Chapter 3-

AUTHENTIC
ASSESSMENT
TOOLS

By
AURELIO Q. BALIN
JR.
AND
BERNALD M. LAZO
 INTRODUCTION

Assessment is the
process of gathering
evidences of students
performance over a
period of time to
determine learning and
mastery of skills.
I. MODES OF
ASSESSMENT
If we want students to
develop such competencies
as analysing, interpreting,
synthesizing and
evaluating information, we
must be able to assess
those skills in relevant
settings and context.
Authentic assessment
makes use of three modes
of assessment:
1.Observations
2.Performance
Sample
3.Actual
Performance
 1. OBSERVATIONS-BASED
ASSESSMENT TOOLS
Observations which
include date and
information that the
teacher collects from
daily work with students.

To make observation-
based assessment
systematic and objective,
Diane Hart (1994)
suggested the following
guidelines:
 GUIDELINES

1. Observe not one but

all the students.
2. Observation must be
frequent and as
regular as possible.
3. Observation must be
recording in writing.
 GUIDELINES

4. Observation should
cover both routine and
exceptional occurrences.
5. Reliability of
observation records is
enhanced if multiple
observations are
gathered and
synthesized.
1.1 Example of Observation
Checklist
1.2 Developmental Checklist

A. Example of Individuals
Developmental Checklist

Name: ________________ Year and Section:

___________

Oral Communications
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks Volunteers to
Hesitation complete sentences extemporaneously participating in
speaking activities

Date: ______ Date: ______ Date: ______ Date: ______

Written Communications
Stage 1 Stage 2 Stage 3 Stage
4
Writes with Writes with some Writes with correct Submits
essays
difficulty improvement grammar and syntax and reports
Date: ______ Date: ______ Date: ______ Date:
______

B. Examples of Group Developmental

Record Sheet
1.3 Example of Interview
Sheets

Another observation tool

which is also called the
conference recording
form. Interview sheets
consist of a list of
questions the teacher
intends to ask space for
recording the students
answers.
Interview Sheet
 2. PERFORMANCE
SAMPLES ASSESSMENT
TOOLS

A portfolio is a
compilation of pieces of
evidence of an
individuals skills, ideas,
interests, and
accomplishments.
 PORTPOLIO
It can be as simple as a
folder of these pieces of
evidence, as fancy as a neat
scrapbook containing
evidence of a students
accomplishments or as high-
tech as a laser disk
containing stored
descriptions, written works
and pictures of the students
activities and
accomplishments.
 The portfolio serves the
following purposes:
a) The teacher can assess
the growth and
development of the
students at various
level.
b) Parents are informed of
the progress of their
children in school.
c) Instructional
supervisors are able to
evaluate the strengths
and weaknesses of the
academic program.
What can be included
on a portfolio?

Essays, Video tapes,

Audio tapes,
Conference note,
Picture, Graph/chart,
Artwork, Group reports,
Compact disk and Field
report.
 Graduating ability
students should be
able to prepare
employability
portfolio such as the
following:
 3. PERFORMANCE
ASSESSMENT TOOLS

Student achievement at
specific place and time are
actual student performances
that deserve to be assessed.
One of the most frequently
used measurements is the
checklist. A performance
checklist consist of
behaviors that make up a
certain type of performance.
It is used to determine
whether or not an
individual behaves in a
certain way (usually
desired) when asked to
complete a particular
task. If a particular
behavior is present when
an individual is observed,
the teacher places a
cheek opposite it on the
list.
Performance Checklist in
solving a Mathematical
Problem

Behavior:
_______ 1. Identifies the given
information.
_______ 2. Identifies what is being
asked.
_______ 3. Uses variables to replace
the unknown.
_______ 4. Formulates the equations.
_______ 5. Performs algebraic
operations.
_______ 6. Obtains an answer.
_______ 7. Verifies if the answer is
correct.

 3.1 Oral
questioning

An appropriate assessment
method for actual
performance when the
objectives are:
(a) to assess the students
stock knowledge and/or
(b) to determine the students
ability to communicate
ideas in coherent verbal
sentences.
 3.2 Observations
and self-reports

It need a tally sheet as

device when used by the
teacher to record the
frequency of students
behaviors, activities or
remarks. A self-checklist
is a list of several
characteristics or
activities presented to
the subjects of a study.
Observation and self-
reports are useful
supplementary
assessment methods
when used in
conjunction with oral
questioning and
performance tests.
THATS ALL

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