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CHAPTER 3-4 • It encourages both teachers and students to determine

their rate of progress in cooperatively attaining the desired
Authentic and Alternative Assessment
student’s learning outcomes.
Authentic Assessment • It does not encourage rote learning and passive thinking
of tests.
• Authentic assessment is the idea of using creative learning • It does not value only the finished products which are
experiences to test students’ skills and knowledge in learning outcomes but also the process of learning.
realistic situations.
• Authentic assessment measures students’ success in a way Phases of Authentic Assessment
that’s relevant to the skills required of them once they’ve
Identify Learning Outcome
finished your course or degree program.
Determine criteria and acceptable performance
• Authentic assessment is where students thoughtfully apply Implement supporting learning experiences and
their acquired skills to a new situation or environment. instructional activities
Assessments are authentic if they are realistic, require Implement assessment strategies
judgement and innovation and assess students ability to Evaluate results to determine attainment of outcome and
effectively use their knowledge or skills to complete a ensure continuous improvement
task.
• Give students situation that occur in real-world which Steps in Creating Authentic Assessments
require them to apply their relevant skills and knowledge.
1. Identify the standard
• A form of assessment on which students are asked to
2. Select authentic tasks
perform real-world tasks that demonstrate meaningful
3. Identify the criteria for the task
application of essential knowledge and skills-John
4. Create the rubrics
Mueller (2011)
• Mimics real life situations. Types of Authentic Tasks
• It is often based on performance.
• From teacher- centered to learner-centered class where the ✓ Communication Activities
teacher play a major role to helps students to accept ✓ Creative Products
responsibility for their learning and become self evaluator. ✓ Problems Game Simulations
✓ Portfolio
• Also called Performance Based or Direct or Alternative
assessments. Rubrics
• Directly reflects abilities than traditional testing.
• Aligns with transferable outcomes. ❆ A descriptive scoring schemes that are developed by
teachers or other evaluators to guide the analysis of the
Alternative Assessment products or processes of students’ efforts.
• An assessment in which students create an original ❆ A rating system by which teaches can determine at what
response to answer a certain question. level of proficiency a student is able to perform task or display
• Student respond to a question using their own ideas, in knowledge of a concept and you can define the different levels
their own words. of proficiency for each criterion. (Airasian, 2000)
• Examples: short - answer question, essays, oral
presentations, demonstrations, performance assessment, Types of Rubrics
portfolios, teacher – observation and student self -
Holistic Rubrics
assessment.

Characteristics of an Authentic Assessment • A type of rubrics that requires the teacher o score the
overall process or product as a whole.
• It starts with clear and definite criteria of performance • The evaluator views the final product as a set of
made known to the students. interrelated tasks contributing to the whole.
• It is criterion-referenced rather than norm-referenced and • Using holistic rubric in scoring the performance or
so it identifies strengths and weaknesses but does not product of the students provides overall impression on the
compare students nor rank their level of performance. ability of any given product
• It requires students to make their own answers to • Advantages: quick scoring,provides overview of students’
questions rather than select from a given options as in performance
multiple choice items and requires then to use higher • Does not provide detailed feedback about the performance
range of higher order thinking skills (HOTS) . of the students in specific criteria.
• Often emphasizes performance and required students to • A teacher can use holistic rubric when he wants a quick
demonstrate their knowledge skills, or competences in snapshot of the performance of the students.
appropriate skills.
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Analytic Rubrics application of knowledge, skills, and work habits through
the performance of tasks that are meaningful and
• A type of rubric that provides information regarding engaging to them.
performance in each component part of a task, making it • It provides the teacher the information on how the
useful for diagnosing specific strengths and weaknesses of students understand and apply knowledge and it allows
the learners. the teacher to integrate performance assessment in the
• The evaluator evaluates the final product into each instructional process to provide additional learning
component part and each part is scored independently. activities for the students in the classroom.
• The total score of the product or performance of the • Students are required to perform a task, or create an
students will be the rating for all the parts being answer or product that will demonstrate mastery of
evaluated. knowledge and skills rather than selecting an answer from
• When using analytic rubric, it is very important for the a given list of options.
evaluator to treat each part separately to avoid any bias • A direct measure of learning or competence.
result for the whole product or performance of the • Process - oriented performance based assessment is
students. concerned with the actual task performance rather than the
• The teacher can use analytic rubric when he wants to see output or product of the activity.
the relative strengths and weaknesses of the students’
performance in each criterion, detailed feedback and FEATURES OF PERFORMANCEBBASED
assess complicated performance, and also if the teacher ASSESSMENT
wants the students to conduct self - assessment on their
✓ Greater realism of tasks
understanding about their performance.
✓ Greater complexity of the tasks
Development of a Rubrics ✓ Greater time needed for assessment
✓ Greater use of judgement in scoring
1. Re-examine the learning objectives to be addressed
by the task FOCUS OF PERFORMANCE BASED ASSESSMENT
2. Identify specific observable attributes that you want
➢ Process – Oriented Performance Based Assessment
to see (as well as those you don’t want to see) your
➢ Product -Oriented Performance Based Assessment
students demonstrate in their product process or
performance Focus of Performance - Based Assessment
3. Brainstorm characteristics that describe each attribute
4. Collect samples of student work that exemplify each According to Gronlund (1998), use process when:
level
1. 1 There is no product.
5. Revise the rubric as necessary
2. 2 The process is orderly and directly observable.
· · · Brainstorm characteristics that describe each attribute for 3. 3 Correct procedures/steps are crucial to later
Holistic Rubrics · · · success.
4. 4 Analysis of procedural steps can help in improving
• Write thorough narrative descriptions for excellent works the product.
and poor work incorporating each attribute into the
description. GRASPS
• Complete the rubrics by describing other levels on the
• GRASPS is a model advocated for by Grant Wiggins
continuum that ranges from excellent to poor work for the
and Jay McTighe to guide teachers in designing
collective attribute.
authentic performance-based assessment.
• for Analytic Rubrics · · ·
• The main takeaway for me is that teachers can use the
• Write thorough narrative description for excellent work GRASPS assessment model to:
and poor work for each individual attribute.
✓ engage students through contextualized learning
• Complete the rubric by describing other levels on the ✓ provide simulations of real-world situations or
continuum that ranges from excellent to poor work for challenges that adults
each attribute. ✓ might encounter
Process - Oriented Performance - Based Assessment ✓ create opportunities for students to practice transfer
of learning
Performance Based Assessment ✓ foster curiosity and building experiences of students
✓ develop project management skills of students
• Is a direct and systematic observation of the actual
performance of students based on predetermined Goal
performance criteria
• It is an alternative form of assessing the performance of • The teacher:
students that represents a set of strategies for the ✓ Provides a statement of the task
✓ Establishes the goal, problem or challenge
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• The goal provides the student with the outcome of the • According to Gronlund (1998), use the product when:
learning experience and the contextual purpose of the 1. 1 Different procedures result in an equally good
experience and product creation. product.
2. 2 Procedures is not available for observation.
Role 3. 3 The procedures have been mastered already.
• The teacher: 4. 4 Products have qualities that can be identified and
✓ Defines the role of the students in the task judged.
✓ Provides the student with the position or individual Product Oriented Performance Based Assessment -
persona that they will become to accomplish the goal Learning Competencies
of the performance task
• The majority of roles found within the tasks provide • Learning competencies associated with products or
opportunities for students to complete real-world outputs are linked with an assessment of the level of
applications of content. expertise manifested by the product.
• The product - oriented learning competencies target at
Audience least three levels: (a) Novice or Beginner’s level, (b)
• The teacher: Skilled Level and (c) Expert level.
✓ Identify the target audience and the context of the • Product oriented performance based assessment learning
scenario competencies are evidence - based.
✓ The audience is the group who is interested in the Task Designing
findings and products that have been created.
✓ These people will make a decision based upon the • The design of the task in this context depends on what the
products and presentations created by the teacher desires t observe as outputs of the students.
individual(s) assuming the role within the • The concepts that may be associated with task designing
performance task. include:
Complexity - The level of complexity of the project
Situation
needs to be within the range of ability of the students.
• The teacher: Projects that are too simple tends to be uninteresting for
✓ Set the context of the scenario the students while projects that are too complicated will
✓ Explain the situation most likely frustrate them.
• Students will learn about the real-world application for the Appeal - The project or activity must be appealing to the
math performance task students. It should be interesting enough so that students
are encourage to pursue the task to completion. It should
Performance or Product lead to self - discovery of information by the students
Creativity - The project needs to encourage students to
• The teacher: exercise creativity and divergent thinking. Given the same
✓ Clarify what the students will need to create/perform set of materials and project inputs, how does one best
and why it needs to be created/performed. present the project? It should lead the students into
✓ Provide a clear picture of what success looks like exploring the various ways of presenting the final output.
✓ Establish rubric for product Goal - Based - The teacher must bear in mind that the
Standards and Criteria for Success project is produced in order to attain a learning objective.
Thus, projects are assigned to the students not just for the
• The teacher: sake of producing something but for the purpose of
✓ Provide students with a clear picture of success. reinforcing learning.
✓ Identify specific standards for success.
✓ Issue a rubrics to the students. Designing Rubrics

Product Oriented Performance Based Assessment Criteria

• A kind of assessment wherein the teacher views and score • The criteria for scoring rubrics are statements which
the final product made and not on the actual performance identify what really counts in the final output.
of making that product. • The following are the most often used major criteria for
• “Product” is the actual creation that can be viewed or product assessment:
touched by teachers. ❖ Quality
• An assessment where the actual students performance ❖ Creativity
such as completed project or work demonstrates the level ❖ Comprehensiveness
of task achievement. ❖ Accuracy
❖ Aesthetics