AUTHENTIC

ASSESSMENT IN
THE CLASSROOM
HIGH QUALITY ASSESSMENT IN
RETROSPECT
 OBJECTIVES
• Define what is authentic assessment
• Differentiate traditional from authentic assessment
• Identify the high components of high quality assessment
in retrospect
• Explain the high components of high quality assessment
in retrospect
What is Traditional Assessment?
Traditional assessment (TA) refers to 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.
What is Traditional Assessment?
Essentially, TA is grounded in educational philosophy that
adopts the following reasoning and practice:
1. A school's mission is to develop productive citizens.
2. To be a productive citizen an individual must possess a
certain body of knowledge and skills.
What is Traditional Assessment?
3. Therefore, schools must teach this body of knowledge and
skills.
4. To determine if it is successful, the school must then test
students to see if they acquired the knowledge and skills.
What is Traditional Assessment?
In the TA model, the curriculum drives assessment. The
“body” of knowledge is determined first. 
That knowledge becomes the curriculum that is delivered. 
Subsequently, the assessments are developed and administered
to determine if acquisition of the curriculum occurred.
What is Authentic Assessment?
Authentic assessment (AA) springs from the following
reasoning and practice:
1. A school's mission is to develop productive citizens.
2. To be a productive citizen, an individual must be capable of
performing meaningful tasks in the real world.
What is Authentic Assessment?
3. Therefore, schools must help students become proficient at
performing the tasks they will encounter when they graduate.
4. To determine if it is successful, the school must then ask
students to perform meaningful tasks that replicate real world
challenges to see if students are capable of doing so.
What is Authentic Assessment?
Thus, in AA, assessment drives the curriculum. That is,
teachers first determine the tasks that students will perform to
demonstrate their mastery, and then a curriculum is developed
that will enable students to perform those tasks well, which
would include the acquisition of essential knowledge and
skills.
This has been referred to as planning
backwards (e.g., McDonald 1992).
What is Authentic Assessment?
For example, a golf instructor and taught the skills required
to perform well. He should not assess the students'
performance by giving them a multiple choice test. He would
put them out on the golf course and ask them to perform. 
Although this is obvious with athletic skills, it is also true
for academic subjects.
What is Authentic Assessment?
We can teach students how to do math, do history
and do science, not just know them. 
Then, to assess what our students had learned, we can ask
students to perform tasks that "replicate the challenges" faced
by those using mathematics, doing history or conducting
scientific investigation.
Authentic Assessment Complements
Traditional Assessment
But a teacher does not have to choose between AA and TA.
It is likely that some mix of the two will best meet your needs. 
For example, a driver should not only pass the driving
portion of the driver’s license but also the written portion. He
should have a good knowledge base about driving (which is
assessed in traditional assessment) and was able to apply that
knowledge in real context (which could be demonstrated in
authentic assessment)
High Quality
Assessment in
Retrospect
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 in
Retrospect
1. Purpose of Assessment
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”.
High Quality Assessment in
Retrospect
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
High Quality Assessment in
Retrospect
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.
High Quality Assessment in
Retrospect
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 a qualification.
Consequently, the quality and integrity of assessment is
essential to guarantee the credibility of qualification and the
academic reputation of the issuing institution.
High Quality Assessment in
Retrospect
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.
High Quality Assessment in
Retrospect
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).
High Quality Assessment in
Retrospect
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.
High Quality Assessment in
Retrospect
✓ 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
b. Cognitive Targets
As early as 1950 Bloom’s (1954) proposed a Hierarchy of
educational objectives at the cognitive level:
High Quality Assessment in
Retrospect
Knowledge - refers to the acquisition of facts, concept and
theories.
Comprehension - refers to the same concept as
understanding.
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
High Quality Assessment in
Retrospect
Analysis - refers to the breaking down of the concept or idea
into each component and explaining the concept as the
composition of these concept.
Synthesis - refers to the opposite of analysis and entails
putting together the components in order to summarize the
concept.
Evaluation - refers to valuing and judgment or putting the
“worth” of a concept or principle.
High Quality Assessment in
Retrospect
3. Methods of a High Quality Assessment
a. Appropriateness of assessment method General
Categories:
Written Response Instrument - includes objective
test(multiple choice, true or false, matching or short answer)
test, essay, examination and checklist.
Product rating scales – used to rate products such as book
reports, notebook, diagram and portfolio.
High Quality Assessment in
Retrospect
Performance test with performance checklist - used to
determine whether or not an individual behaves
in a certain way when asked to complete a particular task.
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.
High Quality Assessment in
Retrospect
b. Properties and Methods
Validity - A valid test is one that measures what it is supposed
to measure
Reliability - A reliable test is consistent measure of what it is
supposed to measure
Fairness - The concept that assessment should be “fair”
covers a number of aspects
Positive consequences - Learning assessments provide
students with effective feedback and
potentially improve their self-esteem
High Quality Assessment in
Retrospect
Practicality and Efficiency - A practical test is one which
can be practically administered.
Ethics in Assessment – “right and wrong” Conforming to the
standards of conduct of a given profession or
group
Differentiate traditional from authentic Validity
assessment Reliability
What are the different components of high Fairness
quality assessment in retrospect?
Positive Consequences
Explain how authentic assessment
complement traditional assessment Practicality and Efficiency
Ethics in Assessment
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