ELC 102 Learning Episode 17
ELC 102 Learning Episode 17
Learning Episode 17
and Summative Purposes
Introduction
You are expected to formulate/develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
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Revisit
Let's revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matter/content, teaching learning activities
and assessment task are aligned with learning outcomes. At the end of instruction, you find out
if you were able to achieve or realize your intended learning outcomes by way of an assessment
task that is expected to be aligned with your learning outcome/s. See. Figure 3,
Teaching
Learning Content/Subject Assessment
Learning Task
Outcomes Matter
Activities
Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning Outcomes
There are many ways of classifying assessment, but one basis of classifying is the nature
of the assessment task required of learners, whether the assessment task is done through paper-
and- pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic
assessment).
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Traditional Authentic
assessment/ assessment/
Paper- and- pencil Non-pare-and
taste pencil test
Types of
Assessment
Task
Paper-and pencil test/ traditional assessment make use of two types of tests according to
mode of answering; the supply type and the selected-response type.
Supply- Selected-
response type response type
Paper-and-
pencil
test/Tradition
al Assessment
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Specific examples of selected-response type and supply-response type of paper-and-pencil
tests are given below.
Supply- Selected-
response type response type
Paper-and-
pencil
test/Tradition
al Assessment
Short
Easy
answer type
Problem
Completion
Solving
Supply Type
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Authentic assessment r or non-paper-and pencil test is done by requiring learners to come up are
win given a product in Figure or demonstrate a process as proofs of authentic learning. Examples
of product are given in Figure 8. Examples of processes are given in Figure 9.
Product Process
assessment assessment
Authentic
Assessment
Task
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Poems, essays, Projects in
song, Science, TLE,
composition, art Math
work
Examples of
Product
Assessment
Focusing the
microscope Micro
Dance
Performance Teaching
Examples of
Process
Assessment
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Figure 10. Examples of process assessment
Among the three types of given below, the assessment/evaluation portfolio is the one that to our
concern on assessment of learning. An assessment / evaluation portfolio can come in an electronic
/digital (e-portfolio) or in manual form,
Assessment/
Evaluation
Portfolio/e-
portfolio
Best work/
Development / Showcase /
Growth Portfolio Display/
/ e-portfolio Portfolio / e-
portfolio
Types of
Portfolio/ e-
portfolio
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Figure 11. Types of Portfolios
You need a rubric for a reliable scoring of products or processes or a portfolio of these products
and processes. If you intend to give a single score on the student, you use a holistic rubric. T, On
the other hand, you wish to give specific scores on the different criteria for every dimension of
the product or process or portfolio, you use an analytic rubric.
Analytic
Holistic
Rubric used
to assess
product or
process
(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still study your
Cooperating Teacher lesson plans for the week. This may also be done face-to-face or online.
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2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase of
the lesson, e.g. contribute/formulate assessment tasks, supervise students as they do assessment
tasks.\
NOTICE
1. Take notice of: The alignment of the different assessment task/is both paper and-
pencil (traditional) and non-paper -and-pencil tests (authentic) used to assess the
learning outcomes
• the quality of both traditional and authentic assessment tasks used if
constructed), accordance with principles of test construction/assessment task
development,
• the students' comments/reaction /response/behavior while doing both
traditional an authentic assessment tasks
• the CT's comments/reaction /response/behavior while giving both traditional and
authentic assessment tasks
• the assessment tasks Used for formative purposes (to ensure lesson
understanding. and mastery) and for summative (grading) purposes your own
feelings and thoughts as you assisted your CT:
- formulate the assessment tasks.
- administer the assessment.
ANALYZE
2. Did teacher make use of both traditional and authentic assessment tasks?
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3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
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4.Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
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6.Which assessment activity/activities did the students like more? like least?
Why?
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REFLECT
➢ How can I make the assessment process more meaningful to and more
acceptable to students?
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1. One thing / Some things that went well is/are in the development / use/ administration of
assessment tasks are ..
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2. One thing / Some things is/are that did not go very well in the development use / administration
of assessment tasks are.
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REFLECT
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ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on . ______________________________________________or view video
on________________________________________________________________.
PLAN
1. Teacher C made her students write a paragraph about their favorite food to check their; ability
to pronounce words correctly; her intended learning outcome. Is the assessment task aligned with
the assessment task?
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A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome. "To illustrate the principle of law and demand with a
concrete example." Which assessment task is aligned with the learning outcome?
D. Is the law of supply and demands true at all times? Support your answer.
A. Yes.
B. Somewhat
C. No.
D. Yes, it is specific.
4. For the course on Practice Teaching/Teaching Internship, the College Supervisor of student
teachers required each student intern to compile his/her lesson plans with comments from their
Cooperating Teachers and to write their reflections and lessons learned. Which type of
assessment are the student interns required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students' project against 5 criteria which she explained to her students before
they worked on their projects. Which type of rubric did Teacher use to assess her students'
work?
A. Holistic rubric
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B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric
❖ WORK ON MY ARTIFACTS
• Compile samples of traditional and authentic assessment tasks used in the classes
you observed. Include your annotations/ improvements on the assessment tasks.
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