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Assess 2 Module 1 Lesson 1

The document discusses authentic assessment and its key characteristics. It defines authentic assessment as tasks that resemble real-world situations and require students to apply their skills and knowledge. Some key points: - Authentic assessments measure performance on tasks that have meaning in the real world. Students are evaluated on how they use what they've learned in meaningful ways. - It has four main characteristics: tasks represent real-world work, students learn assessment criteria, self-assessment is important, and students may publicly present their work. - Authentic assessment captures the constructive nature of learning and integrates teaching, learning and evaluation. It allows multiple ways for students to demonstrate what they've learned.

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Jennifer Cortez Tan
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107 views

Assess 2 Module 1 Lesson 1

The document discusses authentic assessment and its key characteristics. It defines authentic assessment as tasks that resemble real-world situations and require students to apply their skills and knowledge. Some key points: - Authentic assessments measure performance on tasks that have meaning in the real world. Students are evaluated on how they use what they've learned in meaningful ways. - It has four main characteristics: tasks represent real-world work, students learn assessment criteria, self-assessment is important, and students may publicly present their work. - Authentic assessment captures the constructive nature of learning and integrates teaching, learning and evaluation. It allows multiple ways for students to demonstrate what they've learned.

Uploaded by

Jennifer Cortez Tan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ASSESS 2
(COMPETENCY-BASED
ASSESSMENT 2)

MODULE 1
PERFORMANCE – BASED ASSESSMENT
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INTRODUCTION
Assessment is an essential and powerful tool in the teaching and learning process. Moreover, it is a process of
obtaining data with which we could measure student competence and learning outcomes. The process begins
with the identification of the specific target goals before collecting and interpreting the information.
Assessment of student learning requires the use of a variety of techniques for measuring outcomes which plays
a significant role in effective teaching and learning processes. Assessment shall be used primarily as quality
assurance to track student progress to the attainment of standards, promote self-reflection,and personal
accountability for one’s learning, and provide a basis for the profiling of student program.
This unit presents various techniques and procedures of assessing student learning outcomes which help the
teachers in making instructional, curricular or administrative decisions.

LEARNING OUTCOMES:
At the end of this module, the students should be able to:
 obtain a clear concept of what is authentic assessment and its characteristics;
 discuss the differences between Traditional and Authentic Assessments;
 describe performance task for performance-based assessment; and explain what is rubric and
its importance in performance-based assessment

CONTENTS OF THE MODULE


This module contains the following lessons:
Lesson 1: Authentic Assessment: Concepts and Characteristics
Lesson 2: Performance – Based Assessment

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY


In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you would understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire
the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections about the
module’s contents or activities.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 1
Authentic Assessment: Concepts and Characteristics
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LEARNING OUTCOMES

At the end of this module, the students should be able to:


 obtain a clear concept of what is authentic assessment and its characteristics;
 discuss the differences between Traditional and Authentic Assessments;
 describe performance task for performance-based assessment; and explain what is rubric and
its importance in performance-based assessment.
 Value the spirit of teamwork and collaborative learning among the learners.
MOTIVATION/PROMPTING QUESTIONS
The students are asked individually on this question. Is it important to evaluate the performance of the
students? Why?
DISCUSSION
What is Authentic Assessment?
-Refers to assessment tasks that resemble reading and writing in the real world and in school. Its aim is to
assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those
abilities are used. For example, authentic assessments ask students to read real texts, to write for authentic
purposes about meaningful topics, and to participate in authentic literacy tasks such as discussing books,
keeping journals, writing letters, and revising a piece of writing until it works for the reader. Both the material
and the assessment tasks look as natural as possible. Authentic assessment values the thinking behind work, the
process, as much as the finished product. (Pearson and Valencia , 1987, Wiggins, 1989, and Wolf, 1989).
-Assessment is authentic when it measures performances or products which have realistic meaning that can
be attributed to the success in school. Activities, questions and problems with “real world” satisfy the criterion
that it needs to be an authentic intellectual work within the given situation or contextual realism of the tasks.
-In the present k to 12 curriculum, the students are expected to produce products or performances through
authentic tasks. This should reflect what teachers want their students to do with their learning and demonstrate
the use in real life situation. Wiggins (1989) argues that teachers should “test those capacities and habits we
think are essential and test them in context. Make them replicate within reason, the challenges at the heart of
each discipline.”
-Authentic assessment has four basic characteristics:
1. The task should be representative of performance in the field.
2. Attention should be paid to teaching and learning the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students should present their work publicly and defend it.
In general, below are some of the best uses of authentic assessment (Mueller, 2010):
1. Authentic assessments are direct measures.
The main purpose of authentic assessment is to be able to use the acquired knowledge and skills in the
real world. Forms of assessment task must be applied in authentic situations. This could be done also by
teachers by asking the students to use what they have learned in some meaningful way (e.g. Conducting a
science experiment-hypothesis testing , developing feasibility study, calculating savings).
2. Authentic assessments capture constructive nature of learning.
In a constructivist point of view, learners should create knowledge and meaning based from schemata.
Thus, assessments cannot just ask students to repeat information they have received. Students must also be
asked to demonstrate that they have accurately constructed meaning about what they have been taught.
3. Authentic assessments integrate teaching, learning, and assessment.
Problem solving and decision making skills are best exemplified by this purpose. Students are learning
the process of developing a solution to a problem by simply applying the meaningful concepts.
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4. Authentic assessments provide multiple paths to demonstration.


Students may have different ways by which they could demonstrate what they have learned. Similarly,
authentic tasks tend to give the students more freedom on how they will demonstrate what they have learned.
By carefully identifying the criteria of good performance on the authentic task ahead of time , the teacher can
still make comparable judgments of student performance even though student performance might be expressed
quite differently from student to student.

Paper and Pencil tests or quizzes are best examples of traditional assessment which mainly describe and
measure student learning outcomes. Most of the time, teachers still engage themselves in the utilization of
traditional assessment. Law and Eckes (1995) state that traditional assessments are single – occasion tests which
measure what learners can do at a particular time.
Traditional assessments are indirect and inauthentic measures of students learning outcomes. This kind of
assessment is standardized and for that reason, they are one – shot, speed- based, and norm- referenced
(Bailey,1998). Traditional Assessments often focus on learner’s ability of memorization and recall, which are
lower level of cognition skills (Smaldino , 2000).

CHARACTERISTICS OF THE 21st CENTURY ASSESSMENT

1. Responsive – Visible performance- based work ( as a result of assessment ) generates data that inform
curriculum and instruction. Teachers can adjust instructions , school leaders can
consider
additional educational opportunities for students and policy makers can modify
programs and resources to cater to the present needs of the school community.

2. Flexible - Lesson design, curriculum, and assessment require flexibility, suppleness, and
adaptability.
These approaches best fit for the demands of the learning environment at present since as
students’ decisions, actions and applications vary, the assessments and the system need to
be flexible, too.

3. Integrated - Assessments are to be incorporated into day- to- day practice rather than as add-ons at
the
end of instructions or during a single specified week of the school calendar.

4. Informative – The desired 21st century goals and objectives are clearly stated and explicitly taught.
Students display their range of emerging knowledge and skills. Exemplars routinely
guide students toward achievement of targets.

5. Multiple Methods – An assessment continuum that includes a spectrum of strategies is the norm.
Students demonstrate knowledge and skills through relevant tasks , projects, and
performances.

6. Communicated – Communication of assessment data is clear and transparent for all stakeholders.
Results are routinely posted to a database along with standards- based commentary,
both of which must be available and comprehensible at all levels.

7. Technically Sound – To be reliable, the assessment must be precise and technically sound so that
users
are consistent in their administration and interpretation of data. They produce
accurate information for decision- making in all relevant circumstances.
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8. Systemic – Twenty-first century assessment is part of a comprehensive and well-aligned assessment


system that is balanced and inclusive of all students, constituents, and stakeholders and
designed to support improvement at all levels.

Learning Activities/Exercises
Activity No. 1

Name: _______________________________________ Date: ___________________

You are a seasoned teacher and some beginning teachers seek for your help in determining the suitable
way to evaluate progress of the students in measuring the following domains. What will you recommend/

1. Cognitive

2. Affective

3. Psychomotor

Activity No. 2

Name: ___________________________________________ Date: _____________

Answer the following questions comprehensively.


1. In your own understanding, what is assessment?

2. What common assessment techniques are you utilizing in the classroom setting?

3. Discuss the characteristics of the 21st Century Assessment.

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