PCK 6 – Assessment of Learning 2

UNIT 2. AUTHENTIC ASSESSMENT IN THE CLASSROOM

Introduction.
Authentic assessment is a form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and
skills. We use authentic assessment when we want students to be able to use the
acquired knowledge and skills in the real world. (Amalia, 2012)
A. High Quality Assessment in Retrospect
High-quality assessments are balanced to provide instructors with ongoing feedback
about student progress. In particular, data gathered from assessments given throughout
the learning process give educators the information they need to adjust their instruction.
Assessment, then, isn't the final word; rather, it should be part of an ongoing
conversation that helps all students get exactly what they need to meet learning
standards. (Trach, E. 2018)
High Quality Assessment = it provides a result that demonstrates and improve targeted
students learning
a. Assessment for Learning (formative)
The purpose of formative assessment is to provide students with feedback on how they
are going. The aim is to help students improve their performance and make their next
piece of assessed work better.
It is developmental and formative in nature; hence the term” formative assessment”.
The feedback the student receive is the key component of formative assessment.
b. Assessment for certification (summative)
Another purpose of assessment is to gather evidence to make a judgement about a
student level of performance; against the specified learning objectives. Students is
usually assessed at the end of an element of learning, such as the end of the module,
mid semester or end of the semester. They are awarded results typically as marks or
grade to represent a particular level of achievement (high, medium, low) this judgmental
“summative” process formally provides the evidence to verify or “certify” which student
may progress to the next level of their studies.
c. Protect academic standard
Grades from cumulative assessment are used to certify that a person has a necessary
knowledge and skills (and can apply them appropriately) to be awarded qualification.
Consequently, the quality and integrity of assessment is essential to guarantee the
credibility of qualification and the academic reputation of the issuing institution. There is
considerable local, national and international concern to ensure that the ways we
protect academic standards stand up to scrutiny.
d. Feedback for teaching
The result from formative and summative assessment can help you track how your
students are going throughout your success. Closely looking at the result can help you
identify any pattern of difficulties or misunderstanding the students might have. This in
turn allow you alter your approach to teaching and adjust your curriculum accordingly.
For example, you may identify that you need to offer more detailed explanation or
provide additional resources in a particular area. We use assessment as a tool to
provide feedback to students about their learning (formative assessment) as well as
certifying their level of assessment (summative assessment). It is a means by which we
protect our academic standards and institutional reputation; and a method of evaluating
and adjusting teaching.
2. Targets of High-Quality Assessment
a. Learning Target

✓ a clear description of what students know and able to do.

✓ it is an outcome that the teacher wants her students to attain or acquire from her
teaching.

✓ This involves knowledge, reasoning, skills, product and effect.

✓ It needs to be stated in behavioral terms or term which denotes something which can
be observed through the behavior of the students
Five categories of Learning target according to Stiggins and Conklin (1992)
1. Knowledge learning target
It is the facts and concept we want students to know, either rote learned or retrieved
using reference materials.
2. Reasoning learning target
The ability of students to use their knowledge to reason and solve problems.
3. Skill Learning target
The ability of the students to create achievement-related skills likes conducting
experiments, playing basketball, and operating computers
4. Product learning target
The ability of the students to demonstrate achievement-related products such as written
report, oral presentation and art product.
5. Affective learning target
The attainment of affective traits such as attitudes, values, interests, and self-efficacy.
Student attitude about school and learning.
b. Cognitive Targets
As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational objectives at the
cognitive level:
1. Knowledge
 refers to the acquisition of facts, concept and theories.
Example: knowledge of historical facts
• Recall or recognize information, describing, defining, labeling, memorizing etc.
• Knowledge forms the foundation of all other cognitive objectives for without
knowledge, it is not possible to move out to the next higher level thinking skills in the
hierarchy of the educational objectives.
2. Comprehension
• refers to the same concept as understanding.
• Re-state data or information in one’s own words, interpret, and translate.
• Explaining or interpreting the meaning of the given scenario or statement
• A step higher than mere acquisition of facts and involves a cognition or awareness of
interrelationships of the facts and concepts.
3. Application
• refers to the transfer of knowledge from one field of study to another or from one
concept to another concept on the same discipline.
• Using or applying knowledge, putting theory into practice
• Demonstrating, solving problems
4. Analysis
• refers to the breaking down of the concept or idea into each component and explaining
the concept as the composition of these concept.
• Interpreting elements, organizing, structuring
5. Synthesis
• refers to the opposite of analysis and entails putting together the components in order
to summarize the concept.
• Developing new unique structures, model, system, approaches or ideas
• Build, create, design, establish, assemble, formulate.
6. Evaluating and reasoning
• refers to valuing and judgment or putting the “worth” of a concept or principle.
• Judgment relating to external criteria
• Assess effectiveness of whole concept, in relation to values, outputs, efficacy, and
others.
Types of Reasoning

➢ Inductive reasoning uses specific facts or evidence to infer general conclusions

➢ Deductive reasoning begins with general rule or principle to infer specific conclusion
or solutions

➢ Analytical reasoning requires examining components or structure of something

➢ Comparative reasoning describes similarities and differences between two or more

items
a. Appropriateness of assessment method
General Categories:
1) Written response instrument
Written response instrument includes objective test (multiple choice, true or false,
matching or short answer) test, essay, examination and checklist.

➢ Objective test is appropriate for assessing the various level of hierarchy of

educational objectives

➢ Multiple choice test in particular can be constructed in such a way as to test higher
order thinking skills

➢ Essay can test the student grasp of the higher-level cognitive skills particularly in the
areas of application analysis, synthesis and judgment.
Example:(POOR)
Write an essay about the First EDSA Revolution
(BETTER)
Write an essay about the First EDSA Revolution and their respective roles.

➢ Checklist list of several characteristics or activities presented to the subjects of a

study, where they will analyze and place a mark opposite to the characteristics
2) Product rating scales – used to rate products.
Examples of product that are frequently rated in Education

✓ Book reports

✓ Maps

✓ Charts

✓ Diagram

✓ Notebooks

✓ Essays

✓ The classic “handwriting” scale used in the California Achievement Test, Form W
(1957)
3) Performance test – performance checklist
▪ It is used to determine whether or not an individual behaves in a certain way when
asked to complete a particular task.
▪ Consist of a list of behaviors that make up a certain type of performance
4) Oral questioning – appropriate assessment method
when the objectives are to:
▪ Assess the students’ stock knowledge and/or
▪ Determine the students’ ability to communicate ideas in coherent verbal sentences.
5) Observation and self-reports
▪ Useful supplementary methods when used in conjunction with oral questioning and
performance test.
b. Properties of Assessment Method
1) Validity
▪ Something valid is something fair
▪ A valid test is one that measures what it is supposed to measure
Types of validity
Face validity – outward appearance of test, the lowest form of test validity
• What do students thing of the test? Construct validity
– the test is loaded on a “construct” or factor
• Am I testing in the way I taught? Content validity
– content and format of the instrument
• Am I testing what I taught?
i. Students adequate experience
ii. Coverage of sufficient material
iii. Reflect the degree of emphasis
Criterion-related validity – the test is judge against a specific criterion
• How does this compare with the existing valid test?
Test can be made more valid by making them more subjective (open items)
▪ Validity- appropriateness, correctness, meaningfulness and usefulness of the specific
conclusions that a teacher reaches regarding the teaching-learning situation.
2) Reliability
▪ Something reliable is something that works well and that you can trust.
▪ A reliable test is consistent measure of what it is supposed to measure
Questions:

✓ Can we trust the result of the test?

✓ Would we get the same results if the test were taken again and scored by a different
person?
Test can be made more reliable by making them more objective (controlled items)
▪ Reliability is the extent to which an experiment, test or any measuring procedure yields
the same result on repeated trials
▪ Equivalency reliability is the extent to which two item measure identical concepts at an
identical level of difficulty. Equivalency reliability is determined by relating two sets of
test scores to one another to highlight the degree of relationship or association.
▪ Stability reliability (sometimes called test, re-test reliability) is the agreement of
measuring instrument over time. To determine stability, a measure of test is repeated on
the same subjects at a future date.
▪ Internal consistency is the extent to which test or procedure assess the same
characteristic, skill or quality. It is a measure of the precision between the observers or
of the measuring instruments used in a study.
▪ Interrater reliability is the extent to which two or more individual (coders or raters)
agree. Interrater reliability addresses the consistency of the implementation of a rating
system,
3) Fairness
The concept that assessment should be “fair” covers a number of aspects
▪ Student knowledge and learning targets of assessment
▪ Opportunity to learn
▪ Prerequisite knowledge and skills
▪ Avoiding teacher stereotype
▪ Avoiding bias in assessment tasks and procedures
4) Positive consequences
▪ Learning assessments provide students with effective feedback and potentially
improve their motivation and/or self-esteem. Moreover, assessments of learning give
students the tools to assess themselves and understand how to improve. Positive
consequence on students, teachers, parents and other stakeholders.
5) Practicality and efficiency
▪ Something practical is something effective in real situations
▪ A practical test is one which can be practically administered.
Questions:

❖ Will the test take longer to design than apply?

❖ Will the test be easy to mark?

Test can be made more practical by making it more objective (more controlled items)
▪ Teacher familiarity with the method -teacher should be familiar with the test
▪ Time required
▪ Complexity of administration - does not require too much time
▪ Ease of scoring - implementable
▪ Ease of interpretation
▪ Cost
4. REALIABILITY, VALIDITY AND PRACTICALITY
THE PROBLEM:

❖ The more reliable a test is, the less valid.

❖ The more valid a test is, the less reliable

❖ The more practical a test is, (generally) the less valid

THE SOLUTION:

❖ As in everything, we need a balance (in both exams and exam items)6) Ethics in
assessment
– “Right and Wrong”
▪ Conforming to the standards of conduct of a given profession or group
▪ Ethical issues that may be raised
i. Possible harm to the participants
ii. Confidentiality
iii. Presence of concealment or deception
iv. Temptation to assist students
B. What is Authentic Assessment?
Authentic assessment is a course evaluation method where the students apply their
knowledge to unique real-life contexts or situations. Jon Mueller describes it as a form
of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills.
Instead of weighing a student’s performance against a standardized benchmark, the
students execute tasks using the skills and knowledge from the course. It is all about
getting the students to solve real-life situations by applying the skills and knowledge
they have mastered.
For example, after a course on good citizenship, the instructor can ask the students to
talk about what they will do if an older adult boards a bus when all the seats are taken
or how they will resolve a conflict.
Using authentic assessment methods, the teacher can realistically evaluate a student’s
ability based on how they apply what they have learned to the assignment. This method
of course evaluation empowers the instructor to embrace innovation and objective
judgment.
Authentic assessment is often described as the meeting point between learning and
evaluation. Instead of a one-size-fits-all rubric, the instructor defines unique standards
for student performance, curates’ criteria for the tasks, and creates a realistic rubric to
track performance.
The following are the characteristics of authentic assessments as described in Bean
(1993) and Svinicki (2004).
 Resemble real-world tasks and activities
 Can be structured as written or oral assessments completed individually, in pairs,
or in groups
 Often presented as ill-structured problems with no right answers
 Ask students to communicate their knowledge orally or in writing to a specific
audience and for specific purpose
 Usually ask students to address professional or lay audiences
Characteristics of Authentic Assessment

1. Authentic assessment simulates real-life situations. Students are asked to

participate in real-world tasks and activities to demonstrate their knowledge of
the course or subject matter.
2. There are no right or wrong answers in authentic assessment. It is all about
showing how the student can use the knowledge from the course in real-world
contexts and scenarios.
3. Authentic assessment questions are presented as poorly-structured problems.
4. It requires in-depth creativity and originality. The students have to think outside
the box to create unique solutions to the problem.
5. Authentic assessment methods are tailored to 1 specific and well-defined
purpose.
6. It is complex and action-oriented. Alternative assessments spur the students to
research and look for answers. The students need to leverage a variety of skills
and data collection methods to find practical solutions.
7. Authentic assessment involves both oral tests like presentations and written tests
with open-ended questions.
8. Students get feedback from the instructor at different points as they engage in
the tasks. It allows the students to leverage feedback and improve their solutions
and suggestions until they arrive at the most practical and effective answers.
9. The instructor collaborates with the students to create alternative assessments.
Examples of Authentic Assessments
Memos, Letters to the Editor and E-mails
This type of assignment asks students to write from the first-person singular perspective
of an historical individual, an imagined individual, or themselves for the purpose of
developing a coherent thread of knowledge for an intended/imagined audience. This
type of project encourages students to use their imaginations but also to research and
collate an explicit and tangible body of knowledge in their discipline while at the same
time developing critical and professional written and communication skills.
For example, students in Finance might be asked to write a client memo; students in
Recreation and Leisure Studies might be asked to write a letter to the editor of a local
newspaper about a community concern; and students in Visual Culture might be asked
to write an e-mail to an imagined manager about a magazine cover they are currently
designing.
Presentations (inc. Poster Presentations)
Presentations are the most readily approachable method of authentic assessment for
both students and teachers. The idea of having students take their work and make it
public within the context of the classroom not only encourages students to invest more
time and thought into their work but also immediately connects to the development of
professional skills and of presentation skills for a variety of audiences. Key aspects that
make presentations authentic are the rehearsal and preparation time required to
succeed, the practice and development of an appropriate, polished use of PowerPoint
and/or other visual aids and representations, the growth of working either individually or
collaboratively, as well as the improvement of posture, gesture, and vocal variety all
while enhancing professional verbal, visual, written communication skills.
For example, students in Chemistry might present on how to balance a simple
combustion reaction; students in Rhetoric might present a major research paper; and
students in Mechanical Engineering might present a unit manufacturing process of
ceramic casting.
Proposals, Policy Briefs and Reports
A proposal for a larger, longer, and/or more heavily weighted project offers students the
opportunity to try on and out their ideas and set their own goals for their learning before
executing the final project. A policy brief and/or report asks students to address in a
professional manner – for which the intended audience is other professionals interested
in the problem, investigation, research, etc. – a research question, course of action,
decision, theory, etc. that is of interest and importance. This type of assignment also
familiarizes students with the genre and language of the proposal, the policy brief,
and/or the report for the professional field following their education.
For example, students in Psychology might write a proposal for an experimental study;
students in Applied Mathematics write a policy report of ethical navigation of stock
option prices and students in Biology might write a report on their own dietary analysis.
Case Studies and Simulation Game
Case studies present a fictional scenario that leads up to one (or more) dilemma that
requires problem solving or decision-making. When in-class time, however, can be
given over for students to act out these case studies, with different students playing
different assigned roles from the fictional scenarios, the case study then becomes a
simulation game (Bean 1996). Common simulation games, Bean notes, are “mock
trials, mock city council or legislative meetings, and mock meetings of corporation
stockholders or school boards” that all leverage to make the case studies more
authentic. Bean further notes that the simulation assignment usually would include
background information and data from the problem to be solved as well as biographical
synopses for each of the roles the students will play (p. 180).
For example, students in Pharmacy might enact a simulation game of a case study on
drug information and patient safety; students in Peace and Conflict Studies might take
on a simulation game of a case study involving international development; and students
in Nanotechnology might present a simulation game of a case study concerning the
testing of environmental pollutants.
Fishbowls
In a fishbowl assignment, small numbers of students are picked to sit the “hot seats” in
the center of class where they respond to questions, concerns, ideas, etc. about subject
matter that will have been passed out prior to the fishbowl activity date. The remainder
of the class sits around the hot seated students to form the perimeter of the fishbowl,
and the engage with the prepared participants to advance further their knowledge and
comprehension of the subject material. This assessment strategy is a variation of the
flipped-classroom teaching method, and it develops in students professional skillsets for
active listening and critical inquiry as well as professional communication, presentation,
and group discussion skills.
For example, students in Sexuality, Marriage, and Family Studies might prepare for and
discuss issues of surrogate motherhood; students in Earth and Space Science might
prepare for and discuss methods of instrumentation and observation of different
wavelengths; and students in Acrylic Painting prepare for and discuss innovative
application techniques and mark-making.
C. Why Use Authentic Assessment?
The question "Why use authentic assessment?" is not meant to suggest that you have
to choose between traditional assessments such as tests and more authentic or
performance assessments. Often, teachers use a mix of traditional and authentic
assessments to serve different purposes. This section, then, attempts to explain why
teachers might choose authentic assessments for certain types of judgments and why
authentic assessments have become more popular in recent years.
1. Authentic Assessments are Direct Measures
We do not just want students to know the content of the disciplines when they graduate.
We, of course, want them to be able to use the acquired knowledge and skills in the real
world. So, our assessments have to also tell us if students can apply what they have
learned in authentic situations. If a student does well on a test of knowledge, we might
infer that the student could also apply that knowledge. But that is rather indirect
evidence. I could more directly check for the ability to apply by asking the student to use
what they have learned in some meaningful way. To return to an example I have used
elsewhere, if I taught someone to play golf, I would not check what they have learned
with just a written test. I would want to see more direct, authentic evidence. I would put
my student out on a golf course to play. Similarly, if we want to know if our students can
interpret literature, calculate potential savings on sale items, test a hypothesis, develop
a fitness plan, converse in a foreign language, or apply other knowledge and skills they
have learned, then authentic assessments will provide the most direct evidence. Top
Can you think of professions which require some direct demonstration of relevant skills
before someone can be employed in that field? Doctors, electricians, teachers, actors
and others must all provide direct evidence of competence to be hired. Completing a
written or oral test or interview is usually not sufficient. Shouldn't we ask the same of our
students before we say they are ready to graduate? Or pass a course? Or move on to
the next grade?
2. Authentic Assessments Capture Constructive Nature of Learning
A considerable body of research on learning has found that we cannot simply be fed
knowledge. We need to construct our own meaning of the world, using information we
have gathered and were taught and our own experiences with the world (e.g., Bransford
& Vye, 1989; Forman & Kuschner, 1977; Neisser, 1967; Steffe & Gale, 1995; Wittrock,
1991). Thus, assessments cannot just ask students to repeat back information they
have received. Students must also be asked to demonstrate that they have accurately
constructed meaning about what they have been taught. Furthermore, students must be
given the opportunity to engage in the construction of meaning. Authentic tasks not only
serve as assessments but also as vehicles for such learning.
3. Authentic Assessments Integrate Teaching, Learning and Assessment
Authentic assessment, in contrast to more traditional assessment, encourages the
integration of teaching, learning and assessing. In the "traditional assessment" model,
teaching and learning are often separated from assessment, i.e., a test is administered
after knowledge or skills have (hopefully) been acquired. In the authentic assessment
model, the same authentic task used to measure the students' ability to apply the
knowledge or skills is used as a vehicle for student learning. For example, when
presented with a real-world problem to solve, students are learning in the process of
developing a solution, teachers are facilitating the process, and the students' solutions
to the problem becomes an assessment of how well the students can meaningfully
apply the concepts.
4. Authentic Assessments Provide Multiple Paths to Demonstration top
We all have different strengths and weaknesses in how we learn. Similarly, we are
different in how we can best demonstrate what we have learned. Regarding the
traditional assessment model, answering multiple-choice questions does not allow for
much variability in how students demonstrate the knowledge and skills they have
acquired. On the one hand, that is a strength of tests because it makes sure everyone is
being compared on the same domains in the same manner which increases the
consistency and comparability of the measure. On the other hand, testing favors those
who are better test-takers and does not give students any choice in how they believe
they can best demonstrate what they have learned.
Thus, it is recommended (e.g., Wiggins, 1998) that multiple and varied assessments be
used so that 1) a sufficient number of samples are obtained (multiple), and 2) a
sufficient variety of measures are used (varied). Variety of measurement can be
accomplished by assessing the students through different measures that allows you to
see them apply what they have learned in different ways and from different
perspectives. Typically, you will be more confident in the students' grasp of the material
if they can do so. But some variety of assessment can also be accomplished within a
single measure. Authentic tasks tend to give the students more freedom in 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. For example, the products students
create to demonstrate authentic learning on the same task might take different forms
(e.g., posters, oral presentations, videos, websites). Or, even though students might be
required to produce the same authentic product, there can be room within the product
for different modes of expression. For example, writing a good persuasive essay
requires a common set of skills from students, but there is still room for variation in how
that essay is constructed.
Traditional Assessment vis-à-vis Authentic Assessment
Traditional assessments refer to conventional methods of testing, usually standardized
and use pen and paper with multiple-choice, true or false or matching type test items.
Authentic assessments refer to assessments wherein students are asked to perform
real-world tasks that demonstrate meaningful application of what they have learned.
To better compare traditional vs. alternative assessments, here’s a table I prepared:
Traditional Assessment Authentic Assessment

 Purpose: to evaluate if the students  Purpose: to measure students’

have learned the content; to determine proficiency by asking them to
whether or not the students are perform real life-tasks; to provide
successful in acquiring knowledge; to students many avenues to learn
ascribe a grade for them; to rank and and demonstrate best what they
compare them against standards or have learned; to guide instruction;
other learners to provide feedback and help
students manage their own
learning; to also evaluate
students’ competency

 Provides teachers a snapshot of what  Provides teachers a more

the students know complete picture of what the
students know and what they can
do with what they know

 Measures students’ knowledge of the  Measures students’ ability to

content apply knowledge of the content in
real life situations; ability to
use/apply what they have learned
in meaningful ways

 Requires students to demonstrate  Requires students to demonstrate

knowledge by selecting a proficiency by performing
response/giving correct answers; relevant tasks showing
usually tests students’ proficiency application of what has been
through paper and pencil tests learned
 Students are asked to choose an answer
from a set of questions (True or False;
multiple choice) to test knowledge of
what has been taught.

 Provides indirect evidence of learning  Provides direct evidence of

learning/competency; direct
demonstration of knowledge and
skills by performing relevant
tasks

 Requires students to practice cognitive  Provides opportunities for

ability to recall/recognize/reconstruct students to construct
 body of knowledge that has been taught meaning/new knowledge out of
what has been taught

 Tests and strengthens the students’  Tests and strengthens the

ability to recall/recognize and students’ ability to reason and
comprehend content, but does not analyze, synthesize, and apply
reveal the students’ true progress of knowledge acquired; Students’
what they can do with the knowledge higher level of cognitive skills
they acquired. Only the students’ lower (from knowledge and
level of thinking skills, (knowledge and comprehension to analysis,
comprehension), are tapped. synthesis, application, and
evaluation) are tapped in multiple
ways.

 Hides the test  Teaches the test

 Teachers serve as evaluators and  Involves and engages the students

students as the evaluatees: teacher- in the teaching, learning and
structured assessment process: student
structured

 Assessment is separated from teaching  Assessment is integrated with

and learning. Test usually comes after instruction. Assessment activities
instruction to evaluate if the students happen all throughout instruction
have successfully learned the content. to help students improve their
learning and help teachers
improve their teaching.

 Provides limited ways for students to  Provides multiple avenues for

demonstrate what they have learned students to demonstrate best what
they have learned

 Rigid and fixed  Flexible and provides multiple

acceptable ways of constructing
products or performance as
evidence of learning

 Standardized; valid and reliable  Needs well defined

criteria/rubrics and standards to
achieve reliability and validity
  Curriculum drives assessment.  Assessment drives curriculum
and instruction.

Examples: Examples:
 True or False; multiple choice tests  demonstrations
 standardized tests  hands-on experiments
 achievement tests  computer simulations
 intelligence tests  portfolios
 aptitude tests  projects
 multi-media presentations
 role plays
 recitals
 stage plays
 exhibits

Advantages of Traditional Assessment Over Authentic Assessment:

Traditional assessments do have advantages over authentic assessments:

Traditional Assessment Authentic Assessment

Advantages: Disadvantages:

 Easy to score; Teachers can evaluate  Harder to evaluate

students more quickly and easily.

 Less time and easier to prepare; easy to  Time consuming; labor

administer intensive
 Sometimes, time and effort
 spent exceed the benefits.

 Objective, reliable and valid  Susceptible to unfairness,

subjectivity, lacking
objectivity, reliability, and
validity if not properly
guided by well-defined/clear
criteria or rubrics/standards

 Economical  Less economical

Advantages of Authentic Assessment Over Traditional Assessment
On the other hand, here are the advantages of authentic assessment over the
traditional assessment:
Traditional Assessment Authentic Assessment

Disadvantages: Advantages:

 Provides teachers with just a snapshot  Provides teachers with the

of what the students have truly learned true picture of how and
where their students are in
their learning; gives more
information about their
students’ strengths,
weaknesses, needs and
preferences that aid them in
adjusting instruction
towards enhanced teaching
and learning

 Provides students limited options to  Provides students many

demonstrate what they have learned, alternatives/ways to
usually limited to pencil and paper tests demonstrate best what they
have learned; offers a wide
array of interesting and
challenging assessment
activities

 Assessment is separate from  Assessment is integrated

instruction. with instruction.

 Reveals and strengthens only the  Reveals and enriches the

 students’ low level cognitive skills: students’ high level
knowledge and comprehension cognitive skills: from
knowledge and
comprehension to analysis,
synthesis, application and
evaluation

 Assesses only the lower level  Enhances students’ ability

thinking/cognitive skills: focuses only to apply skills and
on the students’ ability to memorize knowledge to real lie
and recall information situations; taps high order
cognitive and problem
solving skills

 Hides the test  Teaches the test

 Teacher-structured: teachers direct and  Student-structured: students

act as evaluators; students merely are more engaged in their
answer the assessment tool. learning; assessment results
guide instruction

 Involves students working alone;  Oftentimes involves

promotes competitiveness students working in groups
hence promotes team work,
collaborative and
interpersonal skills

 Invokes feelings of anxiety detrimental  Reduces anxiety and creates

to learning a more relaxed happy
atmosphere that boosts
learning

 Time is fixed and limited; students are  Time is flexible.

time-pressured to finish the test.

 Focuses on one form of intelligence  Focuses on the growth of

the learner;
 Learners express their
understanding of the
learning content using their
preferred multiple forms of
intelligences.
  Provides parents and
community with more
observable products, proofs
of the students’ learning
which motivate them to
support their kids’ learning
more

References:

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