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UNIT 1 - TYPES OF ASSESSMENT

1.0 Learning Outcomes
a. Differentiate the different types of assessments.
b. Give an examples for each type of assessment.

1.1 Introduction
There are different types of assessment in education. All assessment methods
have different purposes during and after instruction. This module will tell
you what types of assessment are most important during developing and
implementing your instruction.

Before creating the instruction, it’s necessary to know for what kind of
students you’re creating the instruction. Your goal is to get to know your
student’s strengths, weaknesses and the skills and knowledge they posses
before taking the instruction. Based on the data you’ve collected, you can
create your instruction. Hence enters the importance of assessment.

1.2 Types of Assessment

Assessments can be difficult to structure properly and time-consuming to

grade. And as a teacher, you know that student progress isn't just a number
on a report card. There’s so much more to assessments than delivering an
end-of-unit exam or prepping for a standardized test. Assessments help shape
the learning process at all points, and give you insights into student learning.
Before we go to the different types of assessments, let us know its purpose
first and the difference between other terminologies related to it.

Assessment Vs Testing

What is an assessment?

Assessment is the systematic process of documenting and using empirical

data on the knowledge, skills, attitudes and beliefs. By taking the assessment,
teachers try to improve student learning. This is a short definition of
assessment.
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What is testing?

What is testing in education? Almost everybody has experienced testing

during his or her life. Grammar tests, driving license test etc. A test is used to
examine someone’s knowledge of something, to determine what that person
knows or has learned. It measures the level of skill or knowledge that has
been reached. An evaluative device or procedure in which a sample of an
examinee’s behavior in a specified domain is obtained and subsequently
evaluated and scored using a standardized process (The Standards for
Educational and Psychological Testing, 1999)

So, what’s the difference?

Test and assessment are used interchangeably, but they do mean something
different. A test is a “product” that measures a particular behavior or set of
objectives. Meanwhile assessment is seen as a procedure instead of a product.
Assessment is used during and after the instruction has taken place. After
you’ve received the results of your assessment, you can interpret the results
and in case needed alter the instruction. Tests are done after the instruction
has taken place, it’s a way to complete the instruction and get the results. The
results of the tests don’t have to be interpreted, unlike assessment.

Summary

✔️What is an assessment?

Assessment is the systematic process of documenting and using empirical

data to measure knowledge, skills, attitudes and beliefs.

✔️What is testing?

A test is used to examine someone’s knowledge of something to determine

what that person knows or has learned.

✔️What's the difference between an assessment and testing?

A test is a “product” that measures a particular behavior or set of objectives.

Meanwhile assessment is seen as a procedure instead of a product.
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Assessment vs Evaluation

What is an assessment?

What's the definition of assessment in education? Assessment is the systematic

process of documenting and using empirical data to measure knowledge, skills,
attitudes and beliefs. By taking the assessment, teachers try to improve the student's
path towards learning. This is a short definition of assessment.

What is evaluation?

What's the definition of evaluation in education? Evaluation focuses on grades and

might reflect classroom components other than course content and mastery level. An
evaluation can be used as a final review to gauge the quality of instruction. It’s
product-oriented. This means that the main question is: “What’s been learned?” In
short, evaluation is judgmental.

Example:

You’re gifted a flower.

Evaluation: “The flower is purple and is too short with not enough leaves.”

Evaluation is judgmental

Assessment: “I’ll give the flower some water to improve its growth.”

Assessment increases the quality

Relationship between Assessment and Evaluation

Besides the differences, there are also some similarities between assessment
and evaluation. Both require criteria, use measures and are evidence-driven.

So, what’s the difference?

Assessment Evaluation

Is ongoing Provides closure

Improves learning quality Judges learning level

Individualized Applied against standards

Ungraded Graded

Provides feedback Shows shortfalls

Process-oriented Product-oriented
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Summary

✔️What is an assessment?

Assessment is the systematic process of documenting and using empirical

data to measure knowledge, skills, attitudes and beliefs.

✔️What is evaluation?

Evaluation focuses on grades and might reflect classroom components other

than course content and mastery level.

✔️What is the relationship between Assessment and Evaluation?

Both require criteria, use measures and are evidence-driven.

What's the purpose of different types of assessment?

Different types of assessments help you understand student progress in

various ways and adapt your teaching strategies accordingly.

In your classroom, assessments generally have one of three purposes:

1. Assessment of learning
2. Assessment for learning
3. Assessment as learning

Assessment of learning

Assessments are a way to find out what students have learned and if they’re
aligning to curriculum or grade-level standards. Assessments of learning are
usually grade-based, and can include:

 Exams
 Portfolios
 Final projects
 Standardized tests

They have a concrete grade attached to them that communicates student

achievement to teachers, parents, students, school-level administrators and district
leaders.

Common types of assessment of learning include:

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 Summative assessments
 Norm-referenced assessments
 Criterion-referenced assessments

Assessment for learning

Assessments for learning provide you with a clear snapshot of student learning and
understanding as you teach -- allowing you to adjust everything from your
classroom management strategies to your lesson plans as you go.

Assessments for learning should always be ongoing and actionable. When you’re
creating assessments, keep these key questions in mind:

 What do students still need to know?

 What did students take away from the lesson?
 Did students find this lesson too easy? Too difficult?
 Did my teaching strategies reach students effectively?
 What are students most commonly misunderstanding?
 What did I most want students to learn from this lesson? Did I succeed?

There are lots of ways you can deliver assessments for learning, even in a busy
classroom. Just remember these assessments aren’t only for students -- they’re to
provide you with actionable feedback to improve your instruction.

Common types of assessment for learning include formative assessments and

diagnostic assessments.

Assessment as learning

Assessment as learning actively involves students in the learning process. It teaches

critical thinking skills, problem-solving and encourages students to set achievable
goals for themselves and objectively measure their progress. They can help engage
students in the learning process, too. One study found:

“Students develop an interest in mathematical tasks that they understand, see as

relevant to their own concerns, and can manage. Recent studies of students’
emotional responses to mathematics suggest that both their positive and their
negative responses diminish as tasks become familiar and increase when tasks are
novel” (21) - Douglas B. McLeod-

Some examples of assessment as learning include ipsative assessments, self-

assessments and peer assessments.
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In The Difference Between Assessment Of Learning And Assessment For Learning,
we explained that “assessment for learning is commonly referred to as formative
assessment–that is, assessment designed to inform instruction.”

6 Types Of Assessment Of Learning

1. Diagnostic Assessment (as Pre-Assessment) - One way to think about it:

Assesses a student’s strengths, weaknesses, knowledge, and skills prior to
instruction. Another way to think about it: A baseline to work from.
2. Formative Assessment - One way to think about it: Assesses a student’s
performance during instruction, and usually occurs regularly throughout the
instruction process. Another way to think about it: Like a doctor’s ‘check-up’
to provide data to revise instruction.
3. Summative Assessment - One way to think about it: Measures a student’s
achievement at the end of instruction. Another way to think about it: It’s
macabre, but if formative assessment is the check-up, you might think of
summative assessment as the autopsy. What happened? Now that it’s all
over, what went right and what went wrong?
4. Norm-Referenced Assessment - One way to think about it: Compares a
student’s performance against other students (a national group or other
“norm”). Another way to think about it: Group or ‘Demographic’ assessment.
5. Criterion-Referenced Assessment - One way to think about it: Measures a
student’s performance against a goal, specific objective, or standard. Another
way to think about it: a bar to measure all students against.

6. Interim/Benchmark Assessment - One way to think about it: Evaluates

student performance at periodic intervals, frequently at the end of a grading
period. Can predict student performance on end-of-the-year summative
assessments. Another way to think about it: Bar graph growth through a year

1.2.1 Traditional and Authentic Assessment

Student’s assessment in schools and classrooms have always been a topic of

speculation. Educators are continually working towards building an excellent
assessment method that considers all the skills of a student and also recognizes their
capabilities and potential. The traditional or conventional approach of assessments
may not benefit the students in the best way, so a new method has emerged known
as alternative or authentic assessments. This method is more inclusive and practical
in its approach and has yielded some excellent results.

What are Traditional and Alternative Assessments?

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Traditional Assessment

A conventional method of assessment that has been followed since a long time is the
traditional assessment. It is a simple approach that generally utilizes a pen and
paper or computer-based examination method which constitutes a similar pattern of
questions such as Multiple Choice, true and false or matching items.

Alternative / Authentic Assessment

Authentic assessments, as the name suggests, is a more practical and experimental

approach of evaluation. It requires the students to be involved in several tasks that
utilize their analytical, reasoning and logical thinking capabilities. This includes
project work, research and experimentation. The things that are learned are
connected to their real-world applications. Hence this approach is more
comprehensive and beneficial.

Advantages and Disadvantages of Traditional Assessments

Advantages:

 Traditional assessment evaluates the learning and retaining capacity of a

child. It analyses how much of the provided material or syllabus has been
acquired by the student. It also helps educators or teachers to compare the
performances of different students.
 The teacher gets a preview of a student’s knowledge conveniently.
 It assesses a student’s learning through a set of questions curated as per the
specified syllabus. Exams and tests conducted are pen and paper-based. The
answers to every question pertain to a particular subject and do not fluctuate
as per the opinions of the people, hence the evaluation by the teachers is also
elementary and straightforward.
 Students develop their retaining and understanding capabilities. They also
learn to recognize and reconstruct their intellect and build their cognitive
abilities.
 This approach is overall more simple, straightforward and time-saving. The
teachers are efficiently able to manage more children in a lesser amount of
time. It is quiet, reliable and fixed.
 Traditional assessments do not require extra tools and hence is very
economical. A simple pen and paper can be used in the procedure.

Disadvantages:
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 It limits a student’s potential and does allow out of the box thinking. Hence,
this method cannot be deemed to be a very creative one.
 It just provides a surface preview of a student’s capabilities as per the norms
set by the regular curriculum. Not every individual may be suited to a
particular format, and traditional assessments are very restrictive.
 Students get limited options.
 Students do not develop extensive comprehensive skills.
 It is a more theory-based approach which may sometimes not promote a
healthy learning and inclusive atmosphere. Students feel pressured, and
competence can cause anxiety. This method is not very diversified, and hence
it fails in catering to the unique needs of every individual.

Advantages and Disadvantages of Alternative Assessment

Advantages:

 Alternative Assessment aids in measuring the proficiency of the

student based on their analytical, reasoning and logical thinking skills.
By application of their theoretical knowledge, students gain better
experience and also learn to tackle the problems.
 It helps in recognizing a student’s unique set of abilities. A teacher can
understand better as to which field a student is more drawn to and
where his/ her success rate is more.
 It evaluates a student’s problem-solving skills and helps in real-life
application of the knowledge.
 It helps in student’s engagement and provides them with opportunities
to construct a new meaning of the things that are being taught.
 It develops extensive levels of cognitive skills in the students.
 A better rapport between the students, teachers and classmates get
established as the whole process of instruction bases. Greater
involvement and engagement in the activities also enhance the
communicative and interactive skills of the students.
 Provides the students with a vast set of resources to learn. Assessment
drives the curriculum in this scenario.
 It gives the teachers an in-depth analysis of a student’s capabilities and
gives more information about their weaknesses and strengths.
 Students have the liberty to work as per their capabilities and do not
feel contained or pressured to perform as per the specified mark. The
comparison also becomes more suitable.

Disadvantages:
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 The process becomes rigorous for the teachers as it is harder to evaluate.
Teachers have to put in more efforts in understanding a student’s work.
 More efforts demand more time. Hence this method is highly time-
consuming.
 Sometimes it may lead to misunderstanding and unfairness.
 It is far less economical, as practical applications and project work demand a
lot of resources and investments.

Assessment

1. What is an authentic task?

a. An assignment given to students designed to assess their ability to apply
standard-driven knowledge?
b. A simple true and false quiz
c. Working on a long written assignment that regurgitates facts.
d. Nothing I know anything about
2. These types of assessments tend to be more creative.
a. traditional b. Authentic
3. In this type of assessment, there are multiple answers.
a. Traditional b. Authentic
4. These assessments lend themselves to timely feedback.
a. Traditional b. Authentic
5. These types of assessment are relatively easy to grade.
a. Traditional b. Authentic

1.2.2 Formative Evaluation and Summative Evaluation

Evaluation is a very important part of any educational program, and it helps

in assessment of the concepts learnt by students in classrooms. Evaluation is a tool
without which teachers cannot work as periodic evaluation or assessment of abilities
by students help teachers to take stock of their teaching methodology.

What is Formative Evaluation?

Formative evaluation is a technique that aims at validating the aims or goals

of instruction and also to better the standards of instruction. This is sought through
identification and then rectification of the problems in the instructional process.
Formative assessment allows a teacher to keep an eye on the learning of the student
as he gets feedback that he can use to improve his teaching methods. This technique
allows students to gain insight into their strengths and weaknesses so as to work on
target areas that are to be improved. This technique is good for teachers as they can
identify the problem areas and help struggling students overcome them. Teachers
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get qualitative feedback from the students through formative evaluation technique.
It lets them know the material that should not be taught or used to grade students.

Formative evaluation is an ongoing process and is often referred to as internal

method of evaluation. It allows a teacher to judge the worth of a training program.

What is Summative Evaluation?

Summative assessment or evaluation is cumulative assessment technique as it

is performed at the end of a semester or any other instructional unit, to see how well
a trainee or a student has gained from the instruction. It is so called as it summarizes
the learning of the student at the end of the training program. The focus in
summative assessment is on the outcome which is why it is called an external
evaluation technique. It is used to check if students have achieved what the goal of
the training program is. Teachers get the help of the benchmark to assess the
achievements of students.

What is the difference between Formative and Summative Evaluation?

• Formative evaluation is qualitative while summative evaluation is quantitative.

• Formative evaluation is a continuous process while summative evaluation is an

event that takes place at the end of an instructional unit.

• Summative evaluation is formal and takes the shape of quizzes and written tests
whereas formative evaluation is informal such as homework and projects.

• The aim of formative evaluation is to improve upon what has been learnt whereas
the aim of summative evaluation is to prove the amount of learning that has taken
place.nts help teachers to take stock of their teaching methodology.

Assessment

1. Used by the teacher to make adjustments to instructions.

a. Formative b. Summative
2. Assessment "for" learning
a. Formative b. Summative
3. Assessment "of" learning
a. Formative b. Summative
4. The collecting of data regarding what students already know about a subject,
their background knowledge, and level of understanding before teaching and
learning begins is summative assessment.
a. True b. False
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5. Measures the extent to which learners have achieved the content and
performance standards and competencies.
a. Formative b. Summative

1.2.3 Norm and Criterion-Referenced Assessment

Criterion-Referenced Tests

Criterion-referenced tests compare a person’s knowledge or skills against a

predetermined standard, learning goal, performance level, or other criterion. With
criterion-referenced tests, each person’s performance is compared directly to the
standard, without considering how other students perform on the test. Criterion-
referenced tests often use “cut scores” to place students into categories such as
“basic,” “proficient,” and “advanced.”

This means knowing a student’s score for a criterion-referenced test will only tell
you how that specific student compared in relation to the criterion, but not whether
they performed below-average, above-average, or average when compared to their
peers.

Norm-Referenced Tests

Norm-referenced measures compare a person’s knowledge or skills to the

knowledge or skills of the norm group. The composition of the norm group depends
on the assessment. For student assessments, the norm group is often a nationally
representative sample of several thousand students in the same grade (and
sometimes, at the same point in the school year). Norm groups may also be further
narrowed by age, English Language Learner (ELL) status, socioeconomic level,
race/ethnicity, or many other characteristics.
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Assessment

1. In norm referenced grading

a. Students are compared c. Questions are compared
b. Compare with a standard d. None of the Above
2. LET exam is an example of
a. criterion referenced b. norm referenced c. portfolio d. indirect grading
3. Which statements represent criterion-referenced interpretation?
a. Lucresia did better in solving the linear equation than 80% of
representative Algebra students.
b. Lucresia's score indicates that she is able to solve about two thirds of all
one-variable linear equations of such complexity.
c. Students who have reached Lucresia's level on linear equations usually
succeed in the subsequent unit on simultaneous equations with special
help or extra time; i.e., Lucresia is ready to move ahead.
d. None of the above
4. The purpose of Norm-referenced Test (NRT) is to ______ students based on
test achievement.
a. Grade b. Rank c. Recruit d. None of the Above
5. Criterion Referenced tests are built to demonstrate student ability against a
fixed set of learning standards.
a. True b. False

1.2.4 Contextual and De-contextual Assessment

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Contextualized assessment

The focus is on the students' construction of functioning knowledge and the

students' performance in application of knowledge in the real work context of the
discipline area. Assessment tasks reflect the goal of learning. It uses performance-
based tasks which are authentic in nature. In addition, it describes assessment
practices which measure skills and knowledge in dealing with specific situations or
perform specific tasks which the students have identified as important and
meaningful to them. Application of the skills and knowledge must be in the context
of the real world as possible.

Decontextualized assessment

It includes written exams and term papers which are suitable for assessing
declarative knowledge, and do not necessarily have a direct connection to a real-life
context (Biggs, 2011). It focuses on declarative knowledge and / or procedural
knowledge in artificial situations detached from the real work context.

Both contextualized and decontextualized learning and assessment has its role in
evaluating learning outcomes. In practice, decontextualized assessment has been
overemphasized compared to the place declarative knowledge has in the
curriculum. Both must be assessed appropriately. A common mistake is to assess
only the lead-in declarative knowledge, not the functional knowledge that emerges
from it (Biggs and Tang, 2011).

1.2.5 Analytic and Holistic Assessment

Analytic Assessment

Analytic assessment refers to specific approach in the assessment of learning

outcomes. In this procedure, students are given feedback on how well they are doing
on each important aspect of specific task expected from them. Assessment then is
made specific based on the importance of the performance. With this, assessment
shouldn't be undertaken in part but must address the whole performance.

Holistic Assessment

Holistic assessment refers to a global approach in the assessment of a student-

learning outcome. Sadler (2009) pointed out that in holistic assessment, the teacher
or the assessor has to develop complex mental responses to a student's work and in
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evaluating the student's work, the assessor provides a grade and supports it with a
valid justification for assigning the grade.

Moreover, holistic assessment could be in the form of reflection papers and journals,
peer assessment, self-assessment, group presentation and portfolio. The application
of the various assessment methods need to be tailored in a way that it will enhance a
student's personal strength. Subsequently, the correct application of holistic
assessment in the various areas of study is expected to improve the student's
learning outcomes (Akubuilo, 2012)

One positive implication that may result from holistic assessment is that the students
are competent to handle assessment tasks accurately (Sadler, 2009). Most students
provide the requirements of most assessment tasks. Through holistic assessment, the
students are able to develop decisive and investigative skills that permit them to
handle assessment tasks effectively. Moreover, the students are capable of knowing
how to construct concrete responses to questions.

Assessment

1. It refers to a global approach in the assessment of a student-learning outcome.

a. Analytic b. Holistic
2. This assessment is made specific based on the importance of the performance.
a. Analytic b. Holistic
3. It is an assessment that focuses on salient and focal objects.
a. Holistic b. Analytic
4. This is an approach to scoring essays using a simple grading structure that
bases a grade on a paper's overall quality.
a. Analytic Scoring b. Holistic Scoring
5. It is a single criteria rubrics (one-dimensional) used to assess participants'
overall achievement on an activity or item based on predefined achievement
levels.
a. Analytic b. Holistic

UNIT II - NATURE OF PERFORMANCE-BASED ASSESSMENT

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1.0 Learning Outcome:
a. Demonstrate the different types of performance-based assessment.

1.1 Introduction

Traditional assessments of student performance have relied heavily on standardized

testing methods. Performance-based testing is an alternative that is designed to
encompass a better overall representation of student progress including the
effectiveness of teacher lesson plans, worksheets and study skills. The idea with
performance-based testing is to gather a demonstration of the scope of knowledge a
student has on a subject rather than simply testing the accuracy of their response on
a selection of questions.

The outcome of performance-based testing has largely been reviewed as a technique

that has the potential to encompass a wider base of learning levels. A success
criterion is established for students being graded with a performance-based method
rather than attempting to align with a normal distribution curve.

1.2 Meaning and Characteristics

 Performance-Based Assessment is one in which the teacher observes and

makes a judgement about the student's demonstration of a skill or
competency in creating a product, constructing a response, or making a
presentation (McMillan, 2007).
 In this assessment, the emphasis is on the students' ability to perform tasks
by producing their own authentic work with their knowledge and
skill.Performance-Based Assessment (PBA) is an alternative form of
assessment thatmoves away from traditional paper-and-pencil tests (Ferman,
2005). It involves studentsproducing a project, whether it is an oral, written,
individual or group performance.
 The students are engage in creating a final project that exhibits understanding
of concepts they have learned.
 Performance-Based Assessment process the creative aspect of the students in
bringing out what they know and what they can do through different
performance tasks such as exhibits, projects and work samples. Hands-on
experiences allow them to be more critical, motivated and involved when
they allowed to perform on their own. Students can acquire and apply
knowledge, skills and work habits through the different performance tasks
which are meaningful and engaging the students.
 Types of activities that best exemplified performance-based assessments
include writing a research report, solving and conducting experiments and
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investigations, return demonstration, speech, skit, role playing, constructing
and implementing seminar plan or creating video presentation.
 It is stipulated in the DepEd order No. 7, s. 2012 that the highest level of
assessment focuses on the performances (product) which the students are
expected to produce through authentic performance tasks. The assessment at
this level should answer the question," What product(s) or performance(s) do
we want students to produce as evidence of their learning or understanding?"
or "How do we want to provide evidence that they can transfer their learning
to real life situations?
 Linn (1995) stated that performance assessments provide a basis of teachers to
evaluate both the effectiveness of the process or procedure used and the
resulting from performance of a task. Unlike simple tests or factual
knowledge, there is unlikely to be a single right or best answer. Rather, there
are may be multiple performances and problem solutions that may be judged
to be excellent. Problem formulation, the organization of ideas, the integration
of multiple types of evidence, and originality are all important aspects of
performance that may not be adequately assessed by paper-and-pencil tests.
 Performance products are outputs produced by the students that provide
concrete example of their knowledge and understating of the subject matter.
These performances allow them to demonstrate the application of what they
have learned with their schemata as well.

1.1 Types of Performance Tasks

A performance task is any learning activity or assessment that asks students to

perform to demonstrate their knowledge, understanding and proficiency.
Performance tasks yield a tangible product and/or performance that serve as
evidence of learning. Unlike a selected-response item (e.g., multiple-choice or
matching) that asks students to select from given alternatives, a performance task
presents a situation that calls for learners to apply their learning in context.

Here are seven general characteristics of performance tasks:

1.Performance tasks call for the application of knowledge and skills, not just recall or
recognition.
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In other words, the learner must actually use their learning to perform. These tasks
typically yield a tangible product (e.g., graphic display, blog post) or performance
(e.g., oral presentation, debate) that serve as evidence of their understanding and
proficiency.

2. Performance tasks are open-ended and typically do not yield a single, correct
answer.

Unlike selected- or brief constructed- response items that seek a “right” answer,
performance tasks are open-ended. Thus, there can be different responses to the task
that still meet success criteria. These tasks are also open in terms of process; i.e.,
there is typically not a single way of accomplishing the task.

3. Performance tasks establish novel and authentic contexts for performance.

These tasks present realistic conditions and constraints for students to navigate. For
example, a mathematics task would present students with a never-before-seen
problem that cannot be solved by simply “plugging in” numbers into a memorized
algorithm. In an authentic task, students need to consider goals, audience, obstacles,
and options to achieve a successful product or performance. Authentic tasks have a
side benefit — they convey purpose and relevance to students, helping learners see a
reason for putting forth effort in preparing for them.

4. Performance tasks provide evidence of understanding via transfer.

Understanding is revealed when students can transfer their learning to new and
“messy” situations. Note that not all performances require transfer. For example,
playing a musical instrument by following the notes or conducting a step-by-step
science lab require minimal transfer. In contrast, rich performance tasks are open-
ended and call “higher-order thinking” and the thoughtful application of knowledge
and skills in context, rather than a scripted or formulaic performance.

5. Performance tasks are multi-faceted.

Unlike traditional test “items” that typically assess a single skill or fact, performance
tasks are more complex. They involve multiple steps and thus can be used to assess
several standards or outcomes.

6. Performance tasks can integrate two or more subjects as well as 21st century skills.

In the wider world beyond the school, most issues and problems do not present
themselves neatly within subject area “silos.” While performance tasks can certainly
be content-specific (e.g., mathematics, science, social studies), they also provide a
vehicle for integrating two or more subjects and/or weaving in 21st century skills
and Habits of Mind. One natural way of integrating subjects is to include a reading,
research, and/or communication component (e.g., writing, graphics, oral or
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technology presentation) to tasks in content areas like social studies, science, health,
business, health/physical education. Such tasks encourage students to see
meaningful learning as integrated, rather than something that occurs in isolated
subjects and segments.

7. Performances on open-ended tasks are evaluated with established criteria and

rubrics.

Since these tasks do not yield a single answer, student products and performances
should be judged against appropriate criteria aligned to the goals being assessed.
Clearly defined and aligned criteria enable defensible, judgment-based evaluation.
More detailed scoring rubrics, based on criteria, are used to profile varying levels of
understanding and proficiency.

Types of Performance Assessments

 Portfolios, extended tasks, open-ended response exercises are other

assessments
 Open-ended response exercises are questions that help students explore a
topic ("Performance Assessment", 1993, para. 2)
 Extended tasks are assignments that need attention for a single task over a
long period of time ("Performance Assessment", 1993, para. 3)

Examples

 Drafting, reviewing, and revising a poem

 Conducting and explaining a experiment
 Solving math problems
 Conversing in a foreign language
 Earning a driver's license (Armstrong, 2015, p. 211)

1.2 Strengths and Limitations

Disadvantages:

 Not easily counted

 It is possibly difficult to judge on student learning
 Time is consumed when evaluating
 Costly ("Advantages and Disadvantages, 2006, para. 9)

Advantages:

 Students are able demonstrate the skills learned

 Learning occurs during the process until completion of the task
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 Active process using thinking and revision skills ("Advantages and
Disadvantages", 2006, para. 8)
 Integrated learning is represented

EVALUATION

1. Teacher Jessica wants to maximize the amount of time spent for performance-
based assessment. Which of the following must she consider?
a. Task given should be limited.
b. Formulate objectives only for affective domains
c. Plan tasks for both instruction and assessment.
d. Evaluate one competency for multiple performance tasks.
2. Which is the first step to consider in developing a scoring rubric for a
performance task?
a. Rating the rubrics.
b. Formulating the description task.
c. Identifying the purpose of assessment.
d. Describing the dimensions of performance.
3. What is the main purpose of follow-up conference with students regarding
their performance rating?
a. It clarifies misbehavior done by the students.
b. It is an avenue for establishing rapport with the students.
c. It identifies the strengths and limitations of the students.
d. It serves as a venue to change the given grades to students.

4. Which of the following statements describes performance-based assessment?

a. It requires student to create product or demonstrate process.
b. It uses paper-and-pencil as an assessment approach.
c. It is done only for physical education courses.
d. It directly measures a number of skills.
5. What do you call a scoring guide that uses criteria to differentiate between
levels of student proficiency?
a. Criteria b. Performance task c. Rubric d. Checklist

1.3 References
https://www.prodigygame.com/main-en/blog/types-of-assessment/

https://www.teachthought.com/pedagogy/6-types-assessment-learning/
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1 | Assessment in Learning 2
https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-
center/what-are-the-types-of-assessment/item10637

https://www.ecoleglobale.com/blog/traditional-assessment-vs-alternative-
assessment/

https://www.differencebetween.com/difference-between-formative-and-vs-
summative-evaluation/

https://logcero.blogspot.com/2016/10/analytic-and-holistic-assessment.html

https://www.coursehero.com/file/80793127/Nature-of-Performance-based-
assessmentdocx/

https://blog.definedlearning.com/blog/what-is-a-performance-task

Acknowledgment

The images, tables, figures and information contained in this module were taken
from the references cited above.

Disclaimer:

This module is not for commercial and is for educational purposes only. Some
technical terminologies and phrases were not changed, but the author of this module
ensures that all in-text citations are in the reference section. Even photos or figures
are with in-text citations as respect to the intellectual property of the original owners.