College of Teacher Education

Second Semester, A.Y. 2020-2021

MODULE 2
Authentic Assessment and Tools

Introduction

This module entitled ‘Authentic Assessment and Tools’ covers the definition, phases, and
advantages of authentic assessment as well as the tools in performing this type of assessment.

Date and Time Allotment

January 25 (3 hours)

I. Objectives

At the end of the end of this module, students should be able to:
1. Define authentic assessment.
2. Enumerate the characteristics and phases of authentic assessment.
3. Contrast authentic assessment from traditional assessment.
4. Give examples of tools used for authentic assessment.

II. Lecture
Merriam-Webster (2020) defined the word ‘authentic’ as “worthy of acceptance or belief as
conforming to or based on fact”. In the context of assessment, what makes a task, skill, or a project authentic?
Aren’t all skills authentic because they are done in real-life by learners?
To answer these two questions, I’ll say all tasks done in real-life are authentic. The problem lies in
how teachers could determine whether these genuine skills of the learners already passed their objectives.
Let us first digress into the definition of some terms that will be discussed in this module. The first
key word is ‘assessment’. According to Navarro and Santos (2013), assessment refers to “the process of
gathering data and information about what students know and can do”. Teachers can obtain data regarding
students’ skills, learnings, and experiences through assessment tools such as pen-and-paper test, one-on-
one interviews, project presentations, and the like. This process allows the teacher to examine what exactly
did the students learn and how do they use it for a certain task.
The term ‘evaluation’, according to Navarro and Santos (2013), refers to the action of critiquing and
interpreting the data collected from the learners through assessment and to provide a conclusion or
judgement regarding the students’ current level of competency. As the pair suggests, information gathered
through assessment is has little utility value until it is used to determine whether the certain individual has
passed the competency level prescribed in the learning objectives.
We also have the term ‘testing’ which is basically the process of administering assessment tools to
gather the needed information from the learners. In this regards, a ‘test’ simply means assessment tool meant
to show the current levels of competencies that the learners have.
Finally, we have the term “marks” which are essentially reports of the results of the evaluation of the
learners’ data that was acquired during the assessment process. Marks are commonly divided into certain
parts that are related to the objectives, content, or activity that was previously done by the learners. These
parts are also considered as the “criteria” for evaluating learners. For example, in our class, the ‘mark’ or
grade of a learner is divided into quizzes, paperwork, and exams which bear 30%, 30%, and 40% of your
mark, respectively.
Assessment is done using a huge variety of assessment tools such as paper tests, presentations,
reporting, portfolios, journals, rubric-scored demonstrations or performances, and the likes. The tool depends
on what the teacher wants to measure and how he/she could justify using these tools to properly assess the
learners. The scores themselves or the qualitative marks given by the teacher after the assessment is an
example of evaluation. Another recognizable example of evaluation is a learner’s general average per each
grading period.
In modern times, assessment is usually documented in line with the pursuit of higher educational
institutions to showcase and recognize the competencies achieved by the learners for the duration of the
course.
Authentic Assessment
Now that the preliminary terms are discussed, let us talk about authentic assessment. How could we
say that assessment is authentic when the whole point of assessment is only to gather data? Pause for a
minute and think.
The main argument on using a particular assessment tool is its accuracy. A teacher must justify why
an assessment tool is appropriate for measuring information on a competency. Accuracy is one of the
characteristics of an authentic assessment.
Mueller (2018) defined authentic assessment as “a form of assessment in which students are asked
to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.” This
definition asserts that in order for an assessment to be considered as authentic, it must focus on making the
learners apply their knowledge in a contrived or real-world environment.
Wiggins (1993, cited from Mueller, 2018) has defined authentic assessment as “engaging and worthy
problems or questions of worthy importance, in which students must use knowledge to fashion performances
effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by
adult citizens and consumers or professionals in the field”. Essentially, authentic assessment is comprised
of tests anchored on real-life skills that practitioners of the field manifests in their career. For example, an
aspiring pianist should be assessed on whether they could replicate a certain classical piece and incorporate
their own style into the rendition. Another example is when an aspiring accountant is assessed based on how
they can tally the given data and give their evaluation of it after studying it.
Wiggins definition also complements Stiggins (1987, cited from Mueller, 2018) who defined authentic
assessment as “Performance assessments call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered”. Note that authentic assessment
is also called as performance assessment, alternative assessment, and direct assessment (Navarro and
Santos, 2013).
What is evident in all the definitions of authentic assessment (AA) is that they must force the learners
to demonstrate their skills through tests that aim to imitate the real-life scenarios in which they would actually
integrate said skills.

Characteristics of Authentic Assessment

Navarro and Santos (2013) have listed several key characteristics of AA. They are listed below.

1. AA starts with clear and definite criteria of performance made known to students.
Authentic assessment starts with the learners knowing what they are expected to learn and perform
as well as to how they would be assessed in their skills. This is in line with the principle of setting objectives
that implies the need for learners to be informed of the objectives rather than go straight to teaching.

2. AA is criterion-based rather than norm-referenced and so it identifies strengths and

weaknesses, but does not compare students nor rank their levels of performance.
One of the reasons why schools no longer rank learners is that students tend to compare themselves
with others which then leads to negativity in learning. Authentic assessment focuses on individual learners
rather than the whole group and does not enforce ranking due to how this type of assessment focuses on
how each learner utilizes their learned skill in their own creative way which could not be ranked or compared
to the creativity of others.

3. AA requires students to make their own answers to questions rather than select them
from given options as in multiple choice items, and requires them to use a range of
higher-order thinking skills.
We know from Bloom’s Revised Taxonomy of Learning that the ability to create or simply “Creating”
is the highest level of cognitive prowess. Connecting this with the notion that authentic assessment tests the
creativity of learners, we could imply that AA forces learners to achieve the highest level of cognitive
knowledge in order to properly perform the tasks inside the tests.

4. AA often emphasizes performance and therefore students are required to demonstrate

their knowledge, skills, or competencies in appropriate situations. AA does not rely
on ability to recall facts or memorize details, instead students are asked to demonstrate
skills and concepts they have learned.
Authentic assessment focuses on the performance of learners because of the assumption that
learners will utilize their skills in their future careers; the same skills they will utilize under the standards of
authentic assessment. This is not to discount the uses of memorized knowledge as it is still used in different
scenarios in the workplace.
 5. AA encourages both teacher and students to determine their rate of progress in
cooperatively attaining the desired student learning outcomes.
Cooperation between teachers and learners serve as the fuel for an effective teaching-learning
process. As learners realize that the goals their teachers set for them will have different utilizations in their
future careers, they will be more inclined to achieve them. Additionally, teachers could serve as the prime
motivator for the learners having such a conviction.

6. AA does not encourage rote learning and passive taking of tests; instead, students are
required to demonstrate analytical skills, ability to integrate what they learn, creativity,
and ability to work in a group, skills in oral and written communications. In brief, AA
values not only the finished products which are learning outcomes, but also the process
of learning
What this characteristic of AA implies is that learning could be assessed in two parts; the product
(objectives) and the process (how they achieved the objective). These two parts were the highlights of
different approaches to assessment as they cause a divide and debate whether which is more important.
Teachers should integrate both of these parts interdependently in order to ensure holistic learning. Learners
who are developed holistically could easily be integrated into the society and their workplace due to their
individual and group skills.

7. AA changes the role of students as passive test takers into becoming active and
involved participants in assessment activities that emphasize what they are capable of
doing instead tests to measure students’ skills or retained facts has come under scrutiny
because of the limitation encountered in determining the students’ capability to utilize
their knowledge and skills in work and professional practice. At best, these tests are
able to give a “snap shot” of the students’ ability to recall facts and information at a
given time but fail to provide a “moving picture” of how they perform in real-world
situations which exist in the workplace.
Traditional assessment tools such as paper tests usually test only the learners’ ability to recall
important information that was taught during the lessons. These memories often serve little to no purpose in
the workplace and does not show how a learner could actually function in the society. Authentic assessment,
due to its nature of constantly testing the abilities of learners to apply what they have learned in a creative
manner, addresses the gap left by these traditional assessment tools. As Navarro and Santos (2013) also
added, “getting the correct answers on a (traditional) test does not necessarily include critical thinking”.

Phases of Authentic Assessment

Authentic assessment is not a process that could be done without careful planning. And even if it is
planned, there needs to be a guide in doing an actual authentic assessment. Navarro and Santos (2013)
have stated several steps or phases that is generally followed when doing authentic assessment.
1. Identifying the most important knowledge and skills that students should be able to
demonstrate as a result of their learning activities.
2. Determining the criteria and standards of outcomes performance and the acceptable
evidence that may be presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the attainment of the
desired student learning outcomes.
4. Measuring the extent at which the students are attaining the desired learning
outcomes.
5. Interpreting the assessment results and evaluating whether they indicate attainment of
the desired outcomes and utilizing them for continuous improvement.
These phases are cyclical. This means that after the evaluation of the learners’ skills, a teacher may
set a new set of learning outcomes, followed by the criteria and standards, and so on.
Let us have an example. Let’s say a mathematics teacher is to plan an authentic assessment for
his/her learners regarding their lesson on fractions.
Step 1: The teacher determines that the students must be able to give their own concrete
representation of a fraction and to correctly solve real-life problems involving fractions.
Step 2: The teacher sets the criteria for passing the lesson; the learners should be able to use at
least 5 different materials to show a concrete representation of a fraction and justify why such materials could
be used in the representations. The criteria will be divided into creativity, originality, clarity, and logical
justification.
Step 3: The teacher would then use different approaches such as video presentations,
demonstrations, cooperative activities, and problem-based learning to facilitate the learning process.
 Step 4: The teacher would use an analytic rubric (basically, an accurate assessment tool for
subjective outcomes) to assess the learners’ competency at expressing themselves based on the learning
outcome.
Step 5: The teacher would identify the learners who passed and those who did not. Since fractions
serve as one of the base foundation of mathematical computation, the teacher would have to determine to
further base the next lesson on fractions or move on to another mathematical concept related to fractions
while simultaneously setting new learning outcomes for the learners to achieve; and the cycle continues.
To help teachers set up criteria and learning outcomes, Navarro and Santos (2013) gave examples
of authentic learning activities such as:
• Doing science experiments
• Conducting social science field research
• Writing stories and reports
• Reading and interpreting literary pieces
• Solving mathematical problems that have real-world implications
• Performing particular skills/competencies
• Simulation or role-playing
• Exhibiting and displaying completed works
• Submitting portfolios
• Submitting original creative projects

Traditional Assessment and Authentic Assessment

In the classroom setting, two different assessments are implemented: traditional and authentic.
Traditional assessment, according to Mueller (2018), is “the forced-choice measures of multiple-choice tests,
fill-in-the-blanks, true-false, matching and the like that have been and remain so common in education.
Students typically select an answer or recall information to complete the assessment. These tests may be
standardized or teacher-created. They may be administered locally or statewide, or internationally.” In short,
traditional assessment is the type of assessment that is used to assessed a large portion of the student
population and whose main strength lies in their ability to stimulate students’ recall of learned knowledge.
This type of assessment is usually done by universities and national institutions in determining whether an
individual is fit to enter or join a particular institution or organization. As a student of UEP, you must have
passed the Entrance Examination during your time; which is an example of traditional assessment.
Traditional assessment and authentic assessment are fundamentally different on their ways of
assessing learners. While both of these assessments are anchored on an institution’s mission, traditional
assessment expects learners to have a certain set of knowledge that they need to show through tests while
authentic assessment expects learners to possess a set of skills that they have to demonstrate in their
workplace or in other real-life or contrived environments. Essentially, traditional assessments expect a learner
to “know things” in order to be a functional member of society, while authentic assessment focuses on the
learners’ ability to “do things” in order to be integrated in the society.
In terms of the school’s responsibility to the learners, traditional assessment asserts that schools
should transmit or transfer a set of knowledge and skills to the learners and tests these information through
the use of traditional assessment tools such as multiple-choice tests. On the other hand, authentic
assessments expect schools to develop the skills already possessed by the learners and require them to
demonstrate these polished and trained skills in order to prepare them for real-world situations related to
such skills.
The differences between these two assessments were summarized by Navarro and Santos (2013)
in the table below.

Table 1. Differences between Traditional Assessment and Authentic Assessment (Retrieved from Navarro
and Santos, 2013)

Attributes Traditional Assessment Authentic Assessment

1. Action / Options Selecting a response Performing a task
2. Setting Contrived / imagined Simulation / Real-life
3. Method Recall / recognition Construction / application
4. Focus Teacher - structured Student – Structured
5. Outcome Indirect evidence Direct evidence
 Mueller (2018) provided elaborations regarding these differences. They are listed below:
• Selecting a Response to Performing a Task
On traditional assessments, students are typically given several choices (e.g.,
a,b,c or d; true or false; which of these match with those) and asked to select the
right answer. In contrast, authentic assessments ask students to demonstrate
understanding by performing a more complex task usually representative of more
meaningful application.
As a learner, you may have already experienced answering a multiple-choice test, a true or false
test, and an identification test. These types of test provide learners with choices, either directly written or
indirectly implied. These choices are then recorded as responses, effectively limiting what the learners are
allowed to answer, or what they need to recall. Authentic assessment, however, only sets the task and
standards which allows the learner to perform the said tasks in creative or unique ways.
• Contrived to Real-life
It is not very often in life outside of school that we are asked to select from
four alternatives to indicate our proficiency at something. Tests offer these
contrived means of assessment to increase the number of times you can be asked to
demonstrate proficiency in a short period of time. More commonly in life, as in
authentic assessments, we are asked to demonstrate proficiency by doing something.
Life does not show restricted options when it comes to solving problems. This notion shows how
traditional assessment tools cannot entirely prepare learners in their future careers. Authentic assessment,
meanwhile, is anchored on this notion that the learners should find the answers on their own after being
taught how to.
• Recall/Recognition of Knowledge to Construction/Application of Knowledge
Well-designed traditional assessments (i.e., tests and quizzes) can
effectively determine whether or not students have acquired a body of knowledge.
Thus, tests can serve as a nice complement to authentic assessments in a teacher's
assessment portfolio. Furthermore, we are often asked to recall or recognize facts
and ideas and propositions in life, so tests are somewhat authentic in that sense.
However, the demonstration of recall and recognition on tests is typically much less
revealing about what we really know and can do than when we are asked to construct
a product or performance out of facts, ideas and propositions. Authentic
assessments often ask students to analyze, synthesize and apply what they have
learned in a substantial manner, and students create new meaning in the process as
well.
Traditional assessment tools determine if an individual possesses the body of knowledge taught to
them by the institutions. This repeated process of recalling these sets of knowledge is replicated in some
real-life scenarios such as when you are tasked to recall the fundamentals of electronic parts when
purchasing a new gadget. In this context, traditional assessment tools provide an authentic use. However,
simple recall cannot show our own creativity in actually using these recalled information in related tasks.
• Teacher-structured to Student-structured
When completing a traditional assessment, what a student can and will
demonstrate has been carefully structured by the person(s) who developed the test.
A student's attention will understandably be focused on and limited to what is on
the test. In contrast, authentic assessments allow more student choice and
construction in determining what is presented as evidence of proficiency. Even when
students cannot choose their own topics or formats, there are usually multiple
acceptable routes towards constructing a product or performance. Obviously,
assessments more carefully controlled by the teachers offer advantages and
disadvantages. Similarly, more student-structured tasks have strengths and
weaknesses that must be considered when choosing and designing an assessment.
As one of the main consideration of good learning outcomes, the learners’ opinion and preferences
greatly impacts the achievement of the set objectives. This goes with authentic assessment as well since
learners are allowed to deal with a problem using their own skills. However, teachers must note that not all
learners are able to create their own path to an acceptable performance level.
• Indirect Evidence to Direct Evidence
Even if a multiple-choice question asks a student to analyze or apply facts
to a new situation rather than just recall the facts, and the student selects the correct
answer, what do you now know about that student? Did that student get lucky and
pick the right answer? What thinking led the student to pick that answer? We really
 do not know. At best, we can make some inferences about what that student might
know and might be able to do with that knowledge. The evidence is very indirect,
particularly for claims of meaningful application in complex, real-world situations.
Authentic assessments, on the other hand, offer more direct evidence of application
and construction of knowledge. As in the golf example above, putting a golf student
on the golf course to play provides much more direct evidence of proficiency than
giving the student a written test. Can a student effectively critique the arguments
someone else has presented (an important skill often required in the real world)?
Asking a student to write a critique should provide more direct evidence of that skill
than asking the student a series of multiple-choice, analytical questions about a
passage, although both assessments may be useful.
The time-old problem of actually translating knowledge into skills could be addressed by the
application of authentic assessment. With traditional assessment tools, some circumstances such as
guessing of answers, copying from seatmates, or simply just cramming before the tests all affect the data
gathered as cause lapses in evaluation. Even if a student is evaluated highly on these tests, there is still the
argument that these learners may forget their learnings and never apply it in their lives. Authentic assessment
doesn’t have these kinds of error as the learners’ evaluation is directly anchored in their ability to utilize their
knowledge.
While one may think that traditional assessment is the worse type of assessment compared to
authentic assessment, Mueller (2018) asserted that these two assessments should be done together
interdependently as they measure different types of information that both aim to interpret the development of
the learners. For an analogy, if you have to choose between two chefs; one that knows the properties and
characteristics of ingredient and one that knows how to prepare and use the same ingredients, you would
most likely choose the chef who actually knows how to make your food. However, it is likely that we would
prepare a chef that knows the ingredients and its properties and also know how to prepare and utilize this
knowledge.

Authentic Assessment Tools

You now know what authentic assessment is. Now, let us discuss the tools we could use to
implement the said type of assessment. According to Navarro and Santos (2013), there are three modes of
assessment that could be used in authentic assessment. They are observations, performance samples,
and actual performance.
Observations are a mode of assessment that gathers data from learners through the teachers’ visual
sense. This is not done by simply writing inferences. A teacher sets a particular sets of skills or competencies
that the learners must do. These skills are not explicitly said to the learners as observations are done on
students’ daily work, not on purposeful performances.
Hard (1994, cited from Navarro and Santos, 2013) stated that in order to make observation-based
assessment systematic and objective, the observation must be:
• done not only to a single student but to the class.
• done frequently and in regular intervals.
• recorded in writing.
• utilized in both routine and exceptional or uncommon occurrences.
• synthesized with other observations in order to increase reliability.
One example of an observational tool is a developmental checklist. Navarro and Santos (2013)
defined developmental checklist as “an observation tool which requires teacher recorder to describe the traits
or learning behaviors being assessed”. They also added that this tool allows the teacher to see a
representation of the students’ personal progress towards the achievement of the learning goals.
Here is an example of a developmental checklist:
 Table 2. Individual Developmental Checklist Sample

Name: Year and Section:

Skills on Problem-Solving
Stage 1: Able to Stage 2: Able to Stage 3: Able to Stage 4: Able to state
determine the given of a determine the given of a paraphrase the the steps in solving a
problem with the help of problem independently. problem. problem.
classmates.

Date Observed: Date Observed: Date Observed: Date Observed:

Teachers are encouraged to use a developmental checklist for the whole class. Below is an example
of a group developmental checklist.

Table 3. Group Developmental Checklist Sample

Competency in Reporting
Speaks slowly States a sentence without Able to put brief Speaks
Name and with pauses or incorrect substantiations and opinions properly and in
reservations. pronunciations. on some scripted sentences. impromptu.
Abaoag, P. January 7 January 18 January 22
Benitez, A. January 6 January 15 January 20 January 28
Carlos, L.
Fernandez, T. January 7
Fernandez, Z. January 8 January 16 January 17

Another checklist, called the observation checklist, is another observation tool used to quantify a
teacher’s observational data.

Table 4. Observation Checklist (Retrieved from Navarro and Santos, 2013)

Name: Topic/Activity:
Rating
Attributes:
5 4 3 2 1
Clarity of presentation
Opportunity for class interaction
Organization
Grammar and Syntax
Provision of Summary

Another example of an observation tool is the interview sheet which is also called the ‘conference
recording form’. This tool consists of questions that the learners as tasked to answer while the teacher records
their answers.
Interview on Literary Criticism
Student Name:
Interviewer Name:
Course and Section:
Subject:
Selected Literary Piece:
Date:

1. Why did you pick the particular literary piece?

2. What type of analysis would you use to critic the piece?
3. Would you research on the background of the piece?
4. Do you feel the significance of your selected literary piece to the modern society?
5. How would you present your findings and criticisms?

Figure 1. Interview Sheet Sample

 Performance samples are a collection of tangible projects or works made by learners. A portfolio
is an assessment tool for this mode assessment. In essence, a portfolio consists of various artifacts,
paperwork, and even images that document or showcase the skills, motivations, thoughts, and the
accomplishments of the learners.
A portfolio may be done in various forms such as artful scrapbooks filled to the brim with small
decorations around each document, a formally arranged compilation with tabs that provides easier
navigation, or even a compressed digital folder with documents, presentations, or images; each having a
brief description as to what the file portrays which are usually student activities and accomplishments.
According to Navarro and Santos (2013), portfolios have three purposes: a) to be used in assessing
the learners’ growth and development at different levels and contexts, b) to inform the parents of the progress
of their children in school, and c) to allow instructional supervisors to evaluate the strengths and weaknesses
of the academic program.
Furthermore, Navarro and Santos (2013) listed allowable documents in the portfolio which includes:
• essays
• video and audio tapes
• conference notes
• pictures
• graphs/charts
• art work
• group reports
• compact disks/USB
• field reports

Actual Performance are milestones in learners’ ability to demonstrate the learning objectives. One
assessment tool used in this category is the performance checklist which is “a list of behaviors that make
up a certain type of performance (e.g., using a microscope, preparing a letter, solving a mathematics
performance, etc.)” (Navarro and Santos, 2013). This tool is used to determine whether a certain individual
exhibits a behavior in a desired manner when tasked to perform a particular activity. It such a behavior is
observed, then the teacher simply marks the checklist for the student.
An example of a performance checklist is listed below:

Performance Checklist in Making Presentations

Student Name:
Course and Section:
Date:

Behaviors:
____1. Extracts the correct information.
____2. Makes compact and neat slides.
____3. Uses appropriate transitions and animations.
____4. Uses hyperlinks for interactivity.
____5. Does not clutter the slide with information.
____6. Uses unobstructive themes.
____7. Observes the contrast of colors of the background and foreground.

Figure 2. Performance Checklist Sample

Oral questioning is assessment tool for actual performance which is used to assess the learners’
knowledge or determine the learners’ ability to cohesively communicate their ideas to others (Navarro and
Santos, 2013). Utilizing this tool requires the learners to have a good or stable mental and emotional state of
mind which means that they should not be anxious or nervous as these undesirable traits hamper the
learners’ ability to express themselves properly.
An assessment tool that could complement oral questioning is self-report checklists. As the name
suggests, self-report checklists are a list of behaviors that are expected to be manifested by the learners.
This list is given to learners in order for them to check their growth and development in the course. Once the
listed behavior is observed, they are simply going to mark or check the list.

Authentic assessment is a revolutionary approach towards assessing learners. It revitalizes the

notion that schools are meant to be a simulation of the real-life workplace of the learners as well as the
grounds for the improvement of their craft. While it has certain advantages and disadvantages, teachers must
continually implement authentic assessment in class to show just how much the students could accomplish
on their own.

III. Activity
For your activity, I will upload a set of Google Forms in our Google Classroom for you to answer.

IV. Assessment
You will do your assessment in groups of 4. Your task is to make a sample Individual and Group
developmental checklist, Observation Checklist, Interview sheet, and performance checklist. Each should
have a separate topic based on the lessons in your Major (area of specialization).
For each assessment tool, you are going to write a brief paragraph that justifies the reason why you
put your selected competencies, tasks, behavior, or questions in your assessment tool.
Encode your work in a single document and upload it in our Google Classroom. Do not forget to put
your name and the name of your groupmates, course, section, and date on the upper part of the document.
Only one member of the group has to upload their work. Put your name and your group mates name on the
private comment (description box) when you upload the file.

V. Other References
• Navarro, Rosita L. and De Guzman-Santos, Rosita (2013) Authentic Assessment of
Student Learning Outcomes 2 (2nd Edition). Lorimar Publishing, Inc. Quezon City, Manila
• http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Prepared by:

ALLEN CHRISTIAN V. TORRES, MSEd

Instructor, CTE

Checked by:

GLORIA C. NEMEDEZ, MAEd

Program Head, CTE

Approved by:

EVELYN ABALOS-TOMBOC, DBA

President, University of Eastern Pangasinan