FS 2 Learning Episode 17 Using Traditional and Authentic Types of Assessment for Formative and

Summative Purposes

To have a meaningful and successful accomplishment in this FS episode, be sure to read through
the whole episode before participating and assisting in your FS 2 Resource Teacher's class. Note all the
information you will need and tasks you will need to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 determine if an assessment task is aligned to the intended learning outcome.
 evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 identify a problem related to traditional and authentic assessment for an action research.

Introduction

The essence of outcome-based teaching-learning (OBTL) is the alignment of learning content,

teaching and learning activities, and assessment task/s with intended learning outcomes. OBTL includes
assessing students' learning to determine if the learning outcomes set at the beginning of the lesson,
chapter or unit have been attained. Depending on the learning outcome to assess, the assessment task
that teacher formulates can be a traditional assessment task or an authentic assessment task.

Clarify Your Task

You are expected to formulate /develop traditional and authentic assessment tasks for formative and
summative assessments that are aligned with learning outcomes.
Revisit the Infographic/s

Let's revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.

In outcome-based teaching-learning (OBTL), subject matter /content, teaching-learning activities

and assessment tasks are aligned with learning outcomes. At the end of instruction, you find out if you
were able to achieve or realize your intended learning outcomes by way of an assessment task that is
expected to be aligned with your learning outcome/s. See. Figure 3.

Content/ Teaching-
Learning Assessment
Subject Learning
Outcomes Task
Matter activities

Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and Assessment
Tasks with Learning Outcomes

There are many ways of classifying assessment but one basis of classifying is the nature of the
assessment task required of learners, whether the assessment task is done through paper-and- pencil
tests (traditional assessment) or through non-paper-and-pencil tests (authentic assessment).

Traditional Authentic
assessment/Pape assessment/Non-
r-and-pencil test pare-and pencil
test

Types of
Assessment
Task

Figure 4. Types of Assessment according to kind of task required of a learner

Paper-and-pencil test/ traditional assessment makes use of two types of test according to mode of
answering: the supply type and the selected-response type.

Supply-response Selected-
type response
type

Paper-and-
pencil test/
Traditional
Assessment

Figure 5. Types of Paper-and-pencil test / Traditional Assessment

Types of Paper-and-Pencil Test / Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-and-pencil tests

are given below.

Supply-response Selected-
type response type

Paper-and-
pencil test/
Traditional
Assessment

Figure 6. Examples of Selected-response type of test

 Authentic assessment or non-paper-and pencil test is done by requiring learners to come up
with a product or demonstrate a process as proofs of authentic learning. Examples of products are given
in Figure 8. Examples of processes are given in Figure 9.

Product Process
Assessment Assessment

Authentic
Assessment
Task

Figure 8. Types of authentic assessment

 Portfolio falls under authentic assessment. A portfolio is a purposeful collection of selected
significant samples of student work accompanied by clear criteria for performance which prove student
effort, progress or achievement in a given area or course. It is a direct evidence of learning. It is not a
mere collection of a student's work nor a mere work folder which serves as a receptacle for student's
work. It is an intentional collection of students' work guided by learning outcomes accompanied by the
student's reflections.

Among the three types of portfolio given below, the assessment/evaluation portfolio is the one
that relates to our concern on assessment of learning. An assessment/evaluation portfolio can come in
an electronic/digital (e-portfolio) or in manual form.

Figure 11. Types of Portfolio

 You need a rubric for a reliable scoring of products or processes or a portfolio of these products
and processes. If you intend to give a single score on the student, you use a holistic rubric. If, on the
other hand, you wish to give specific scores on the different criteria for every dimension of the product
or process or portfolio, you use an analytic rubric.

Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving traditional
and authentic forms of assessment for formative or summative purposes, please take note of what
you are expected to give more attention to as asked in NOTICE, the next step.)

1. Confer with your Cooperating Teacher about the lessons for the week or better still study your
Cooperating Teacher's lesson plans for the week. This may also be done face-to-face or online.
2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase of
the lesson, e.g. contribute/formulate assessment tasks, supervise students as they do
assessment tasks.
Notice

1. Take notice of:

 the alignment of the different assessment task/s both paper-and-pencil (traditional) and non-
paper-and-pencil tests (authentic) used to assess the learning outcomes.
 the quality of both traditional and authentic assessment tasks used (if constructed in accordance
with principles of test construction/assessment task development.
 the students' comments/reaction/response/behavior while doing both traditional and authentic
assessment tasks
 the CT's comments/reaction /response/behavior while giving both traditional and authentic
assessment tasks
 the assessment tasks used for formative purposes (to ensure lesson understanding and mastery)
and for summative (grading) purposes
 your own feelings and thoughts as you assisted your CT:
 formulate the assessment tasks.
 administer the assessment.

Analyze

1. Are the assessment tasks aligned with the learning outcomes?

_____________________________________________________________________________________
_____________________________________________________________________________________

2. Did teacher make use of both traditional and authentic assessment tasks?
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance with
principles of test construction?
_____________________________________________________________________________________
_____________________________________________________________________________________

4. Were the assessment tasks for formative purposes also used for summative purposes? Why or why
not?
_____________________________________________________________________________________
_____________________________________________________________________________________

5. Where were assessment results students better in the results of traditional or authentic assessment?
_____________________________________________________________________________________
_____________________________________________________________________________________
6. Which assessment activity/activities did the students like more? like least? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Reflect
How can I make the assessment process more meaningful to and more acceptable to students?

Write Action Research Prompts

OBSERVE
1. One thing/Some things that went well is/are in the development / use / administration of assessment
tasks are…

2. One thing / Some things is/are that did not go very well in the development/ use / administration of
assessment tasks are...

REFLECT
This part of the assessment process went well because ....

This part of the assessment process did not go well because ...

ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read researches
on .... or view video on …

PLAN
To help improve assessment practice, I would like to conduct an action research on
Check for Mastery

Direction: Select the letter of the correct answer.

1. Teacher C made her students write a paragraph about their favorite food to check their ability to
pronounce words correctly, her intended learning outcome. Is the assessment task aligned with the
assessment task?

A. Yes
B. No
C. Somewhat
D. Almost

2. Here is an intended learning outcome: "To illustrate the principle of law and demand with a concrete
example." Which assessment task is aligned with the learning outcome?

A. Give a concrete example to illustrate the principle of law and demand.

B. Illustrate with a diagram the law of supply and demand.
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.

3. Here is a completion test: _____________ is an example of an invertebrate. Is the

completion test in accordance with the principles of test construction?

A. Yes.
B. Somewhat
C. No.
D. Yes, it is specific.

4. For the course on Practice Teaching/Teaching Internship, the College Supervisor of student teachers
required each student intern to compile his/her lesson plans with comments from their Cooperating
Teachers and to write their reflections and lessons learned. Which type of assessment are the student
interns required?

A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students' project against 5 criteria which she explained to her students before they
worked on their projects. Which type of rubric did Teacher use to assess her students' work?

A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric
Work on my Artifacts

Compile samples of traditional and authentic assessment tasks used in the classes you observed. Include
your annotations/ improvements on the assessment tasks.