Assessment 2

Lesson 1
 Unit 1

Authentic Assessment in the

Classroom
 A. High Quality Assessment in
Retrospect

1. Purpose
2. Targets
3. Methods
4. Sampling
5. Accuracy
 Purpose

Reasons Behind Implementing Assessments

in the Classroom

1.Monitoring Student Progress

• Assessments help track students' understanding and

mastery of concepts over time.
• Teachers can identify strengths and weaknesses to
adjust instructional strategies.
3. Guiding Instruction

• Results from assessments inform teachers about areas

that need reteaching or reinforcement.
• They provide insights into the effectiveness of teaching
methods and curriculum design.

4. Providing Feedback

• Assessments offer students constructive feedback to

help them improve their performance.
• Feedback fosters a growth mindset and encourages
self-reflection on learning progress.
4. Evaluating Learning Outcomes

• Assessments measure whether students have achieved

the intended learning objectives or standards.
• They ensure accountability for both students and teachers
in meeting educational goals.

5. Encouraging Student Motivation

• When designed effectively, assessments can motivate

students by setting clear expectations and recognizing
achievements.
• Authentic and engaging assessments encourage students
to take ownership of their learning.
6. Informing Stakeholders

• Assessment results provide valuable information to

parents, school administrators, and policymakers about
student achievement and school performance.
• They support data-driven decision-making for resource
allocation and program improvement.

7. Supporting Equity in Learning

• Well-designed assessments ensure that all students,

regardless of background, have equal opportunities to
demonstrate their knowledge and skills.
• They help identify gaps and disparities in learning,
prompting targeted interventions.
8. Preparing Students for Future
Challenges

• Authentic assessments mirror real-life

tasks and help students apply their
learning in practical contexts.
• They equip students with critical
thinking, problem-solving, and decision-
making skills needed beyond the
classroom.
 Difference Between
Formative and Summative
Purposes of Assessment
Aspect Formative Assessment Summative Assessment
To monitor and improve learning during To evaluate learning outcomes at the
Purpose
the teaching process. end of a unit, term, or course.
Conducted at the conclusion of a
Conducted frequently and throughout
Timing learning period (e.g., end of a unit, term,
the learning process.
or course).
Focuses on identifying areas for
Focuses on measuring the achievement
Focus improvement and guiding future
of learning goals and objectives.
learning.
- Quizzes - Final exams
- Class discussions - Unit tests
Examples - Homework - Research papers
- Observations - End-of-term projects
- Feedback on drafts - Standardized tests
Provides immediate, ongoing feedback Provides feedback after the learning
Feedback to students and teachers to inform period to summarize achievement but
teaching and learning strategies. usually does not guide future learning.
Intended for students, teachers, parents,
Primarily benefits students and teachers
Stakeholders and administrators to report
for instructional adjustments.
achievement and make decisions.
Nature Diagnostic and developmental. Evaluative and judgmental.
Often contributes significantly to final
Typically not graded or minimally
Impact on Grades grades or overall performance
impacts final grades.
evaluation.
•Formative assessment is a continuous
process aimed at improving learning as it
happens, while summative assessment
evaluates what students have learned after
the teaching process.

•Both types of assessments are essential

and complement each other in achieving a
holistic understanding of student progress.
 Assessment Alignment with
Instructional Goals, Student Needs,
and Desired Learning Outcomes

Ensuring alignment between assessments,

instructional goals, student needs, and desired
learning outcomes is critical to effective teaching
and meaningful evaluation.
1. Alignment with Instructional Goals

•Define Clear Goals: Instructional goals should be specific,

measurable, and directly linked to what students are expected to
learn.
Example: If the goal is to develop critical thinking, the assessment
should involve problem-solving tasks rather than rote memorization.

•Consistency Across Activities: Learning activities, teaching

strategies, and assessments must all target the same objectives.
Example: If the goal is improving essay writing, lessons should focus
on writing skills, and assessments should evaluate writing tasks.

•Backward Design: Begin with the desired outcomes and design the
assessment and instructional strategies to support those outcomes.
2. Alignment with Student Needs
•Differentiate Assessments: Adapt assessment tasks to
accommodate diverse learning styles, abilities, and backgrounds.
Example: Use multiple formats like written tests, oral presentations,
or hands-on activities to assess the same objective.

•Cultural Relevance: Ensure that assessment content reflects

students' cultural contexts and experiences to make it meaningful.
Example: Include examples or scenarios familiar to students' daily
lives.

•Supportive Environment: Provide scaffolding and tools to help

students succeed, such as graphic organizers or examples.
3. Alignment with Desired Learning
Outcomes
•Validity: Assessments must measure what they are intended to measure.
Example: If the outcome is to demonstrate creativity, the assessment should
require original work, not just factual recall.

•Depth of Knowledge: Ensure assessments align with the cognitive level of

the outcomes (e.g., remembering, understanding, applying, analyzing,
evaluating, creating).
Example: For higher-order thinking, include tasks that require analysis and
synthesis rather than simple recall questions.

•Performance-Based Tasks: Use authentic assessments that reflect real-

world applications of learning.
Example: Instead of a multiple-choice test on budgeting, have students create
a personal budget plan.
 Key Strategies for Alignment
1.Rubrics: Develop rubrics that clearly outline the criteria for meeting
the learning outcomes.

2.Checklists: Regularly review assessments to ensure they align

with instructional goals and desired outcomes.

3.Feedback Loop: Use formative assessments to monitor progress

and ensure that instruction and outcomes remain aligned.

4.Student Input: Involve students in setting learning goals and

understanding how assessments connect to those goals.
 Targets in Assessment

Targets refer to the specific learning

objectives or competencies that assessments
aim to measure. Establishing clear and
measurable targets ensures that
assessments are purposeful, meaningful, and
aligned with broader educational goals.
1. Specify the Learning Objectives or Competencies the
Assessment Seeks to Measure

•Define Specific Objectives: Clearly articulate what students should know, do,
or demonstrate after the learning experience.
Example:
• Knowledge: "Students will explain the water cycle."
• Skills: "Students will solve multi-step word problems using addition and
subtraction."
• Attitudes: "Students will demonstrate teamwork during group activities.“

•Use Actionable Language: Write objectives using measurable verbs from

Bloom’s Taxonomy (e.g., analyze, create, demonstrate, explain).
Non-specific: "Understand fractions."
Specific: "Compare and order fractions with like denominators."
2. Importance of Alignment Between Curriculum
Standards and Assessment Tasks

Alignment ensures that assessments effectively

measure what students are expected to learn and
achieve.

•Why alignment matters:ateaching, learning, and

assessment.
• Avoids wasted instructional time on activities that
don't support the goals.
• Helps students understand how tasks contribute to
their overall learning progress.
•How to achieve alignment:

• Standards-based alignment: Use curriculum

standards as the foundation for objectives and
assessments.
• Backward design: Begin with the desired
learning outcomes and design assessments
and lessons to meet those goals.
• Rubrics and criteria: Develop tools that
explicitly connect tasks to learning targets.
3. Types of Learning Targets

Learning targets guide both instruction and assessment. They can be classified
into four main categories:

1.Knowledge Targets
1. Focus on recalling facts, concepts, and information.
2. Example: "Students will identify the parts of a plant and their functions."
2.Skills Targets
1. Emphasize performing actions or procedures, such as technical or manual
tasks.
2. Example: "Students will demonstrate how to measure the perimeter of a
rectangle."
3.Reasoning Targets
1. Involve critical thinking, problem-solving, or decision-making processes.
2. Example: "Students will analyze the cause and effect of a historical event."
4.Product Targets
1. Focus on creating a tangible product or artifact that demonstrates learning.
2. Example: "Students will create a storyboard summarizing the main events of
3. Reasoning Targets
1.Involve critical thinking, problem-solving, or
decision-making processes.
2.Example: "Students will analyze the cause and
effect of a historical event.“

4. Product Targets
3.Focus on creating a tangible product or artifact
that demonstrates learning.
4.Example: "Students will create a storyboard
summarizing the main events of a story."
 Methods in Assessment

1. Exploring Diverse Assessment Methods

A variety of assessment methods ensures a
comprehensive evaluation of students’ knowledge,
skills, and abilities. Each method has unique
characteristics that cater to different learning styles
and objectives.
•Projects
Students work individually or collaboratively to create a
product, solve a problem, or complete a task that
demonstrates their understanding.
Example: Designing a model of the solar system,
creating a marketing plan, or writing a historical report.

•Portfolios
A curated collection of student work over time that
showcases growth, effort, and achievements.
Example: A writing portfolio that includes drafts, final
copies, and reflections on progress.
•Tests
Structured assessments designed to evaluate knowledge and
understanding through formats such as multiple-choice, short-
answer, or essay questions.
Example: A midterm or final exam on math concepts.

•Observations
Teachers observe and record student performance or behavior
during activities, providing real-time insights into learning.
Example: Observing students during group discussions or
monitoring their ability to follow instructions in a lab setting.
2. Choosing Appropriate Methods for Specific
Learning Goals
The choice of an assessment method depends on the
type of learning target being evaluated:

•Knowledge Targets
Best methods: Tests, quizzes, oral questioning.
Example: Assessing knowledge of historical dates
and events.
•Skills Targets
Best methods: Projects, performance tasks, hands-on
activities.
Example: Evaluating a student’s ability to perform a science
experiment or solve a math problem step-by-step.

•Reasoning Targets
Best methods: Essays, problem-solving tasks, case studies.
Example: Analyzing the cause and effect of a historical event
or solving a real-world math problem.

•Product Targets
Best methods: Portfolios, creative projects, designs.
Example: Creating a video presentation or a portfolio of
artwork.
3. Advantages and Limitations of Each Method
Method Advantages Limitations
- Encourages creativity and critical - Time-consuming for students and
thinking. teachers.
Projects
- Offers real-world application of - May require resources not accessible
knowledge. to all students.
- Tracks growth over time. - Requires consistent documentation.
Portfolios - Reflects comprehensive - Can be time-intensive to evaluate
understanding. thoroughly.
- Efficient for assessing large groups. - May emphasize memorization over
Tests - Standardized format ensures deep learning.
consistency. - Can cause anxiety in some students.
- Captures real-time learning and social
- Subjective without clear criteria.
interactions.
Observations - Difficult to monitor all students
- Provides insights into non-academic
simultaneously.
skills like teamwork.
- Time-consuming for students to write
- Promotes critical thinking and
and teachers to grade.
Essays reasoning.
- Scoring may lack objectivity if rubrics
- Allows for open-ended responses.
are unclear.
 Sampling in High-Quality Assessment
1.Ensuring Representative Sampling
 Include a broad range of content and skills aligned with learning
objectives to fairly assess student performance.
2.Impact on Reliability and Validity
 Poor sampling leads to incomplete or biased assessments, reducing
accuracy.
 Representative sampling ensures assessments reflect the true scope
of student learning.
3.Strategies for Effective Sampling
 Use a test blueprint to map questions to objectives.
 Incorporate tasks that reflect diverse skills (e.g., recall, analysis,
creativity).
 Adjust sampling to account for varied student needs, ensuring
inclusivity.
 Accuracy in Assessment
Accuracy in assessment is crucial to ensure that the results
truly reflect students’ learning, skills, and abilities. Accurate
assessments are both reliable and valid. Reliability refers to
the consistency of results over time, across different contexts,
or when evaluated by different scorers. For example, a reliable
math test should yield similar results if retaken under the same
conditions. Validity, on the other hand, ensures that an
assessment measures what it is intended to measure. A valid
assessment aligns with learning objectives, such as an essay
test that evaluates critical thinking instead of merely assessing
grammar or spelling.
Common threats to accuracy include poor
assessment design and inconsistent scoring. Poorly
designed assessments, such as tasks that don’t
align with learning goals or have unclear
instructions, can confuse students and fail to
evaluate the intended skills or knowledge.
Inconsistent scoring occurs when teachers or
evaluators interpret rubrics differently, leading to
subjective and unfair results. For instance, two
teachers might grade the same student essay
differently if the criteria for evaluation are unclear.
To improve accuracy, educators can develop detailed
rubrics and scoring guides that outline clear and
objective criteria for evaluation. Calibration sessions,
where teachers collaborate to score sample
assessments and align their grading standards, further
ensure consistency. Additionally, regularly reviewing
and revising assessments helps maintain clarity,
alignment with objectives, and fairness, enhancing
both reliability and validity in the assessment process.
By addressing these factors, teachers can create
assessments that are fair, meaningful, and supportive
of student learning.
ACTIVITY NO. 2

Criteria Excellent (5) Good (4) Fair (3) Needs Improvement (2)
Poor (1)
Understanding 5 4 3
2 1
Creativity 5 4 3
2 1
Relevance 5 4 3
2 1
Clarity 5 4 3
2 1
Effort 5 4 3
2 1