Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

AUTHENTIC ASSESSMENT

A Research-Report
Submitted to
Ms. Clarizza Juliet V. Limbo, LPT
Batangas State University – The National Engineering University
Lemery Campus
Lemery, Batangas

In Partial Fulfillment
of the Requirements for the Subject
SSED 313 – Integrative Methods in
Teaching Social Science Discipline in Basic Education

Submitted by:
Almazan, Allan
Ansano, Bea Althea D.
Argel, Andrea
Dimaunahan, Mark Angelo D.
Papahan, Eizzamarie

October 2024

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

II. Introduction

Assessment is a fundamental component of the educational process, serving as a tool to

evaluate and understand students’ progress, knowledge, and skills. Traditionally, assessment has

been associated with standardized tests, quizzes, and exams, which are designed to measure

specific aspects of student learning, often focusing on memorization and recall of isolated facts.

These traditional forms of assessment, while valuable for measuring certain types of knowledge,

can be limited in their scope and effectiveness, as they may not capture a student’s deeper

understanding or ability to apply knowledge in real-world contexts. As educators strive to

cultivate higher-order thinking, problem-solving, and practical skills, there is a growing

recognition that assessment practices need to evolve to better align with these educational goals.

In response to the limitations of traditional assessment, the concept of authentic

assessment has emerged as an alternative that offers a more comprehensive and meaningful

evaluation of student learning. Authentic assessment seeks to go beyond simple recall by

emphasizing tasks that require students to apply their knowledge in realistic, complex scenarios.

This approach is grounded in the belief that learning is most meaningful when students are

engaged in activities that reflect the challenges they will face outside the classroom. Unlike

traditional tests, authentic assessments often involve projects, portfolios, presentations, or other

performance-based tasks that allow students to demonstrate their skills, creativity, and

understanding in a context that mirrors real-world applications.

This research explores the concept of authentic assessment, examining its theoretical

underpinnings, practical benefits, and challenges. By reviewing the literature and analyzing case

studies, this study aims to provide a detailed understanding of how authentic assessment can

foster deeper learning and enhance students’ preparedness for real-life situations. Additionally, it

investigates how authentic assessment can increase student engagement, promote critical

thinking, and support the development of transferable skills. Ultimately, this research seeks to

offer insights into how educators can design and implement authentic assessment practices that

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

not only evaluate students’ knowledge but also empower them to become active, capable learners

who are ready to apply their skills in meaningful ways beyond the classroom.

III. Discussion

Integrating Authentic Assessment into Curriculum Design

Assessment is used to understand the state or condition of learning. An instructor assesses

learning through both observation and measurement in an attempt to better understand students’

learning in a course. This includes collecting evidence, both graded and non-graded, about a

students’ progression in the course. We use the term “assessment” throughout this resource to

represent both graded and non-graded activities. Some examples of assessments in a course

could include: discussion observations, exams, papers, reflection questions, in-class student

responses, etc.

Assessment is integral to learning. Effective assessment can determine the degree to

which students have met the intended learning outcomes for a course or program. Assessment

also directs both the students’ and instructors’ attention to what is important (Boud & Falchikov,

2007). It has also been claimed that it is only when faced with assessments that students truly

engage with the course material (Bloxham & Boyd, 2007). Assessment provides evidence of

what has been learned for instructors as well as for students. In higher education, we assess our

students to integrate them into the learning process and provide evidence of their understanding.

Assessments come in different forms. Traditional assessments are typically time-bound

and require students to choose or offer a response. They test the recall and recognition of

knowledge. However, there is a growing body of evidence that suggests that authentic

assessment not only enhances academic integrity, but is a more effective way to assess student

learning. Authentic assessments are typically iterative and ask students to perform a task, calling

for the application of knowledge.

Authentic Assessments

The goal of authentic assessments is to evaluate a student’s ability to demonstrate

understanding of core leaning objectives in a real-world context. Unlike traditional assessments,

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

authentic assessment does not seek to measure rote learning and then require students to recall

and restate the information. Instead, authentic assessment focuses on students' capacity to

understand, analyze, and integrate instructional materials and apply that knowledge to real-world

examples.

Additionally, authentic assessments typically allow time for students to reflect on their

work, and in some instances, include collaboration with cohorts. Therefore, an immediate answer

to a question is not required as it would be with a timed traditional examination. These types of

tasks encourage students to use higher-ordered critical thinking skills. Authentic assignments can

help connect students to learning outcomes.

Authentic assessments are often referred to as performance assessments (Muller, 2008).

Stiggins (1987) defined performance assessments as those tasks that require students “to

demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have

mastered” (p. 34). Simply stated, performance assessments emphasize what a student can do.

Therefore, instructors have an opportunity to evaluate what students have learned by evaluating

students’ demonstration of specific skills and abilities. Mueller (2011) stated that authentic

assessment is also known by other names; performance-based assessment, direct assessment and

alternative assessment.

Thus, in Authentic Assessment, assessment drives the curriculum. That is, teachers first

determine the tasks that students will perform to demonstrate their mastery, and then a

curriculum is developed that will enable students to perform those tasks well, which would

include the acquisition of essential knowledge and skills. This has been referred to as ‘planning

backwards’ (McDonald, 1992).

Steps Involved in Authentic Assessment (Fook and Sidhu, 2010)

 Identification of desired learning outcomes.

 Student communication and consultation.

 The development of rubrics and marking criteria.

 Assessment implementation, scoring and interpretation of result.

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

 Evaluation and reflection.

Authentic assessment utilizes two instruments to evaluate the teaching- learning process.

1. Performance Based Test Assessments: Beyond Rote Learning

These are authentic assessments that measure skills and understanding by directly

measuring student performance in a natural setting (Kauchak and Eggen, 1998). The real-world

emphasis of performance assessments occurs not only in the final assessment – are the skills

being assessed translatable to skills students would need to use in the real world? – but also in

the ongoing instruction that occurs both before and during the performance assessment.

Generally, there are two broad umbrellas that cover performance-based assessments:

performance assessments can end either in some sort of product or some sort of performance.

 Product-oriented performance assessment ends with the students producing some sort of

tangible element not only encapsulating the summation of the knowledge they’ve gained

but demonstrating that they’ve learned how to apply gained knowledge. For example, a

student may grow a garden, create a budget, write an argument, or build a model.

 Performance-oriented performance assessments, on the other hand, allow students to

interact with an audience to demonstrate their applied knowledge. For example, a student

may participate in a debate, perform a piece of music they composed, engage in a mock

interview, or teach their class how to cook a meal.

Regardless of which of the two a teacher chooses to end the performance assessment

with, it is important that the final grading of either is process-based. True performance

assessments value the learning process as much as – if not more than – the final result. The

majority of the learning should occur not before the performance assessment begins but along the

way. Additionally, performance assessments highly value processes that move students beyond

acquiring knowledge to thinking critically about what they are learning and how they can best

apply what they are learning. Whether an assessment ends in a product or performance, students

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

should be able to articulate both how and why they ended their assessment in the way that they

did.

One of performance assessments’ greatest advantages is that they allow students to see

how many different subjects not only overlap but how they are useful and applicable in the real

world. This usually has the effect of motivating students to learn and invest effort as they see

how the assessments – and the learning that comes along with it – will benefit them in the long

run. However, it is important to keep in mind that Performance based assessment is not a one-

size-fits-all solution and should be tailored to the individual needs of each student.

2. Portfolios: Measuring Progress & Achievement

A portfolio is a collection of student's work which gives evidence to show how the

student can meet the specified learning outcomes. A typical portfolio consists of work selected

by the student, reasons for selecting these works and self-reflection on the learning process.

Portfolio is a developmental process, thus it is not only the product that the student or teacher

assess upon but also the learning process in which the student develops during the given period.

Portfolio is an assessment method that monitors the growth and development of student learning.

Unlike most assessments, portfolio assessment can contain many different forms of assessments

as it is a collection of student's work. A portfolio assessment is sometimes followed by an oral

assessment.

Types of Assessment Portfolios

 Documentation/ Assessment Portfolio is to highlight the development and improvement

of student learning during a given period of time. It often contains a range of artifacts

from brainstormed lists to rough drafts to finished products.

 Process Portfolio is similar to documentation portfolio, in which it contains all the

evidences required to prove the learning outcomes in the given time, in addition, it

integrates reflection and higher-order cognitive activities. It emphasizes metacognitive

functioning and encourages students to become active participants in understanding their

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

own learning. Process portfolio often contains documentation of reflection such as

learning logs, journals and diaries.

 Showcase /Product Portfolio is a portfolio to demonstrate a student's best work. This

type of portfolio is typically used for interview. It is more of a summative assessment and

has no reflection on the learning process.

 Hybrid Approach combination of the showcase, process and or documentation portfolio.

Artifacts may be moved from a process portfolio into an assessment or showcase

portfolio

Portfolio assessment offers a vital approach to evaluating progress by compiling work

samples and reflections. It gives a thorough view of students' learning journeys and encourages

engagement and ownership. Personalized feedback and individualized instruction enhance the

learning experience. Challenges include maintaining authenticity, subjective evaluation, and

aligning with standardized tests. Time-consuming due to compiling, organizing, and reflecting

on student work, educators invest substantial effort in the process.

Guidelines in Using Portfolio for Assessment

1. The portfolio should not be graded or compared in any way with those of other students.

2. Determine what materials should be kept in the portfolio and announce clearly when, how, and

by what criteria portfolios will be reviewed.

3. Contents of the portfolio should reflect grade level goals, learning standards, and target

objectives.

4. Everything that goes into the portfolios should be dated by the students.

5. Portfolio maintenance should be the students’ responsibility.

6. Portfolio should not leave the classroom.

7. Students should be encouraged to personalize their portfolios.

Rating Scales

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

A rating scale is a measurement tool or a system used to assess and evaluate the

performance, behavior, skills, or other relevant characteristics of individuals, products, services,

or any other subject of interest. It provides a structured framework for assigning ratings or scores

to different attributes or criteria based on predefined criteria or standards. Rating scales are

commonly used in performance evaluations, customer feedback surveys, research studies, and

various assessment processes. They provide a way to compare and measure different elements

against a common set of criteria, facilitating decision-making, analysis, and evaluation. There are

different types of rating scale:

o Likert Scale- One of the most commonly used rating scales, the Likert scale presents a

series of statements or items and asks respondents to indicate their level of agreement or

disagreement on a predetermined scale (e.g., strongly agree, agree, neutral, disagree,

strongly disagree).

o Numerical Rating Scale- This type of scale assigns a numeric value to each item or

attribute being assessed. It allows for more precise measurements and calculations, such

as calculating averages or statistical analysis.

o Graphic Rating Scale- Use visual representations, such as line or bar graphs, to capture

ratings. Respondents or evaluators mark a point on the graph that represents their rating.

o Behavioral Rating Scale- This type of scale focuses on assessing specific behaviors or

competencies. It defines observable behaviors associated with different levels of

performance, allowing raters to assess the extent to which an individual demonstrates

those behaviors.

o Comparative Rating Scale- In a comparative rating scale, items or individuals are ranked

or compared to each other based on their attributes or performance. It helps establish a

relative order or preference among the items being evaluated.

Rating Scales facilitate providing constructive feedback to individuals or organizations

based on their ratings, highlighting strengths and areas for improvement but may not capture all

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

relevant dimensions or aspects of the subject being assessed, potentially overlooking important

factors.

IV. Summary

Authentic assessment is a comprehensive approach to evaluating student learning that

focuses on real-world application of knowledge rather than rote memorization. It involves

performance-based test assessments, where students demonstrate their skills in real-world

contexts, and portfolio assessments, which collect a student's work over time to showcase

progress and achievement. Unlike traditional assessments, which are often time-bound and

focused on recall, authentic assessments encourage deeper engagement with the material through

tasks that require critical thinking and problem-solving. Portfolios, as a tool of authentic

assessment, allow for ongoing reflection and provide a holistic view of a student's learning

journey. Guidelines for portfolio use include clear criteria for materials to be included, ensuring

they reflect grade-level objectives and are maintained by the student. Rating scales, such as likert

or numerical scales, are used to assess performance-based tasks and portfolios, helping to

measure progress and provide constructive feedback. Authentic assessment not only evaluates

what students can do but also fosters a deeper connection between the learning process and real-

world application.

V. Key Take-aways

Authentic assessment allows for utmost flexibility and variability in knowledge and skills

representation. This assessment is beneficial for both teachers and students. Authentic

assessment helps teachers to provide an accurate measure of students’ understanding and create

instruction that is appropriate to their student’s needs and interests. For students, it helps them to

analyze their learning and see how real-life situations, in all their unpredictability, ambiguity and

complexity, affect their theoretical knowledge.

It has two main types which are the performance-based assessment and portfolio

assessment. Performance-based assessment allows students to demonstrate their knowledge and

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

skills through hands-on activities, projects, or presentations. However, portfolio assessment

provides a collection of student work over time, showcasing their progress and development.

Both types of assessments provide feedback to students and encourage self-reflection and active

participation in learning. By focusing on what students can do rather than just what they know,

authentic assessment allows them to demonstrate their abilities and develop a deeper

understanding of the subject matter.

VI. Conclusion

Integrating authentic assessment into curriculum design marks a significant shift from

traditional evaluation methods towards a more holistic approach to measuring student learning.

By focusing on real-world application of knowledge and skills, these assessments encourage

deeper engagement with course material and cultivate critical thinking, problem-solving abilities,

practical skills, and self-reflection.

Designing authentic assessment requires careful planning that begins with identifying

desired learning outcomes and culminates in the evaluation of student performance through

various instruments, such as performance-based tests and portfolios. This multifaceted approach

provides a comprehensive view of student progress and feedback and fostering a sense of

ownership over one's learning journey. However, it's crucial to remember that a one-size-fits-all

approach is ineffective; authentic assessments must be tailored to individual student needs.

Various rating scales used to assess and evaluate the performance, behavior, skills, or other

relevant characteristics of individuals. This systematic methodology in authentic assessments and

rating scales can provide a holistic view of learning and provide insights for curriculum and

instruction improvement for both instructors and students.

VII. Reflection

When you think of these different types of assessment, you can see that traditional

assessments certainly have their place in the classroom but that using authentic assessment and

performance -based assessment provides greater depth. Authentic assessments simulate real-

Leading Innovations, Transforming Lives, Building the Nation

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
The National Engineering University
Lemery Campus
Rajah Matanda St., Brgy. Bagong Sikat, Lemery, Batangas, Philippines 4209
Tel Nos.: (+63 43) 980-0385; 980-0387; 980-0392 to 94; 425-7158 to 62 loc. 5101
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph

world experiences, which both engage students with the content and allow them to show

knowledge through application. Through guidance on portfolio assessments, teachers also

promote a growth mindset and view of learning as a process and not a one-time snapshot of

performance. While rating scales are generally more straightforward, they offer consistency and

convenience for comparative measurement; however, they need to be constructed appropriately

to reflect the complexity of student learning.

To implement authentic assessment, educators need to backtrack; everything about their

assessment strategies demands redesigning. Performance assessments (these can be tricky to

implement, but they are an asset to pull what they learn in the classroom to the real world) allow

students to see the value of what they are learning in a practical sense

VIII. References

 What is authentic assessment? Bringing authentic assessment to life. (2023, October 6).

Empower Students to Do Their Best, Original Work | Turnitin.

https://www.turnitin.com/blog/what-is-authentic-assessment-bringing-authentic-assessment-to-

life

 Def authentic - SLO - Butte college. (n.d.). Butte College.

https://www.butte.edu/departments/slo/authentic-assessment/define_authentic.html

 Chris Hull | Otus Co-Founder and Chief Product Officer. (2023, January 3). The ultimate guide

to performance-based assessments. Otus. https://otus.com/guides/performance-based-

assessments/

 TALIC - Assessment resource centre. (n.d.). https://ar.talic.hku.hk/am_portfolio.htm

 Cache://www.educationalwave.com/pros-and-cons-of-portfolio-assessment/ - Google search.

(n.d.). https://www.educationalwave.com/pros-and-cons-of-portfolio-assessment/

 What is rating scale? | Meaning & definition | Qandle HR. (n.d.). HR Software | HR Software

Solutions | Smart HR Software. https://www.qandle.com/glossary-rating-scale

Leading Innovations, Transforming Lives, Building the Nation