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M2 - Lesson 2 - Variety of Assessment Methods Tools and Tasks

This document discusses different types of assessment methods including traditional (paper-and-pencil tests) and authentic assessments (non-paper tests). It provides examples of different assessment tools that fall under each type, including various written test formats, demonstrations of products and performances, and portfolios. The document also describes different types of portfolios (working, display, assessment) and explains how rubrics can be used to score student work and performances on various assessment criteria.

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52 views4 pages

M2 - Lesson 2 - Variety of Assessment Methods Tools and Tasks

This document discusses different types of assessment methods including traditional (paper-and-pencil tests) and authentic assessments (non-paper tests). It provides examples of different assessment tools that fall under each type, including various written test formats, demonstrations of products and performances, and portfolios. The document also describes different types of portfolios (working, display, assessment) and explains how rubrics can be used to score student work and performances on various assessment criteria.

Uploaded by

ixearth84
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS

Assessment methods can be classified as traditional and authentic. Traditional


assessment method refers to the usual paper-and-pencil test while authentic assessment
refers to non-paper-and-pencil test. Authentic assessment is also called alternative
assessment, it being an alternative to traditional.
The paper-and-pencil test (traditional assessment) assesses learning in the
cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).
The paper-and-pencil test, however, is inadequate to measure all forms of
learning. Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge
(Kendall and Marzano, 2012) and learning proven by a product and by a performance
cannot be measured by a paper-and-pencil test.
Assessment tools for the cognitive domain (declarative knowledge) are the
different paper-and-pencil tests.

TWO GROUPS OF WRITTEN TEST AND SPECIFIC EXAMPLES

Examples of selected response type are alternate response (True or False, Yes or
No, Correct or Incorrect); matching type and the multiple-choice type.
Examples of constructed type of tests are the completion type (Fill-in-the-blanks),
short answer, the essay test and problem solving.
Examples of authentic assessment tools are the demonstrations of what have
been learned by either a product or a performance.
GROUPS AND EXAMPLES OF AUTHENTIC TASKS

Examples of products are reports, papers, research projects and reviews.

Examples of performance tests are executing steps of tango, delivering a keynote


speech, opening a computer, demonstration teaching, etc.

PORTFOLIO
Portfolio falls under non-paper-and-pencil test. A portfolio is a purposeful collection
of student work or documented performance (e. g. video of dance) that tells the story of
student achievement or growth. The word purposeful implies that a portfolio is not a
collection of all student’s works. It is not just a receptacle for all student’s works. The
student’s works that are collected depend on the type and purpose of a portfolio you want
to have. It can be a collection of products or recorded performances or photos of
performances.

Types of Portfolios
Portfolios can be classified according to purpose. According to purpose, portfolios
can be classified either as (1) working portfolios, (2) display portfolios, or (3) assessment
portfolios.
1. Working Portfolio
A working portfolio is so named because it is a project “in the works”, containing
work in progress as well as finished samples of work. A growth portfolio demonstrates an
individual’s development and growth over time. Development can be focused on
academic or thinking skills, content knowledge, self-knowledge, or any area that is
important for your purposes. For this reason, it is also called development portfolio.
Growth or development portfolio can serve as a holding tank for work that may be selected
later for a more permanent assessment or display portfolio.

2. Display, Showcase or Best Works Portfolio


It is the display of the student’s best works. Students exhibit their best works and
interpret their meaning. Showcase portfolio demonstrates the highest level of
achievement attained by the student.

3. Assessment or Evaluation Portfolio


As the name implies, the main function of an assessment portfolio is to document
what a student has learned based on standards and competencies expected of students
at each grade level. The standards and competencies of the curriculum, then will
determine what students select for their portfolios. Their reflective comments will focus
on the extent to which they believe the portfolio entries demonstrate their mastery of the
standards and competencies.
For example, is the standard or competency specifies persuasive, narrative and
descriptive writing, and assessment should include examples of each type of writing.
Similarly, if the curriculum calls for technical skill such as use of PowerPoint in report
presentation, then the display portfolio will include entries documenting the reporting
process with the use of Power Point.

SCORING RUBRICS
A rubric is a coherent set of criteria for students’ work that includes descriptions of
levels of performance quality on the criteria. The main purpose of rubrics is to assess
performance made evident in processes and products. It can serve as a scoring guide
that seeks to evaluate the student’s performance in many different tasks based on a full
range of criteria rather than a single numerical score. The objective tests can be scored
by simply counting the correct answers, but the essay tests, student’s products and
student’s performances cannot be scored reliably only with the use of scoring rubrics.
Rubrics have two major parts: coherent sets of criteria and descriptions of levels
of performance for these criteria. There are two types: (1) analytic and (2) holistic.
In an analytic rubric, each criterion (dimensions, traits) is evaluated separately. An
analytic rubric is good for formative assessment. It is also adaptable to summative
assessment because if you need an overall score for grading, you can combine the
scores.
In a holistic rubric, all criteria (dimensions, traits) are evaluated simultaneously;
hence, scoring is faster than with analytic rubric. It is good for summative assessment.

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