reliability
• Something reliable is something that works well and that you can trust.
• A reliable test is consistent measure of what it is supposed to measure

Questions:

• Can we trust the result of the test?

• Would we get the same results if the test were taken again and scored by a
different person?
 Methods of High Quality Assessments
The test can be made more reliable by making them
more objective (controlled items)
• Reliability is the extent to which an experiment, test, or any measuring procedure
yields the same result on repeated trials
• Equivalency reliability is the extent to which two items measure identical concepts at
an identical level of difficulty. Equivalency reliability is determined by relating two
sets of test scores to one another to highlight the degree of relationship or
association.
• Stability reliability (sometimes called test, or re-test reliability) is the agreement of
measuring instruments over time. To determine stability, a measure of test is repeated
on the same subjects at a future date.
 Methods of High Quality Assessments

The test can be made more reliable by making them

more objective (controlled items)

• Internal consistency is the extent to which a test or procedure assesses the same
characteristic, skill, or quality. It is a measure of the precision between the observers
or of the measuring instruments used in a study.
• Interrater reliability is the extent to which two or more individuals (coders or raters)
agree. Interrater reliability addresses the consistency of the implementation of a
rating system,
 Methods of High Quality Assessments

Properties of Assessment Method

3. Fairness - The concept that assessment should be “fair” covers a number
of aspects

• Student knowledge and learning targets of assessment

• Opportunity to learn
• Prerequisite knowledge and skills
• Avoiding teacher stereotype
• Avoiding bias in assessment tasks and procedures
 Methods of High Quality Assessments

Properties of Assessment Method

4. Positive Consequences
• Learning assessments provide students with effective feedback and
potentially improve their motivation and/or self-esteem. Moreover,
assessments of learning gives students the tools to assess themselves and
understand how to improve.

Positive consequences on students, teachers, parents, and other

stakeholders
 Methods of High Quality Assessments

Properties of Assessment Method

5. Praticality and Effeciency
• Something practical is something effective in real situations
• A practical test can be practically administered.

Questions:
• Will the test take longer to design than apply?
• Will the test be easy to mark?
 Methods of High Quality Assessments

Test can be made more practical by making it more objective (more

controlled items)

• Teacher familiarity with the method - The teacher should be familiar with
the test
• Time required
• The complexity of administration - does not require too
much time
• Ease of scoring - implementable
• Ease of interpretation
• Cost
 Methods of High Quality Assessments

Reliability, Validity and Practicability

THE PROBLEM
❖ The more reliable a test is, the less valid.
❖ The more valid a test is, the less reliable
❖ The more practical a test is, (generally) the less valid
THE SOLUTION:
❖ As in everything, we need a balance (in both exams and exam items)
 Methods of High Quality Assessments

Properties of Assessment Method

6. Ethics in Assessment - “Right and Wrong”
• Conforming to the standards of conduct of a given profession or group
• Ethical issues that may be raised

i. Possible harm to the participants

ii. Confidentiality
iii. Presence of concealment or deception
iv. Temptation to assist students
Question and Answer...
Thank You