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ELC 102 Learning Episode 17

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11 views15 pages

ELC 102 Learning Episode 17

Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 15

Using Traditional and Authentic Types of Assessment Formative

Learning Episode 17
and Summative Purposes

To have a meaningful and successful accomplishment in this FS episode, be sure to read


through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need to do before working on this episode.

TARGET Your Intended Learning Outcome

At the end of this Learning Episode, I must be able to

➢ Determine if an assessment task is aligned to the intended learning outcome.


➢ Evaluate traditional and authentic assessment task in the light of the principles of
test construction.
➢ Identify a problem related to traditional and authentic assessment for an action
research.

Introduction

The essence of outcome-based, teaching-learning (OBTL) is the alignment of


learning content, teaching, teaching and learning activities, and assessment task/s with intended
learning outcomes. OBTL includes assessing students’ learning to determine if the learning
outcomes set at the beginning of the lesson, chapter or unit have been attained. Depending on the
learning outcome to assess, the assessment task that teacher formulates can be a traditional
assessment task or an authentic assessment task.

Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.
Field Study 2 1
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).

Field Study 2 2
Traditional Authentic
assessment/ assessment/
Paper- and- pencil Non-pare-and
taste pencil test

Types of
Assessment
Task

Figure 4. Types of Assessment according to kind of task required of a learner

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

Figure 5. Type of Paper-and pencil test / Traditional Assessment

Types of Paper- and – Pencil Test / Traditional Test

Field Study 2 3
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

Figure 6. Examples of Selected- response type of test

Short
Easy
answer type

Problem
Completion
Solving
Supply Type

Figure 7. Examples of Supply response type of paper- and- pencil

Field Study 2 4
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

Figure 8. Types of authentic assessment

Field Study 2 5
Poems, essays, Projects in
song, Science, TLE,
composition, art Math
work

Examples of
Product
Assessment

Figure 9. Examples of product assessment

Focusing the
microscope Micro
Dance
Performance Teaching

Examples of
Process
Assessment

Field Study 2 6
Figure 10. Examples of process assessment

Portfolio falls under authentic assessment. A portfolio is a purposeful collection of selected


significant samples of students work companied by clear criteria for performance which prove
student effort, progress or achievement in a given area or course. It is direct evidence of
learning. It is not a mere collection of a student 's work nor a mere work folder which serves as
a receptacle for student’s work. It is an intentional collection of students’ work guided by learning
outcomes accompanied by the students’ reflections.

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

Field Study 2 7
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

Figure 12. Types of Scoring Rubric

Participate and Assist

(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.

Field Study 2 8
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

1. Are the assessment tasks aligned with the learning outcomes?


___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Did teacher make use of both traditional and authentic assessment tasks?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

Field Study 2 9
3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?

______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

4.Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?

______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

5. Where were assessment results students better - in the results of traditional


or authentic assessment?

______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

6.Which assessment activity/activities did the students like more? like least?
Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________

Field Study 2 10
REFLECT
➢ How can I make the assessment process more meaningful to and more
acceptable to students?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________

WRITE ACTION RESEARCH PROMPTS


OBSERVE

1. One thing / Some things that went well is/are in the development / use/ administration of
assessment tasks are ..
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. One thing / Some things is/are that did not go very well in the development use / administration
of assessment tasks are.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Field Study 2 11
REFLECT

This part of the assessment process went well because


….______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

This part of the assessment process did not go well because….

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

ACT

To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on . ______________________________________________or view video
on________________________________________________________________.

PLAN

To help improve assessment practice, I would like to conduct an action research on


_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________

CHECK FOR MASTERY


Direction; Select the letter of the correct answer.

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?

Field Study 2 12
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?

A. Give a concrete example to illustrate the principle of law and demand.

B. Illustrate with a diagram the law of supply and demand.

C. Chat is the law of supply and demand? Explain.

D. Is the law of supply and demands true at all times? Support your answer.

3. Here is a completion test: is an example of an invertebrate. Is the completion test in


accordance with the principles of test construction?

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

Field Study 2 13
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.

Field Study 2 14
Field Study 2 15

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