Chapter 4

AUTHENTIC
ASSESSMENT:
MEANING,
METHODS AND
TOOLS

Ms. Diana Hernandez

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 "On assessment, measure what
you value instead of valuing only
what you can measure."
-Andy Hargreaves
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 Learning Outcomes
At the end of the Chapter, the student should be able to:
 explain the meaning of authentic assessment and non-test
assessment;
 give example of transversal competencies;
 state the 21st Century skills bassed on P-12 Framework;
 describe the features of authentis assessment and 21 st
Century assessments' and
 discuss the complementary relationship of authentic and
traditional asessments.
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 The first three-unit course on assessment
dwelt on traditional assessment. This course is
focused on authentic assessment which also
referred to as performance assessment or
alternative assessed Others refer to it also as non-
test assessment because it is a departure from
the use only of written tests to assess learning.
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 Authentic Assessment
Authentic assessment is a “form of
assessment in which are asked to perform real-
world tasks that demonstrate meaningful
application of essential knowledge and skills....
(Mueller, 2011)
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 Authentic Assessment
Wiggins (1987) says it is... engaging in W questions of
importance in which students must use knowledge to fashion
performances effectively and creatively. The tasks are either replicas
of or analogous to the kind of problems faced by adult citizens and
consumers or professionals in the field. "Stiggins (1987) claims that
authentic assessments "call upon the examinee to demonstrate
specific skills and competencies, i.c., to apply the skills and
knowledge they have mastered."
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 Authentic Assessment
Mueller (2008) compares traditional assessment and
authentic assessment. Study the Table below:
Attributes Traditional Assessment Authentic Assessment
1. Action/Option Selecting a response Performing a task
2. Setting Contrived/Imagined Simulation/Real-life
3. Method Recall/Recognition Construction/Application
4. Focus Teacher-structured Student-structured
5. Outcome Indirect evidence Direct evidence

Table 3. Comparison of Traditional and Authentic Assessment

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 Based on the definitions of authentic
assessment and table comparing traditional and
authentic assessments given above, we can say that
moving from traditional to authentic assessment is
like going from “knowing” to “showing”.
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 Non-Test Assessment of Learning
Non-test assessment is an alternative assessment in
the sense that it diverts from the paper-and-pen test, which is
the only test known to many. It is an assessment that
measures students' abilities directly with real tasks. These are
tests that do not force the students to give their responses
but rather allow the students to manifest their acquired
knowledge and skills from the subject though means other
than written tests.
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 Non-Test Assessment of Learning
Non-test assessment also refers to formative
assessment which is an on-going process to give feedback to
students to increase their competence. It is an informal,
impromptu feedback, or marginal comments on students'
drafts. Non-test assessment does not give fixed judgment or
record results.
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 Examples of non-tests are:

Portfolio - A purposeful collection of students' works

that exhibit the student's efforts, progress, and achievements; or
more areas of the curriculum.
Teacher Observation - The teacher observes the student
while they work to make certain the students understand the
assignment and are on task. Example: Cooperative learning
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 Examples of non-tests are:

Slates or Hand Signals - Students use slates or hand

signals as a means of signaling answers to the teacher Example:
Review questions – write answers and hold up slate

Daily Assignments - The student completes the work

assigned on a daily basis to be completed at school or home.
Example: Worksheets or research.
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 Examples of non-tests are:

Journal - Students write daily on assigned or personal

topics. Example: What do your you remember most in yesterday's
lesson?

Games - Teachers utilize fun activities to have students

practice and review concepts. Example: Science trivia
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 Examples of non-tests are:

Journal - Students write daily on assigned or personal

topics. Example: What do your you remember most in yesterday's
lesson?

Games - Teachers utilize fun activities to have students

practice and review concepts. Example: Science trivia
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 Examples of non-tests are:

Projects - After students are taught the basics of

triangles, such as types, congruence, proofs, and similarity, each
student is asked to create a poster, drawing, or personal
adornment such as a fingernail design, piece of jewelry, or tattoo
that uses at least two different triangular shapes. A beautiful
product is that which displays symmetry.
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 Examples of non-tests are:

Debates - The students take opposing positions on a

topic and defend their position. Example: The pros and cons of
environmental legislations.

Checklist - The teacher will make a list of objectives that

students need to master and then check off the skill as we
students masters it.
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 Examples of non-tests are:

Cartooning - Students will use drawings to depict

situation and ideas. Example: environmental issues

Models - The students produce a miniature replica 01

given topic. Example: planetarium

Notes - Students will write a summary of the less

Example: outline of the day's lesson.
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 Examples of non-tests are:

Panel Discussion - A group of students verbally

present information. Example: A discussion presenting both pros
and cons of the environmental issues.

Demonstrations - Students present a visual

enactment of particular skill or activity. Example: proving that air
has weight.
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 Examples of non-tests are:

Problem-solving - You are teaching a unit in physics;

on levers. To test your students' knowledge, you give a no worksheet
focusing on type of levers and forces. Use Simp objects to build
levers; propose a problem with various simp items (ruler, etc.); give
students a scenario that involves a large stone that must be carried
across the street with only one person to help how can you do this?

Discussions - Students in a class verbally interact on a

given topic. Example: Discussion on climate change.
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 Authentic Assessment Complements
Traditional Assessment
With authentic assessment, you may be made to think
that we now have to junk traditional assessment. Authentic
assessment and traditional assessment complement each
other. So assessment is not a matter of “either-or". It is not a
case of either you use traditional or authentic. It is a matter of
"both-and”. Both traditional and authentic assessments are
necessary.
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 Authentic Assessment Complements
Traditional Assessment
Self-System
Beliefs About the Beliefs about Emotion Associated
Importance of with Knowledge
Efficiency
Knowledge
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 Authentic Assessment Complements
Traditional Assessment
Metacognitive System
Specifying Monitoring the Monitoring Monitoring
Learning Goals Execution of Clarity Accuracy
Knowledge
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 Authentic Assessment Complements
Traditional Assessment
Knowledge Domain

Information Mental Procedures Physical Procedures

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 Figure: 9. Designing a taxonomy of educational
objectives, Thousand Oaks, CA: Corwin Press
The cognitive system processes all the necessary
information and the knowledge which consists of information,
mental procedures and physical procedures. The
metacognitive system sets goals and keeps track of how well
these goals are being achieved and the self-system decides
whether to continue the current behavior or engage in a new
learning activity.
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 The knowledge domain which is basic in authentic
assessment is the subject assessed by traditional methods. Marzano
states:
Knowledge is a critical factor in thinking. Without sufficient
information about the subject being learned, the other systems have
very little to work with and are unable to engineer the learning
process successfully.... Knowledge is the fuel that powers the
thinking process. Marzano, identifies three categories of knowledge:
information, men procedures, and physical procedures. ...
information IS" "what" of knowledge and procedures are the "how-
to.
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 Instruction, however, must move beyond the
accumulation and assessment of knowledge. Learners must
be made to ap the knowledge learned. Unfortunately,
however, instruction traditional classrooms rarely moved
beyond the accumulation of knowledge – the what, who,
where and when – leaving the learners with “a mental file
cabinet full of facts, most of which were quickly forgotten
after the final test.” (Marzano, 2007)
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 Philosopher Gilbert Ryle has the same line of thinking with
Marzano. Ryle distinguishes knowing how (technical ability) from
knowing that (facts and propositions), and knowing what
(acquaintance with things and persons). Ryle asserts that knowing
that (some fact) is empty intellectualism without knowing how to
make use of the fact. Effective possession of a piece of knowledge
(museum possession of knowledge) involves knowing how to use
that knowledge, when required, for the solution of other theoretical
or practical problems (workshop-possession of knowledge). For true
learning, learners must not only have a museum possession of
knowledge but also workshop-possession of knowledge.
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 Even the P21 Framework for 21st Century Skills has
basic knowledge and skills (the 3 Rs) and the 21st Century
themes (global awareness; financial, economic, business and
entrepreneurial literacy; civic literacy; health literacy) as
foundation for the 21st Century skills, namely: learning and
innovation skills, information, media and technology skills, life
and career skills.
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 Figure 10. Partnership for 21st Century Skills Framework
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 This means that basic knowledge and skills cannot be
dispensed with and so traditional assessment, which assesses basic
knowledge and skills, is here to stay. Traditional assessment
complements non-traditional or authentic assessment.
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 Non-Test Indicators
Academic tests are typically relied upon to assess the
performance of students in educational tasks. Since schools
charged with the major responsibility for preparing students with
the major responsibility for preparing students to perform these
tasks, academic tests are also used to evaluate whether and to
what extent school programs have achieved their goals. The use
of a single form of measurement (e.g., pencil-and paper-tests) to
monitor learner development or the performance of educational
programs, however, may be less reliable.
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 Non-Test Indicators
Moreover, if cognitive development is the only intended
effect of school programs that is emphasized, as it is done when
academic tests alone are used to assess performance, many
significant areas of development that schools can and do effect will be
neglected. These other significant areas include career development,
health and personal safety, interpersonal relations, civic development,
ethical development and so on. For these reasons, diverse kinds of
feedback on a wide range of educational results are needed to ensure
that the educational system is meeting the needs of both
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individuals and society.

 Non-Test Indicators
Schools ought to teach and assess learners not only
cognitive skills but also other skills for them to lead
productive, successful and fulfilled lives in the 21st Century.
Schools must therefore teach transversal competencies. These
transversal competencies are much more than mere
information, knowledge of mental and physical skills in the
knowledge domain of Marzano’s taxononomy).
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 Transversal Competencies
Transversal competencies are competencies to are
transferable between jobs that is why they are al called transferable
competencies. People use to them experience, soft skills, emotional
intelligence. employability skills. They are not job and sector-specific
skills. They are a set of competencies related to attitudes and values
(knowing how to be) and procedures (know how). They can
transferred from one specific task to another. They can be used in a
wide variety of situations and settings.
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 Transversal Competencies
These transversal competencies cross over specific job and
make people function better in any job. Learning transversal
competencies puts every graduate of any educational program at an
advantage future. In 2008, Fisch, et al wrote: “We are currently
preparing students for jobs that don't yet exist ...using technologies
that haven't been invented... in order to solve problems we don't
even know are problems yet.” (Fisch, McLeod, & Brenman, 2008)
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 Below is the list of transversal competencies that the
2013 Asia-Pacific Education Research Insitutes Network (ERI-
Net) researched on and reported on in its Phase 1 Regional
Synthesis Report.
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 Critical and Innovative Thinking
• Creativity - It is the ability to use a wide range of creation
techniques (such as brainstorming) to create new and
worthwhile ideas (both incremental and radical concepts)
as well as observable creations (such as artworks and
performances). This includes the skills necessary to
elaborate, refine, analyze and evaluate their own creations
in order to improve and maximize creative efforts.
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 Critical and Innovative Thinking
• Application Skills - This refers to skills necessary to
implement innovations. This includes the ability to act on
creative ideas to make a tangible and useful contribution to
the field in which the innovation will occur.
• Reflective Thinking - This is the ability to reflect
critically on learning experiences and processes in order to
inform future progress.
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 Critical and Innovative Thinking
• Reasoned Decision Making - It is the ability to use
various types of reasoning (inductive, deductive, etc.) as
appropriate to the situation, to effectively analyze and
evaluate evidence, arguments, claims and beliefs in making
judgments and decisions
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 Interpersonal Skills
• Communication Skills - These include the ability to
articulate thoughts and ideas effectively using oral, writ
skills and nonverbal communication skills in a variety of
forms and contexts.
• Organization Skills - These refer to skills such as general
Organizational organizing, team administration, planning,
time skills management, coordinating resources and
meeting deadlines.
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 Interpersonal Skills
• Teamwork - It refers to skills necessary to be able to
work with others towards a common goal. These include
the ability to negotiate, follow an agenda, and make group
decisions.
• Collaboration- It is the ability to work effectively and
respectfully with diverse teams, including the skills
Collaboration necessary to exercise flexibility and
willingness to be helpful in making necessary
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• compromises to accomplish a common goal.

 Information and Media Literacy
• Ability to obtain locate and access appropriate
information through ICTs - This refers to skills
required to identify, locate and access appropriate
information sources and analyze information (including
assembling knowledge and information in cyberspace), and
interpret this information and through ICTS draw
conclusions based on analysis.
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 Information and Media Literacy
• Ability to critically evaluate information and
media content - This refers to the skills required to
evaluate the quality, appropriateness and value of the
evaluate literacy information, as well as its sources
information.
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 Information and Media Literacy
• Ethical use of ICTS - This refers to the skills required
and the ability to apply a fundamental understanding of the
ethical/legal issues surrounding the access and use of
information technologies.
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 Global Citizenship
• Respect for Diversity - This includes the skills to
understand, negotiate and balance diverse views and beliefs
to reach workable solutions, particularly in mulli-cultural
environments.
• Intercultural Understanding - This refers to respecting
cultural differences and work effectively with people from a
range of cultural backgrounds, and responding open
mindedly to different ideas and values.
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 Global Citizenship
• Democratic participation - This refers to skills
necessary participating effectively in civic life through
knowing how to stay informed and understanding
governmental processes. This includes the skin exercising
the rights and obligations of citizens at the local, state,
national and global level.
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 Table 4. Transversal Competencies
Transversal competencies are the 21st Century skills
found in several frameworks. See Table 5 below.
Research-based P21 Framework NCR Framework ATC 21 Framework
construct terminology terminology terminology
Critical Thinking Learning and Cognitive – Ways of thinking –
innovation – critical critical thinking critical thinking,
thinking problem-solving, and
decision-making
Collaboration Learning and Interpersonal – Ways of thinking –
innovation – complex communication and
communication and communication, collaboration
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collaboration social skills,

teamwork
 Table 4. Transversal Competencies
Transversal competencies are the 21st Century skills
found in several frameworks. See Table 5 below.
Research-based P21 Framework NCR Framework ATC 21 Framework
construct terminology terminology terminology
Creativity Learning and Cognitive – non- Ways of thinking –
innovation – creativity routine problem creativity and
and innovation solving innovation
Motivation Learning and Intrapersonal – Living in the world –
innovation – initiative, self-development, adaptability, flexibility,
flexibility adaptability self-direction
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 Table 4. Transversal Competencies
Transversal competencies are the 21st Century skills found in
several frameworks. See Table 5 below.
Research-based P21 Framework NCR Framework ATC 21 Framework
construct terminology terminology terminology
Metacognition Learning and Interpersonal – Ways of thinking –
innovation – self- self- metacognition or
direction, productivity management, learning to learn
self-regulation
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 Table 5. Mapping of 21st Century Skills Framework
Features of Authentic/ Performance Assessment
Here are some features of performance/authentic
assessment (Hambleton, 1996):
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 1. An emphasis on ‘doing ‘open-ended activities for which
there is no correct, objective answer and that may assess higher
thinking – In many performance assessments, there is no correct
objective answer unlike in a true-false test or multiple choice test. For
example, there is no one correct answer when a student comes up
with a painting, designs science project, delivers “I Have a Dream” of
Martin Luther King, writes a research report, presents and defends
the same before a panel. In performance/authentic assessment,
students have choice to construct their own responses. This may pose
greater challenge for scoring for teachers as compared to scoring
traditional assessment but may give opportunity for students to
develop higher-level thinking skills.
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 2. Direct methods of evaluation -
Authentic/Performance assessments use direct method such
as judging demonstration of a dance step, oral presentations
to assess speaking rather than asking students to enumerate
the dance steps in order to describe good oral presentation in
a paper-and pencil test.
3. Self-assessment - In authentic/performance
assessment, students may be given the opportunity to assess
their performance with the use of scoring rubrics.
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 4. Assessment of group performance as well as
individual performance - Some performance/authentic
assessments evaluate how students perform individually and
how they perform as a group. A group may be directed to
come up with a capstone project. They may evaluate for the
group's output (the capstone project) and individually for the
individual member's contribution.
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 5. Extended period of time for assessment - In
contrast to traditional assessment, performance/authentic
assessment usually requires an extended period. In traditional
assessment, a written test may require an hour or less but the
completion of a research paper may require months and may
be evaluated monthly to check on students' progress.
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 Characteristics of 21st Century Assessment
The characteristics of 21st century assessment are
essential guide for preparation of authentic assessment
activities. It is necessary to refer to these characteristics to
ensure that the learners are being assessed towards the skills
and demand of the 21st century. Find out if the characteristics
of 21" century assessment given here are in parallel with the
features of authentic assessment given above.
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 Characteristics of 21st Century Assessment
 Responsive – Visible performance-based work (as a result
assessment) generates data that inform curriculum de instruction.
 Flexible – Assessment needs to be adaptable to students’
settings. Rather than the identical approach that works traditional
assessment, 21st century approaches are more versatile.
 Integrated – Assessments are to be incorporated into the day-to-
day practice rather than as add-ons at the end of instruction or
during a single specified week of the school calendar.
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 Characteristics of 21st Century Assessment
 Informative – The assessment results give information on
whether or not the desired and targeted 21st century skills which
are clearly stated and explicity taught are realized. Multiple
 Methods – An assessment continuum that includes a spectrum
of assessment strategies is the norm.
 Communicated – Communication of assessment data is clear
and transparent for all stakeholders.
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 Characteristics of 21st Century Assessment
 Technically Sound – For fairness, adjustments and
accommodations are made in the assessment process to meet
students’ needs.
 Systematic – 21st century assessment is part of a comprehensive
and well-aligned assessment system that is balanced and inclusive
of all students, constituents, and stakeholders and designed to
support improvement at all levels.
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 Authentic Assessment: Process-oriented or Product-oriented
Authentic assessment is performance · assessment. The
performance can be process-oriented or product-oriented. The
learner is made either to demonstrate the skill or the process learned
or show the product of the application of learned knowledge and
skills. An example of a process-oriented assessment is demonstrating
the skill of note reading or the skill asse of conducting the singing of
the Philippine National Anthem the Music class. An example of a
product-oriented assessment a PowerPoint presentation, a position
paper or a poem composed.
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 Process-oriented Assessment
Learning outcomes in the form of procedural
knowledge require demonstration of the process or
procedure. They call for a process-oriented assessment,
Below are examples of learning outcomes that fall
under process-oriented assessment. These are lifted from the
K to 12 Curriculum Guide and course syllabi on Principles and
Methods of Teaching and Assessment in Learning 1 and 2.
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 Process-oriented Assessment
 Recite a poem with feeling using appropriate 'voice quality,
facial expressions and hand gestures - English, Grade 5
 Perform a skit on the importance of a national language -
Mother Tongue, Grade 3
 Relate story events to one's experience – Mother Tongue –
Grade 3
 Naisasagawa ang sistematikong pananaliksik tungkol sa
paksang tinalakay - Filipino - Grade 7
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 Process-oriented Assessment
 Use the appropriate reading style (scanning, skimming,
speed reading, intensive reading for one's purpose)
English-Grade 8
 Graphs linear inequalities in two variables - Mall, Grade 8
 Demonstrate the generation of electricity by moveme of a
magnet through a coil - Science, Grade 10
 Sings themes or melodic fragments of given Classic period
pieces - Music, Grade 9
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 Process-oriented Assessment
 Sings Medieval chant, troubadour song, madrigal, chorale
and selections from oratorio with correct pitch and rhythm,
expression and style; - Music, Grado
 Shows skills in creating a linoleum, rubber or wood cut
print with the proper use of carving tools – Art, Grade 5
 Executes the skills involved in the dance - PE 9
 Applies correct techniques to minimize risk of injuries - PE.
Grade 10
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 Process-oriented Assessment
 Demonstrates proper response before, during, and after a
disaster or an emergency situation - Health, 9
 Practices proper self-care procedures – Health, Grade 5
 Demonstrates appropriate first aid for common injuries. or
conditions - Health, Grade 5
 Demonstrates various stress management techniques that
one can use every day in dealing with stress - Health, Grade
7
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 Process-oriented Assessment
 Demonstrates coping skills in managing loss and grief :-
Health, Grade 7
 Defends written research report - Practical Research 2,
Grade 12
 Use the Internet as a tool for credible research and
information-gathering - Empowerment Technologies. Grade
12
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 Product-Oriented Assessment
Students' performance may lead to a concrete
product. These students' products are the concern of product-
oriented authentic assessment. Below are examples of
learning outcomes that fall under product-oriented
assessment. These are lifted from the K to 12 Curriculum
Guide and course syllabi on Principles and Methods of
Teaching and Assessment in Learning 1 and 2.
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 Product-Oriented Assessment
 Creates original tie-dyed textile design by following the
traditional steps in tie-dyeing using one or two colors. - Art
4
 Prepares a physical activity program - PE, Grade 8
 Writes coherent review of literature - Practical Research 1,
Grade 11
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 Product-Oriented Assessment
 Creates an original or derivative ICT content using online
creation tools, platforms, and applications to effectively
communicate messages related to specific professional
tracks Empowerment Technologies, Grade 12
 Creates an original or derivative ICT content to effectively
communicate or present data or information related to
specific professional tracks. - Empowerment Technologies,
Grade 12
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 Product-Oriented Assessment
 Makes a lesson plan following the inductive lesson
development - Principles of Teaching College of Education
 Formulates multiple choice test items aligned to the
learning outcomes - Assessment in Learning 1 Develops a
scoring rubric for an oral defense of 3 research paper -
Assessment in Learning
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 Figure 11 gives additional examples of process
performance and product performance that are assessed with
rubrics.
Types of Performance Example

Processes Playing a musical instrument

Physical skills Doing a forward roll
Use of equipment Preparing a slide for the microscope
Oral communication Making a speech to the class
Work habits Reading aloud
Conversing in a foreign language
Working independently
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 Types of Performance Example

Products Wooden bookshelf

Constructed objects Set of welds
Written essays, themes, Handmade apron
reports, term papers Watercolor painting
Other academic products that Laboratory report
demonstrate understanding of Laboratory report
concepts Term paper on theatrical conventions in
Shakespeare's day understanding of
concepts Model or diagram of a structure
(flower, planetary system)
Concept map
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 DepEd's Emphasis on Performance Assessment
DepEd Order S. 2015-08 includes 3 components of
summative assessment: 1) written work, 2) performance tasks,
and 3) quarterly assessment. The quarterly assessment
consists of objective tests (written), performance-based
assessment or a combination thereof.
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 DepEd's Emphasis on Performance Assessment
For the performance task component, the same DepEd
Order states:
They (students) may create or innovate products or do
performance-based tasks. Performance-based tasks me
include skills demonstration, group presentation, oral work
multimedia presentation and research projects. Written
output is also considered as performance task.
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 Among the 3 components of DepEd's summative
assessment, performance tasks contribute the most, from 40%
to 60% to student's quarterly grade. This is true to grade. This
is true to junior high school (Grades "10) and senior high
school (Grades 11-12). Obvious. puts greater weight on
performance task.
DepEd's assessment policy and practice is backed by
experts in assessment. Authentic assessment is a “form
assessment in which students are asked to perform real-world
taal that demonstrate meaningful application of
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essential knowledge and skills.... (Mueller, 2011)

 G - oal
R - ole
A - udience
S - ituation
P - roduct
S - tandards and Criteria Indicators
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 How do you come with a performace task guided by GRASPS?
GOAL - Provide a statement of the task.
- Establish the goal of the task; state the
problem, challenge or obstacle in the task.
ROLE - Define the role of the students in the task.
- State the job of the students for the task.
AUDIENCE - Identify the target audience within the context of
the scenario.
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 How do you come with a performace task guided by GRASPS?
SITUATION - Explain the situation. What's the context? What
is the challenge?
PRODUCT - Clarify what the students will create and why
they will create it.
STANDARDS and CRITERIA - Identify specific standards for
success. Give rubric to the students or develop them with the
students.
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 Here is an example for a Science class.
Goal - Instill health-consciousness among the young by
particularly paying attention to their eating habits.
Role - You are officers of Health Club and one of your
objectives as a club is to promote health consciousness among the
students.
Audience - Your brochure is intended for all high school
students in your school.
Situation – Most high school students are fond of junk foods,
soft drinks. A big number of students are obese and underweight.
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 Guidelines for Performance Assessment
Airasian & Russell (2008) cited four issues that must be
considered in the use of performance assessment, namely: 1).
establishing a clear purpose; 2) identifying observable criteria:
3) providing an appropriate setting; and 4) judging or scoring
the performance.
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 Guidelines for Performance Assessment
Establishing a clear purpose - What is the purpose of the
performance assessment - to assign a grade, to evaluate student's
progress, to generate products to be included in a learning portfolio,
or to provide student's sample of work for college admission?
Identifying observable criteria - These criteria of good performance
are made clear to students at the beginning in the teaching-learning
process to help them focus on their learning. These observable
criteria also help the teacher or any one assessing for that matter
make his/her observations more systematic and focused.
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 Guidelines for Performance Assessment
Providing an appropriate setting - Will you observe the target
behavior in a natural setting like observing a Student Teacher teach as
he/she teaches in a real classroom or observe her in an announced
and prepared demonstration teaching with her classmates acting as
students? Assessment experts' advice is “As a rule of thumb, it is a
good idea to observe the student on more than one occasion,
because a single performance might not fairly represent student
knowledge or skill.” (Santrock, 2009)
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 Guidelines for Performance Assessment
Judging or scoring the performance - To judge or score the product or
the process/behavior demonstrated, a scoring rubric is a must, to
ensure objectivity of scoring. You will learn how to make a scoring
rubric in the next Chapter.
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 REVIEW FOR MASTERY
1. What is authentic/performance assessment? non-test assessment?
2. What are transversal competencies? Give examples.
3. State the 21" Century skills based on P-21 Framework.
4. Describe the features of authentic assessment and 21st Century
assessment.
5. Authentic/performance and traditional assessments are
complementary. What does it mean?
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6. What does the acronym GRASPS stand for?

 COLLABORATE
1. Choose at least 3 competencies from the examples of learning
competencies that are concerned with process and product in this
Chapter. Describe how you are going to assess each.
2. Formulate one competency that can be subjected based
assessment and another competency for process assessment.
Describe how you will assess each competency. Exchange output with
a classmate and ask him/her to comment on the alignment of the
assessment task/tool Wu the competency. Confer with each other.
Share your evaluation comments with the class.
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 3. Authentic assessment complements traditional assessment.
Illustrate this idea graphically. You are encouraged to use a. comic
strip or a mathematical equation. Present and explain
4. Group yourselves by 5. Study your College/University grading
system. Does your grading system include traditional and product
assessment?
5. How will you ensure that the learners are being assessed on the
skills and demands of the 21st Century?
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 6. What is the primary purpose of non-test assessment? In groups of
four members each, share your answer on the question, “Which non-
test tool/s is/are effective for differentiated? Justify your answer/s.
7. Do you welcome non-test assessment? Why?
8. With a partner, share your answers to the following questions:
a) How relevant are the transversal competencies in the 21 st
century field of work?
b) How can teachers help learners develop transversal
competencies?
9. As a group, come up with a performance assessment tool
following the acronym GRASPS.
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 CHECK FOR UNDERSTANDING
1. Which statement on assessment is CORRECT?
a. Authentic assessment is synonymous to performance assessment.
b. Traditional assessment is the same as performance assessment.
c. Authentic assessment consists only of process-oriented the
assessment. et
d. Authentic assessment consists only of product-oriented
assessment.
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 CHECK FOR UNDERSTANDING
2. Which statement is FALSE?
a. Authentic assessment and traditional assessment complement
each other.
b. Authentic assessment because it is performance-based does not
need to be complemented by traditional assessment.
c. DepEd's grading system includes both traditional and authentic
assessment.
d. DepEd's grading system puts more weight on
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performance assessment.
 CHECK FOR UNDERSTANDING
3. Which learning competency can be measured by traditional
assessment?
a. Enumerate at least 5 traits of a person with a growth mindset.
b. Demonstrate lesson development using the inductive method.
c. Serve a well-balanced breakfast.
d. Prove that plants grow toward the light.
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 CHECK FOR UNDERSTANDING
4. Which learning competency is most appropriate for traditional
assessment?
a. Prepare a brochure to inform tourists of the tourist Po attraction in
your locality
b. Conduct research on students' level of motivation
c. Focus the microscope under but l.p.o and h. p.o in 15 seconds
d. Distinguish between hypotonic and hypertonic solution.
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 CHECK FOR UNDERSTANDING
5. Which is a product-based assessment?
a. A PowerPoint presentation
b. Dancing tango
c. Focusing the microscope
d. Demonstration teaching
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 CHECK FOR UNDERSTANDING
6. Which is an example of process-based assessment?
a. Cleaning tools after use
b. A research paper
c. An apron from a Home Economics class
d. A Capstone project
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 CHECK FOR UNDERSTANDING
7. Which assessment task measures one of the learning outcomes of
this Chapter - explain what authentic assessment is?
a. What is authentic assessment? Explain in not more than 2
sentences.
b. Completion type of test
c. Multiple choice type of test
d. Alternate response type of test
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 CHECK FOR UNDERSTANDING
8. Which assessment task measures one of the learning outcomes of
this Chapter - explain the complementary relationship of authentic
and traditional assessment?
a. Formulate examples of each type of assessment - authentic and
traditional.
b. Which is better – authentic or traditional assessment? Explain.
c. Justify the use of traditional assessment.
d. What does the complementary relationship between traditional
and authentic assessment mean? Explain in not more than
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three sentences.
 CHECK FOR UNDERSTANDING
9. Teachers who teach Physical Education (P.E.) cannot use traditional
assessment, because of the nature of their subject. Do you agree?
a. Yes.
b. No.
c. It depends on the teacher.
d. Teacher can use both traditional assessment for basic concepts and
authentic assessment for performance.
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 CHECK FOR UNDERSTANDING
10. Which statement on assessment is CORRECT?
a. Authentic assessment is a very new concept.
b. Traditional assessment is better than authentic assessment
because it is more specific.
c. Authentic assessment refers to products of students as evidence of
learning.
d. Paper-and-pencil tests complement product-based and process-
based performance assessment.
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 CHECK FOR UNDERSTANDING
11. Mr. Edel, a Grade 5 teacher, discovers that one of his pupils can
creatively draw. Which non-test activity will Mr. Edel. employ to
assess the pupil's creativity?
a. Cartooning
b. Project
c. Models
d. Games
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 CHECK FOR UNDERSTANDING
12. During the COVID-19 pandemic, many classes are conducted
virtually. Which type of non-test assessment below is most
convenient to use?
a. Learning Centers
b. Study Guides
c. Demonstrations
d. Panel Discussion
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 CHECK FOR UNDERSTANDING
13. What is TRUE of the acronym GRASPS?
a. It is one way of assessing learning in an authentic setting
b. It excludes recall and comprehension skills.
c. It focuses only on creating skill.
d. It is far from being real.
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 KEY TAKEAWAYS
We are not content with assessing basic knowledge and
skills only. We also need to assess the genuine proof of the
understanding of these basic knowledge and skills by way of
authentic/performance assessment. Thus, traditional assessment and
authentic/performance assessment complement each other.
Authentic assessment includes assessing transversal competencies
needed in the 21st Century. These are transferable competencies that
are beyond mere information, knowledge of mental and physical skills
in the knowledge domain of Marzano's taxononomy.
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 KEY TAKEAWAYS
GRASPS (the acronym for Goal, Role, Audience, Situation,
Product, Standards and Criteria) is one form or technique for
authentic assessment.
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 REFLECT
1. To which type of assessment have I been subjected more as a
student – traditional or authentic? Was I happy about it? As a future
teacher and after a lesson on authentic assessment, will I repeat my
assessment experiences as a student or improve on them? Explain.
2. Book author, Andy Hargreaves, once said: “On assessment,
measure what you value instead of valuing only what you can
measure.” Any message?
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