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Week 2 Assessment in Learning 2

The document discusses different types of assessment including formative, summative, and authentic assessments. It explains that authentic assessments ask students to perform tasks that approximate real-world situations, unlike traditional assessments. The document also outlines characteristics of high-quality assessments, such as being valid, reliable, and fair, as well as current trends in assessment involving student involvement and using performance-based and technology-based methods.

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Cris Caluya
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
254 views

Week 2 Assessment in Learning 2

The document discusses different types of assessment including formative, summative, and authentic assessments. It explains that authentic assessments ask students to perform tasks that approximate real-world situations, unlike traditional assessments. The document also outlines characteristics of high-quality assessments, such as being valid, reliable, and fair, as well as current trends in assessment involving student involvement and using performance-based and technology-based methods.

Uploaded by

Cris Caluya
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Assessment in

LEARNING 2:
Authentic Assessment
Assessment

01
is an integral part of the teaching and
learning process.

02provide valuable information about


students’ learning.
01

Recap on slope and


introduction to distance

An introduction!
Assessment for Learning

teachers provide feedback to


students about their learning and how
to improve.
It is given before or during the
instruction.
Examples of Assessment for Learning

PADPreFo
Placement test - Entrance Exam
Aptitude test - Career Achievement Test
Diagnostic test - Strengths and Weaknesses
Pre-test - Predictive validity
Formative test - Quiz
Assessment of Learning

summative in nature, a way to


see what a student can do or to
evaluate students learning.

It is done at the end of the lesson.


Examples of Assessment of
Learning
Summat
Unit Test
ive Test
LET

Achievemen Final
t Test projects
Assessment as Learning
02
provide opportunity to students to monitor
their own learning.

Self directed form of learning.

Distance formula
Examples of Assessment as Learning

Metacognitio Self
n Reflection

CPD Discovery
Traditional Assessment and
Authentic Assessment

A traditional test (TT) asks a student to select or give a


response. An authentic assessment (AA) asks them to
perform a task. TT is contrived and time-bound
whereas AA is iterative. TT tests the recall and
recognition of information whereas AA calls for the
application of knowledge.
Traditional Assessment and
Authentic Assessment
Traditional Assessment
Traditional Assessment includes the paper-and-pencil
test. Paper-and-pencil tests are either the selected-
response type or constructed-response. This was the
focus of Assessment in Learning 1.
Authentic
Assessment
Authentic
Assessment
The term authentic assessment was coined by Grant Wiggins a leading
proponent of reform in testing. Assessment is termed authentic because
students’ knowledge and skill are assessed in a context that approximates the
real world or real life as closely as possible. The assessment requires student
performance that models realistic encounters in life in contrast to taking a
written test or writing an essay. That is why authentic assessment is likewise
called performance assessment, non-traditional assessmet and alternative
assessment.
Examples of Authentic
Assessment
• Student is able to dance • A pair of pants sewn
tango • Journal entries
• To dribble the ball • Writing samples
• To send an email • Art work
• To give a report in a class • Research paper
using PowerPoint • Videotaped interview
• To set up an experiment • Capstone projects
• Haiku composed
Norm and Criterion-Referenced
Assessment
Contextualized and Decontextualized Assessment
Establishing High Quality Assessments
1. Quality assessments are in accordance with contemporary view of
active learning motivation.

This means that learner discover and construct meaning; set, plan
and work to realize their goals; associate and link new information
with existing knowledge in meaningful ways; critically and
creatively; develop self monitoring skills; have positive expectations
for learning and confidence in their skills; are enthusiastically and
internally motivated to learn; apply what they learn to real-world
situations; and communicate effectively.
The message is clear. High quality assessment involve learners
in assessment process beginning with the setting of goals,
monitoring of their own learning and building self-confidence
because learners are intrinsically motivated to learn. High
quality assessments are not just a meaningless reproduction of
knowledge learned but linking information to other bits of
information meaningfully, while thinking critically and
creatively to apply what they learn to real world situations. In
short, high quality assessments are contextualized, not
decontextualized
2. Assessment of high quality is valid.

Assessment is valid if it measures what it is supposed to measure, i.e.,


how well the learning outcomes have been attained. A teacher must
be true to his/her intended learning outcomes, teaching-learning
activities and assessment is what John Biggs (2003) called
constructive alignment, the essence of outcome-based education.
3. Assessment of high quality is reliable

Assessment is reliable when the test produces consistent scores. If


you give a test-retest in Math and find out that those who got high
scores in the first take also got high scores in the second take of the
same test and those who got low scores in the first take also got low
in the re-test of the same test, then the assessment is reliable. If the
opposite happens such that those who scored high in the first take
got low scores in the re-test and that those who got low in the first
take scored high in the re-take, then the assessment is not reliable.
4. Assessment of High Quality is Fair

It is fair if it assess what it is supposed to be assessed as stated in the


learning outcome which is expected to have been taught. This is the
principle of constructive alignment in action. Obviously, assessing
learners on something they have not been taught is unfair.

Assessment is also unfair if it is biased against subgroups of


students. Examples are:
1. When negative stereotypes of particular subgroups are included in
the test. An example is when the test item portrays males in high
paying and prestigious jobs and
Females in low-paying and less pretigious jobs

2. When assessment unfairly penalizes a student based on the


ethnicity, socio-economic status, gender, religion and disability. For
example, when a teacher decides to see how well students can
collaboratively solve problems which requires students to work
together to solve problems which requires students to work together
synchronously online where only affluent students who can afford to
have laptops and internet connectivity can participate while students
from the lower economic status will be deprived of the collaborative
problems.
Current Trends in Assessment
1. Using the least some performance-based assessment
2. Examining higher-level cognitive skills and emphasizing
integrated rather than isolated skills
3. Using multiple assessment methods
4. Having high performance standards including world-class
standards for interpreting assessment results
5. Involving students in all aspects of assessment
6. Making standards and criteria public rather than private
and secretive
7. Using computers as part of assessment
Resources
Resources
Resources
Resources
Resources

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