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6 Types of Assessment

The document discusses different types of assessment. It compares traditional assessments like paper tests to authentic assessments, which involve real-world activities and problems. Authentic assessments are more direct measures of learning outcomes that focus on analytic thinking and collaboration. The document also discusses the differences between formative and summative assessment, and norm-referenced versus criterion-referenced assessment. Authentic assessments aim to directly capture student learning by integrating teaching, assessment, and having multiple ways for students to demonstrate mastery.

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Lea Beronia Ebol
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164 views15 pages

6 Types of Assessment

The document discusses different types of assessment. It compares traditional assessments like paper tests to authentic assessments, which involve real-world activities and problems. Authentic assessments are more direct measures of learning outcomes that focus on analytic thinking and collaboration. The document also discusses the differences between formative and summative assessment, and norm-referenced versus criterion-referenced assessment. Authentic assessments aim to directly capture student learning by integrating teaching, assessment, and having multiple ways for students to demonstrate mastery.

Uploaded by

Lea Beronia Ebol
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TYPES OF ASSESSMENT

AUTHENTIC VS TRADITIONAL
INTRODUCTION

• ASSESSMENT IS AN ESSENTIAL AND POWERFUL TOOL IN


THE TEACHING-LEARNING (TL) PROCESS.
• IT IS A PROCESS OF OBTAINING DATA WHICH WE COULD
MEASURE STUDENT COMPETENCE AND LEARNING
OUTCOMES.
LEARNING OUTCOMES

AT THE END OF THE CHAPTER, YOU SHOULD BE ABLE TO


1. DISTINGUISH THE TYPES OF ASSESSMENT
2. RELATE IT TO LEARNING OUTCOMES.
TYPES OF ASSESSMENT

1. TRADITIONAL VS AUTHENTIC
2. FORMATIVE VS SUMMATIVE
3. NORMATIVE VS CRITERION-REFERENCED ASSESSMENT
4. CONTEXTUALIZED AND DECONTEXTUALIZED
5. ANALYTIC AND HOLISTIC ASSESSMENT
TRADITIONAL AND AUTHENTIC ASSESSMENT
TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT
Examples Paper & pencil tests or Real-world activities, questions &
quizzes problems which satisfy the criterion
given the situation or context
Indirect & inauthentic Realistic
measures of L.O.
Standardized; norm- Performances or products
referenced
Focus memorization; Lower levels Analytic & creative thinking; working
cooperatively that reflects student
learning, achievement, and attitudes.
3 DIMENSIONS OF AUTHENTICITY

1. CONTEXT OF THE ASSESSMENT


2. THE ROLE OF THE STUDENT
3. THE SCORING
CONTEXT OF THE ROLE OF THE THE SCORING
ASSESSEMENT STUDENT
1. Realistic 1. Defense of the 1. Criteria is known or
activity or answer or product student-developed
context is required. 2. Multiple indicators or
2. Task is 2. Assessment is portfolios are used for
performance- formative. scoring.
based 3. Students 3. Performance
3. The task is collaborate expectation is
cognitively mastery.
complex.
BEST USES OF AUTHENTIC ASSESSMENT

1. AUTHENTIC ASSESSMENTS ARE DIRECT MEASURE.


2. AUTHENTIC ASSESSMENTS CAPTURE THE CONSTRUCTIVE NATURE
OF LEARNING.
3. AUTHENTIC ASSESSMENTS INTEGRATE TEACHING, LEARNING, AND
ASSESSMENT.
4. AUTHENTIC ASSESSMENTS PROVIDE MULTIPLE PATHS TO
DEMONSTRATION.
AUTHENTIC ASSESSMENTS (AA) ARE DIRECT
MEASURE.
The purpose of AA is to be
able to use the acquired
knowledge and skills in the
real world.

Teachers ask questions to use


what they have learned.
2. AUTHENTIC ASSESSMENTS CAPTURE THE
CONSTRUCTIVE NATURE OF LEARNING.

• LEARNERS CREATE KNOWLEDGE AND MEANING BASED ON SCHEMATA.


• ASSESSMENT CANNOT ASK STUDENTS TO REPEAT THE INFORMATION BUT TO
DEMONSTRATE THAT THEY CONSTRUCT MEANING ACCURATELY.
• TEACHERS GIVE STUDENTS THE OPPORTUNITY TO ENGAGE IN THE
CONSTRUCTION OF KNOWLEDGE.
• AUTHENTIC TASK DOES NOT ONLY SERVE AS ASSESSMENTS BUT ALSO A VEHICLE
OR WAY FOR SUCH LEARNING.
3. AUTHENTIC ASSESSMENTS INTEGRATE TEACHING,
LEARNING, AND ASSESSMENT.

THE SAME AUTHENTIC TASK USED TO MEASURE THE STUDENTS’ ABILITY TO APPLY
KNOWLEDGE OR SKILLS IS USED AS A VEHICLE FOR STUDENT FOR STUDENT
LEARNING.
EXAMPLE:
• PROBLEM-SOLVING AND DECISION-MAKING SKILLS:
• STUDENTS ARE LEARNING THE PROCESS OF DEVELOPING A SOLUTION TO A
PROBLEM SIMPLY BY APPLYING THE CONCEPT.
4. AUTHENTIC ASSESSMENTS PROVIDE
MULTIPLE PATHS TO DEMONSTRATION.

• AUTHENTIC TASKS GIVE STUDENTS MORE FREEDOM ON HOW THEY WILL


DEMONSTRATE LEARNINGS.
• BY IDENTIFYING THE CRITERIA OF GOOD PERFORMANCE/PRODUCT AHEAD OF
TIME, THE TEACHER CAN MAKE JUDGMENTS OF STUDENT PERFORMANCE EVEN
IF STUDENT PERFORMANCE MIGHT BE EXPRESSED OR SHOWN DIFFERENTLY
FROM STUDENT TO STUDENT.
TRADITIONAL AND PERFORMANCE
ASSESSMENT
ATTRIBUTE TRADITIONAL ASSESSMENT PERFORMANCE
ASSESSMENT
Assessment Activity Selecting a response Performing a task

Nature of Activity Contrived/made-up activity Emulated /copied from real life

Cognitive level Knowledge/comprehension Application, Analysis, Synthesis

Development of Solution Teacher-structured Student-structured

Objectivity of Scoring Easily achieved Difficult

Evidenced of Mastery Indirect evidence Direct evidence


2. FORMATIVE VS SUMMATIVE

• ASSESSMENT OF LEARNING – SUMMATIVE ( AFTER INSTRUCTION)


• ASSESSMENT FOR LEARNING – FORMATIVE (DURING AND AFTER)
• ASSESSMENT AS LEARNING – ( SELF-ASSESSMENT)
3. NORM AND CRITERION-REFERENCED
ASSESSMENT
• NORM-REFERENCED – DESCRIBES STUDENT PERFORMANCE BY COMPARING
WITH OTHERS.
STUDENTS ARE RANKED
• CRITERION-REFERENCED- DESCRIBES STUDENT PERFORMANCE BASED ON
PREDETERMINED CRITERIA OR ABSOLUTE STANDARDS OR
OUTCOMES

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