ASSESSMENT
Authentic Assessment
CONCEPT AND RELEVANCE OF ASSESSMENT
Assessment
- Core of learning process
- Primarily for gauging and enhancing
student learning
- Paramount for students, teachers, and
stakeholders to understand what
assessment is all about
- Vital element in the curriculum dev.
Process
- Determine student’s learning needs,
monitor progress, examine performance
- Different phases of instruction
- Before (pre-assessment)
- During (formative)
- After instruction (summative)
CHED
- Commission on High Education
- Implement outcome-based educ. (OBE)
across all programs (CMO 26, S. 2017)
- It is imperative that educators are aware
of the emphasis of OBE in terms of
assessment
OBE
- Outcome-based education
- Approach that focuses and organizes the
education system around what is essential
for all learners to know, value and, be able
to achieve the desire level of competence
Learning Outcomes
- What the student should know,
understand, and be able to do
Intended Leaning Outcomes (ILOs)
- The foundation designing teaching and
learning activities and assessment tasks
Biggs and Tang (2007)
- Recommended a constructive alignment of
ILOs, TLAs (teaching and learning
activities), and ATs (assessment tasks)
Assessment Tasks
- Should provide evidences of how learners
can use acquired knowledge academically
and professionally in appropriate ways
- Provide tasks that enable learners to solve
real-life problems and situation
Measurement
- Measure – limit or quantity
- Quantitative description of an object’s
char. Or attribute
- Teachers – interested in determining how
much learning a student has acquired
compared to a standard (criterion) or in
reference to other learner’s in a group
(norm-referenced)
- Measurement stops once a numerical
number is ascribed
Testing
- Formal, systematic procedure for gathering
info
- Set of questions administered during a
fixed period of time
- Educational tests – measure learning
progress - formative in purpose or
comprehensive, which is summative
- Tests – most dominant form of assessment
RELEVANCE OF ASSESSMENT
- Critical step in the process of learning
- Players: students, teachers, parents, admin
and program staff, and policymakers
Students
- Helps student learn and explore their
abilities
- Analyze performance in the class
- Understand their strengths and weaknesses
- Quickly determine whether they did
understand the course material
- Take responsibility for their own learning
- Aware of how they think
- Learn
- Accomplish tasks
- Result: students improve the quality and
level of performance (student
achievement)
Teachers
- Determine whether their teaching is
effective
 - Understand the performance of their
students
- Direction on how to help their students
Parents
- Valued source of assessment – School
Readiness Year-end Assessment (SReYa)
Administrators and Program Staff
- Identify the strengths and weaknesses of
the program
- Make decision regarding promotion or
retention of students
Policymakers
- Provides about students’ achievements –
reflect the quality of education
- RA. 10533 or K -12 Enhanced Basic Educ.
Act of 2013
- Standardized tests – NAT
- International tests – TIMMS (Trends in
International Math Study) – K-12 Program
- SReYA (School Readiness Year-end
Assessment) – National Early Learning
Framework
- EGRA (Early Grade Readiness Assessment)
and EGMA (Early Grade Math Assessment)
in Grade 1
- EGRA in English and Filipino in Grade 3
- NCAE (National Career Assessment
Examination) – choose specialization in
SHS
- NBECA (National Basic Education
Competency Assessment) – completes
assessments stages
TYPES OF TESTING TESTS
- Integral in education
- Source of info to teachers
Typologies of Tests
- According to Mode of Response
- According to Ease of Quantification of
Response
- According to Mode of Administration
- According to Test Constructer
- According to Mode of Interpreting results
According to Mode of Response
ORAL
- Spoken
- Measure oral communication skills
- Inclusive for learners with dyslexia
- Consumes time and may be stressful
(Huxham, Campbell, and Westwood, 2012)
WRITTEN
- Measure written communication skills
- Fair and efficient
PERFORMANCE TESTS
- Demonstration of skills and ability to
perform
According to Ease of Quantification of
Response
OBJECTIVE TESTS
- Corrected and quantified easily
- With single and specific response
SUBJECTIVE TESTS
- With varied response
According to Mode of Administration
INDIVIDUAL TESTS
- Given to one person at a time
GROUP TESTS
- Given to a class of group of students
According to Test Constructor
- Miller, Linn, and Gronlund (2009)
enumerated four properties that
differentiate standardize from informal
tests:
1. Learning outcomes and content measured
2. Quality of test items
3. Reliability and;
4. Administration and scoring interpretation
STANDARDIZED TESTS
- Prepared by specialists – versed in the
principles of assessment
- Large group of students – similar conditions
- Scoring procedures and interpretations are
consistent
ACHIEVEMENT TESTS
- Measures students’ learning as a result of
instruction
- APTITUDE TESTS – students’ potential to
learn a new task
INTELLIGENCE TEST A. Instructional Functions
- Measures mental ability 1. Facilitate the clarification of meaningful
SOCIOMETRIC TEST learning objects
- Way of measuring relationship between 2. Provides means of feedback
people 3. Motivate the learning
TRADE or VOCATIONAL TEST 4. Facilitate learning
- Assess knowledge, skills and competence 5. Useful means of overlearning
B. Administrative Functions
Scope of Assessment 1. Provide a mechanism of quality control
2. Facilitate better classification and
ASSESSMENT placement decisions
- Assidere – to sit beside a judge 3. Increase the quality of selection decisions
- tied up with evalutation 4. Useful means of accreditation, mastery of
- Miller and Linn, and Gronloud (2009) – certification
gather info about student performance C. Research and Evaluation
- Black and William (2009) – pertains to ALL 1. Determine effectiveness of new
- Provided info to be used to modify pedagogical techniques
teaching and learning activities D. Guidance Functions
TEST VS. ASSESSMENT 1. Value in diagnosing special aptitudes and
Assessment abilities
- Portfolio 2. Enable to understand his/her abilities and
- Observation interests
- Oral questioning 3. Take advantage of educational, vocational,
- Role plays and personal opportunities
- Case studies
Test NATURE OF ASSESSMENT
- Quiz bee 2 Broad Categories of Assessment
- Mid-terms exam 1. Maximum Performance
- NCAE 2. Typical Performance
- PLMAT MAXIMUM PERFORMANCE
- LET - Achieved when motivated to perform well
“Not all assessments are tests, but all tests are - Manifest what student can do at their level
forms of assessment.” best – their abilities and achievement
TYPICAL PERFORMANCE
Assessment - Will do or choose to do
- Teachers are putting more emphasis on - Assesses how learner’s ability is evident, if
performance tasks, portfolios, observation, demonstrated on a regular basis
oral questioning, case studies, etc. – non-
assessment techniques Evaluation
- After data collected
FUNCTIONS OF TESTING - Evaluer
- Needs to be aware of the purposes of - Process of judging the quality of
testing to select the most appropriate type performance
of test - Have to be interpreted to make decision
Test Classification:
A. Instructional Functions
B. Administrative Functions
C. C. Program evaluation and research
D. Guidance
ROLES OF ASSESSMENT
Assessment
- Provides important data of student
learning
- Idea on how far and deep the acquired
knowledge goes
- Measures the progress of student learning
- “process of gathering data to better
understand the strengths and weaknesses
of student learning.” (Harris and Hodges,
1995)
Implementation Cycle of Beyond Crossroads (a
cyclic process)
1. Define/Refine goals and objectives of the
activity to be improved with input from all
stakeholders
2. Design materials needed to implement the
activity and develop the tools to measure
their effectiveness
3. Implement the activity or process and use
assessment tools to collect data
4. Analyze and evaluate the collected data
5. Identify gasps between desired and actual
results and determine what changes are
needed
6. Documents results and use them to outline
any needed changes
Importance of Assessment in Learning
- How they will approach to the learning task
and what study behaviours will they use
- “What and how students learn depends to
a major extent on how they think they will
be assessed.” (John Biggs, 1999)
- Valuable information about student
learning
- Tells what students learned, how well they
learned it, and where they struggled
- Understanding student learning and
identifying invisible patterns to improve
their teaching approaches
Four Roles of Assessment
1. Placement Assessment
- Determine learner’s entry performance
- Pre-tests are used by teachers
- Done at the beginning of instruction
- Determine if students have already
acquired the intended outcomes
2. Formative Assessment
- Mediates the teaching and learning
processes
- Learner-centered and teacher-centered
- Context-specfic
- Muddiest point and knowledge probe
POSITIVE EFFECTS
- Reactivates or refreshes student’s prior
knowledge
- Focuses attention on important aspects of
the subject
- A guide for further learning activities to
increase one’s performance
- Knowledge of outcomes and corrective
feedback
NEGATIVE EFFECTS
- May lack the same weight as summative
assessments
- May lack training on how to use formative
assessments successfully:
miscommunication is the result
5 KEY ATTRIBUTRES OF AN EFFECTIVE FORMATIVE
ASSESSMENT
1. Learning progression
2. Learning goals and criteria for success
3. Descriptive feedback
4. Self- and peer-assessment
5. Collaboration
Purpose
- Reduce discrepancies between current
understanding and a desired goal
Discrepancies can be reduced by:
STUDENTS
- increased effort and more effective strats
- Abandoning, blurring, and lowering the
goals
TEACHERS
- Providing appropriate challenging and
specific goals
- Assisting students to reach them through
effective learning strats and feedback
Effective feedback answers three questions
- Where am I going? (Feed up)
- How am I going? (Feed Back)
- Where to next? (Feed Forward)
Each feedback question works at four levels:
TASK LEVEL
- How well tasks are understood/performed
PROCESS LEVEL 6. Diagnostic Test – identifies the weaknesses
- The main process needed to of achievements; basis for remedial
understand/perform tasks instruction
SELF-REGULATION LEVEL 7. Achievement Test – how much the student
- self-monitoring, directing, and regulating attains the learning task; NAT
of actions 8. Preference Test – vocational or academic
SELF-LEVEL interest; make force options between
- personal evaluations and affect (usually paired items;
positive) about the learners 9. Scale Test – order of difficulty; Binet-
Simon scale
3. Diagnostic Assessment 10. Speed Test – speed and accuracy;
- Intended to identify learning difficulties alertness test
during instruction 11. Power Test – easiest to most difficult
- Can detect commonly held misconceptions 12. Standardized Test – concerns reliability
- Not given at the start of instruction and validity; procedures in controlling the
- Used to detect causes of persistent method of admin
learning difficulties 13. Teacher-made Test – classroom teachers
- Not used as part of a student’s mark of prepared; syllabi
achievement 14. Placement Test – measure the job an
POSITIVE CONSEQUENCES applicant should fill in; the grade or year
- Done at the end of instruction level of the student
- Used to determine the mastery of concepts
and skills the student have attained
- Written exam given at the end of the
school year
POSITIVE CONSEQUENCES
- Give teachers strong incentive to provide
the instruction that help students improve
their abilities
- Evaluates teacher’s achievement
Interim Assessment
- Same purpose as formative assessment
- Periodically given
- Instructional, predictive, and evaluative
- College entrance exams, admission test,
and NAT
Type of Tests
1. Intelligence Test – measures IQ
2. Personality Test – individual’s interest;
roles in the society
3. Aptitude Test – predictive measure of a
person’s likelihood
4. Prognostic Test – how well a person does
in a certain school subject; Iowa Placement
Exam
5. Performance Test – makes use of
accomplishing the learning task involving
minimum accomplishment