AUTHENTIC

ASSESSMENT
HIGH QUALITY ASSESSMENT
RETROSPECT
 HIGH QUALITY ASSESSMENT
RETROSPECT

PURPOSE TARGET METHODS

SAMPLING ACCURACY
 HIGH QUALITY ASSESSMENT
RETROSPECT

PURPOSE
 HIGH QUALITY ASSESSMENT
RETROSPECT
ASSESSMENT FOR
LEARNING

ASSESSMENT FOR
PURPOSE
CERTIFICATION

PROTECT ACADEMIC
STANDARD

FEEDBACK FOR
TEACHING
 HIGH QUALITY ASSESSMENT
RETROSPECT
ASSESSMENT FOR
LEARNING - to provide stu
dents
with feedback on how
ASSESSMENT FOR they are going.
PURPOSE
CERTIFICATION
-to help students
PROTECT ACADEMIC improve their
STANDARD performance and
make their next piece
FEEDBACK FOR of assessed work
TEACHING better.
 HIGH QUALITY ASSESSMENT
RETROSPECT
ASSESSMENT FOR
LEARNING
- gather evidence
to
ASSESSMENT FOR make a judgement
CERTIFICATION about a student level
PURPOSE of performance;
PROTECT ACADEMIC against the specified
learning objectives.
STANDARD

FEEDBACK FOR
TEACHING
 HIGH QUALITY ASSESSMENT
RETROSPECT
ASSESSMENT FOR
LEARNING - quality and
integrity of
ASSESSMENT FOR assessment is
PURPOSE
CERTIFICATION essential to
guarantee the
PROTECT ACADEMIC credibility of
STANDARD qualification and
the academic
FEEDBACK FOR reputation of the
TEACHING issuing institution.
 HIGH QUALITY ASSESSMENT
RETROSPECT
ASSESSMENT FOR
- can help you tr
LEARNING ack
how your students
ASSESSMENT FOR are going
throughout your
PURPOSE
CERTIFICATION
success.
- allow you alter
PROTECT ACADEMIC y o ur
approach to
STANDARD teaching and adjust
your curriculum
FEEDBACK FOR accordingly.
TEACHING
 HIGH QUALITY ASSESSMENT
RETROSPECT

FORMATIVE
PURPOSE

SUMMATIVE
 HIGH QUALITY ASSESSMENT
RETROSPECT

TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT

LEARNING
TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT

LEARNING
TARGET

COGNITIVE
 HIGH QUALITY ASSESSMENT
RETROSPECT

LEARNING

TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT
- involves know
LEARNING ledge,
reasoning, skills,
product and affect
- needs to be sta
ted in
behavioral terms or
term which denotes
something which
TARGET can be observed
through the
behavior of the
students
 HIGH QUALITY ASSESSMENT
RETROSPECT

LEARNING
TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT
COGNITIVE

TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT
COGNITIVE

TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT
COGNITIVE

TARGET
 HIGH QUALITY ASSESSMENT
RETROSPECT

METHODS
 HIGH QUALITY ASSESSMENT
RETROSPECT
APPROPRIATENESS OF
ASSESSMENT METHODS

METHODS
 HIGH QUALITY ASSESSMENT
RETROSPECT
APPROPRIATENESS OF
ASSESSMENT METHODS

METHODS
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AND METHODS

METHODS
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
BALANCE
AND METHODS

VALIDITY

METHODS
RELIABILITY

FAIRNESS
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
BALANCE
AND METHODS
 COGNITIVE

VALIDITY
 PSYCHOMOTO
METHODS
R
RELIABILITY

 AFFECTIVE
FAIRNESS
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
BALANCE
AND METHODS  Content Validity
 Face Validity
 Concurrent
VALIDITY
Validity
 Predictive
METHODS Validity
RELIABILITY  Discriminant
Validity
 Construct
FAIRNESS Validity
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
BALANCE  Test-retake or
AND METHODS
Retest Method
 SPLIT-HALF
VALIDITY  Parallel-form
 Test of Stability
 Measurement of
METHODS stability &
RELIABILITY
Equivalence
 Kuder-
FAIRNESS Richardson
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
BALANCE  Assessment
AND METHODS
should give equal
opportunities for
VALIDITY every student.
There should be
no
METHODS discrimination of
RELIABILITY
any kind (racial,
age, gender, etc.)
FAIRNESS
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AUTHENTICITY
AND METHODS

PRACTICALITY
AND EFFECIENCY

METHODS CONTINUOUS
PROCESS

ETHICS IN
ASSESSMENT
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AUTHENTICITY
AND METHODS
 Assessment
PRACTICALITY should touch real
AND EFFECIENCY
life situations
and should
METHODS CONTINUOUS emphasize
PROCESS practicability.

ETHICS IN
ASSESSMENT
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AUTHENTICITY
AND METHODS

 Assessment
PRACTICALITY
AND EFFECIENCY should save time,
money, etc. It
should be
METHODS CONTINUOUS resourceful.
PROCESS

ETHICS IN
ASSESSMENT
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AUTHENTICITY
AND METHODS  PLACEMENT
ASSESSMENT
PRACTICALITY  FORMATIVE
AND EFFECIENCY
ASSESSMENT
 DIAGNOSTIC
METHODS CONTINUOUS ASSESSMENT
PROCESS  SUMMATIVE
ASSESSMENT
ETHICS IN
ASSESSMENT
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AUTHENTICITY
AND METHODS
 Assessment
PRACTICALITY
should not be
AND EFFECIENCY used to derogate
the students. One
example of this is
METHODS CONTINUOUS the right to
PROCESS confidentiality.

ETHICS IN
ASSESSMENT
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AND METHODS

CLEAR
COMMUNICATION

METHODS POSITIVE
CONSEQUENCE
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
AND METHODS
 Assessment's
CLEAR
COMMUNICATION
results should be
communicated to
the learners and
METHODS POSITIVE the people
CONSEQUENCE involved.
 HIGH QUALITY ASSESSMENT
RETROSPECT
PROPERTIES
 Assessment
AND METHODS should have a
positive effect. It
CLEAR
COMMUNICATION
should motivate
students to learn
and do more and
METHODS POSITIVE should give way
CONSEQUENCE to improve the
teacher's
instruction.
 HIGH QUALITY ASSESSMENT
RETROSPECT

SAMPLING
 HIGH QUALITY ASSESSMENT
RETROSPECT
SIMPLE RANDOM
SAMPLING

SYSTEMATIC
SAMPLING SAMPLING

CLUSTER
SAMPLING

STRATIFIED
SAMPLING
 HIGH QUALITY ASSESSMENT
RETROSPECT

ACCURACY
 HIGH QUALITY ASSESSMENT
RETROSPECT

ACCURACY
VALID

RELIABLE
AUTHENTIC
ASSESSMENT
WHAT IS AUTHENTIC
ASSESSMENT?
 AUTHENTIC ASSESSMENT

Engaging and worthy "Performance

A form of assessment
problems or questions assessments call upon
in which students are
of importance, in the examinee to
asked to perform real-
which students must demonstrate specific
world tasks that
use knowledge to skills and
demonstrate
fashion performances competencies, that is,
meaningful
effectively and to apply the skills and
application of
creatively. knowledge they have
essential knowledge
-- Grant Wiggins mastered."
and skills.
-- Richard J. Stiggins
-- Jon Mueller
 AUTHENTIC ASSESSMENT

"Performance
Engaging and
A formworthy
of assessment
assessments problems or
call upon
in the
which studentstoare
questions
asked of importance,
examinee
to perform
demonstrate real-
specific
in
which students
world tasks
skills andthat
demonstrate
must use
competencies, that is,
knowledge meaningful
to apply to fashion
the skills and
application
knowledge theyofhave
performances
essential effectively and
knowledge
mastered."
and skills.
creatively.
-- Richard J. Stiggins
-- Jon Mueller
-- Grant Wiggins
 AUTHENTIC ASSESSMENT

A form of assessment and worthyin which

"Performance
Engaging
assessments
problems or call upon
students are theasked
examinee
of importance,
to
questions
in to
which
perform
demonstrate specific
real-world tasks
studentsthatmust
skills and
knowledge
demonstrate
use
to fashion
meaningful application
competencies,effectively
performances
to apply the
that is,
skills and
of
and creatively.
essential knowledge
knowledge they have
-- Grant Wiggins and skills.
mastered."
-- Jon Mueller
-- Richard J. Stiggins
 AUTHENTIC ASSESSMENT

"PerformanceAEngaging
form of
which
assessments
assessment
and worthyin
students are asked
call
problems or questions
upon ofthe examinee
toimportance,
perform in which to
real-world
tasks that demonstrate
students must use
demonstratemeaningful specific
application
knowledge to fashion skills
of and
essential knowledge and
competencies,
performances
that
skills. is, to apply
effectively
and creatively.
the skills and knowledge
----Grant
Jon Wiggins
Mueller they
have mastered."
-- Richard J. Stiggins
CHARACTERISTICS AUTHENTIC ASSESSMENT

AA starts with clear and definite

criteria of performance made
known to students.
AA is criterion-referenced rather than
norm-referenced and so it identifies
strengths and weaknesses, but does not
compare students nor rank their levels
of performance.
AA requires students to make their own
answers to questions rather than select from
given options as in multiple choice items, and
requires them to use a range of higher order
thinking skills.
AA often emphasizes performance and
therefore students are required to
demonstrate their knowledge, skills or
competencies in appropriate situations.

AA often emphasizes performance and

therefore students are required to
demonstrate their knowledge, skills or
competencies in appropriate situations.
AA does not encourage rote learning and
passive taking of tests; instead, students are
required to demonstrate analytical skills, work
in a group, skills in oral and written
communication.
AA changes the role of students as passive
test takers into becoming active and involved
participants in assessment activities that
emphasize what they are capable of doing
instead of their weaknesses.
CHARACTERISTICS AUTHENTIC ASSESSMENT

AA starts with clear and

definite criteria of
performance made known to
students.
A
t

we
s
 CHARACTERISTICS AUTHENTIC ASSESSMENT

to

AA is criterion-referenced rather
than norm-referenced and so it
identifies strengths and
weaknesses, but does not compare
students nor rank their levels of
performance.
heir
er
s in
res
der
 students.

CHARACTERISTICS AUTHENTIC ASSESSMENT

w

AA requires students to make their

own answers to questions rather
than select from given options as
in multiple choice items, and
requires them to use a range of
higher order thinking skills.

AA often emphasizes
 performance.

CHARACTERISTICS AUTHENTIC ASSESSMENT

AA often emphasizes performance

and therefore students are
required to demonstrate their
knowledge, skills or competencies
in appropriate situations.

AA does not encourage rote learning

and passive taking of tests; instead,
 thinking skills.

CHARACTERISTICS AUTHENTIC ASSESSMENT

AA encourage both teacher and

students to determine their rate
of progress in cooperatively
attaining the desired student
learning outcomes.

AA changes the role of students as

passive test takers into becoming
 appropriate situations.

CHARACTERISTICS AUTHENTIC ASSESSMENT

AA does not encourage rote learning

and passive taking of tests; instead,
students are required to
demonstrate analytical skills, work
in a group, skills in oral and written
communication.
 appropriate situations.

CHARACTERISTICS AUTHENTIC ASSESSMENT

AA changes the role of students as

passive test takers into becoming
active and involved participants in
assessment activities that
emphasize what they are capable of
doing instead of their weaknesses.
 - students are asked to perform
meaningful tasks
PERFORMANCE
ASSESSMENT
- uses real-world or authentic
tasks or contexts

AA ALTERNATIVE
ASSESSMENT
- is an alternative to traditional
assessments

- provides more direct evidence

DIRECT
of meaningful application of
ASSESSMENT
knowledge and skills
WHY USE AUTHENTIC
ASSESSMENT?
 Assessment is Assessment

1 4
both process should reflect
and product real-life or real-
oriented. world context.

Assessment PRINCIPLES OF
Assessment

2 5
should focus on AUTHENTIC
higher-order must be
cognitive ASSESSMENT comprehensive
outcomes. and holistic.

Assessment can
Assessment

3 6
include measure
of noncognitive should lead to
learning student
outcomes. learning.
 1 4
Assessment is
both process and
product oriented.

Assessment should PRINCIPLES OF

focus on higher-
order cognitive 2 AUTHENTIC
ASSESSMENT 5
outcomes.

Assessment can

3 6
include measure
of noncognitive
learning
outcomes.
 Assessment

1 4 should reflect real-

life or real-world
context.

PRINCIPLES OF
2 5
Assessment must
AUTHENTIC be comprehensive
ASSESSMENT and holistic.

6
Assessment
3 should lead to
student learning.
TRADITIONAL

AUTHENTIC
TRADITIONAL
SELECTING PERFORMING
A A
RESPONSE TASK

AUTHENTIC
TRADITIONAL

CONTRIVED REAL LIFE

AUTHENTIC
TRADITIONAL

RECALL/ CONSTRUCTION/
RECOGNITION APLLICATION

AUTHENTIC
TRADITIONAL

TEACHER STUDENT
STRUCTURED STRUCTURED

AUTHENTIC
TRADITIONAL

INDIRECT DIRECT
EVIDENCE EVIDENCE

AUTHENTIC