AUTHENTIC

ASSESSMENT:
MEANING, METHODS
AND TOOLS

• Introduction
The first three-unit course on
assessment dwelt on traditional
assessment. This course is focused on
authentic assessment which is also referred
to as performance assessment or
alternative assessment. Others refer to it
also as non-test assessment because it is a
departure from the use only of written tests
to assess learning.

Meaning of Authentic Assessment

▶ 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.... (Mueller,

▶ Wiggins (1987) says it is... engaging in

2011)

worthy problems or questions of

importance in which students must use
knowledge to fashion performances
 effectively and creatively. The tasks are
either replicas of or analogous to the kind
of problems faced by adult citizens and

▶ "Stiggins (1987) claims that authentic

consumers or professionals in the field.

assessments "call upon the examinee to

demonstrate specific skills and
competencies, i.e., to apply the skills and
knowledge they have mastered."

Mueller (2008) compares

traditional assessment and
authentic assessment. Study
the Table below:
Based on the definitions of authentic
assessment and table comparing traditional
and authentic assessments given above,
we can say that moving from traditional to
authentic assessment is like going from
"knowing" to "showing".

▶ Non-test assessment is an alternative

Non-Test Assessment of Learning

assessment in the sense that it diverts from

the paper-and-pen test, which is the only
test known to many. It is an assessment
that measures students ‘ abilities directly
with real tasks. These are tests that do not
force the students to give their responses
but rather allow the students to manifest
their acquired knowledge and skills from the
subject though means other than written
tests.

▶ Non-test assessment also refers to

formative assessment which is an on-
going process to give feedback to
students to increase their competence.
It is an informal, impromptu feedback,
or marginal comments on students'
drafts. Non-test assessment does not
give fixed judgment or record results.

Examples of non-tests are:

• Portfolio. A purposeful collection of
students' works that exhibit the
student's efforts, progress, and
achievements in one or more areas of
the curriculum.
• Teacher Observation. The teacher
observes the students while they
work to make certain the students
understand the assignment and are
on task. Example: Cooperative
learning
• States or Hand Signals. Students
use slates or hand signals as a
 means of signaling answers to the
teacher. Example: Review questions -
write answers and hold up slate.
• Daily Assignments. The student
completes the work assigned on a
daily basis to be completed at school
or home. Example: Worksheets or
research.
• Journal. Students write daily on
assigned or personal topics. Example:
What do your you remember most in
yesterday's lesson?
• Games. Teachers utilize fun activities to
have students practice and review
concepts. Example: Science trivia
• Projects. After students are taught the
basics of triangles, such as types,
congruence, proofs, and similarity, each
student is asked to create a poster,
drawing, or personal adornment such as
a fingernail design, piece of jewelry, or
tattoo that uses at least two different
triangular shapes. A beautiful product is
that which displays symmetry.
• Debates. The students take opposing
positions on a topic and defend their
position. Example: The pros and cons of
environmental legislations.
• Checklist. The teacher will make a list
of objectives that students need to
master and then check off the skill as the
students masters it. Cartooning.
Students will use drawings to depict
situation and ideas. Example:
environmental issues
• Models. The students produce a
miniature replica of a given topic.
Example: planetarium
• Notes. Students will write a summary of
the lesson. Example: outline of the day's
lesson.
• Panel Discussion. A group of students
verbally present information. Example: A
discussion presenting both pros and
cons of the environmental issues.
• Demonstrations. Students present a
visual enactment of a particular skill or
activity. Example: proving that air has
weight.
• Problem-solving. You are teaching a
unit in physics on levers. To test your
students' knowledge, you give a lab
worksheet focusing on type of levers and
forces. Use simple objects to build
levers; propose a problem with various
simple items (ruler, etc.); give students a
scenario that involves a large stone that
must be carried across the street with
 only one person to help how can you do
this?
• Discussions. Students in a class
verbally interact on a given topic.
Example: Discussion on climate change.

Authentic Assessment Complements

Traditional Assessment
Authentic assessment and traditional
assessment complement each other. So
assessment is not a matter of "either-or". It
is not a case of either you use traditional or
authentic. It is a matter of "both-and". Both
traditional and authentic assessments are
necessary. Mastery of knowledge is the
focus of traditional assessment and must
be encouraged among learners. This
mastery of basic knowledge and skills is the
foundation of the learners' ability to
demonstrate and perform the tasks that
they are expected to perform in the real
world. In other words, learners cannot
perform or do the real world tasks if they
have not mastered basic knowledge and
skills.

Robert Marzano proposed A New

Taxonomy of Educational Objectives
(2000). Marzano's model of thinking skills
incorporates a wider range of factors that
affect how learners think and provides a
research-based theory to help teachers
improve their learners' thinking. Marzano's
new taxonomy consists of three systems
and the Knowledge Domain, all of which
are important for thinking and learning.

▶ The cognitive system processes all the

necessary information and the knowledge
which consists of information, mental
procedures and physical procedures.

▶ The metacognitive system sets goals

and keeps track of how well these goals are
being achieved and the self-system decides
whether to continue the current behavior or
engage in a new learning activity.

▶ Knowledge is a critical factor in thinking.

Without sufficient information about the
subject being learned, the other systems
have very little to work with and are unable
to engineer the learning process
successfully.... Knowledge is the fuel that
powers the thinking process. Marzano
identifies three categories of knowledge:
information, mental procedures, and
physical procedures...information is the
"what" of knowledge and procedures are
the "how-to."

• Philosopher Gilbert Ryle has the same

line of thinking with Marzano. Ryle
distinguishes knowing how (technical
ability) from knowing that (facts and
propositions), and knowing what
(acquaintance with things and persons).
Ryle asserts that knowing that (some fact)
is empty intellectualism without knowing
 how to make use of the fact. Effective
possession of a piece of knowledge
(museum possession of knowledge)
involves knowing how to use that
knowledge, when required, for the solution
of other theoretical or practical problems
(workshop-possession of knowledge). For
true learning, learners must not only have
a museum possession of knowledge but
also workshop-possession of knowledge.

▶ Even the P21 Framework for 214

Century Skills has basic knowledge and
skills (the 3 Rs) and the 21" Century
themes (global awareness; financial,
economic, business and entrepreneurial
literacy; civic literacy; health literacy) as
foundation for the 21" Century skills,
namely: learning and innovation skills,
information, media and technology skills,
life and career skills.
▶This means that basic knowledge and
skills cannot be dispensed with and so
traditional assessment, which assesses
basic knowledge and skills, is here to stay.
Traditional assessment complements non-
traditional or authentic assessment.

Non-Test Indicators
Academic tests are used to assess
student performance in educational tasks
and evaluate the success of school
programs. However, focusing solely on
cognitive development may neglect other
areas of development, such as career,
health, interpersonal relations, civic
development, and ethical development. To
meet individual and societal needs, diverse
feedback on educational results is needed.
Schools should teach transversal
competencies, including mental and
physical skills, to help students lead
productive, successful lives in the 21st
century.

Transversal competencies,
also known as experience, soft skills,
emotional intelligence, and employability
skills, are transferable competencies
related to attitudes, values, and procedures.
These competencies can be applied across
different jobs, improving decision-making
and evaluating evidence in various
situations. Learning these competencies
prepares graduates for future jobs and
helps solve problems that may not be yet
known.

Transversal competencies are the 21st

Century skills found in several
frameworks. See Table 5 below.
Features
of Authentic/Performance
Assessment
Here are some features of
performance/authentic assessment
(Hambleton, 1996):

1) An emphasis on 'doing 'open-ended

activities for which there is no correct,
objective answer and that may assess
higher thinking - Performance
assessments often lack objective answers,
unlike true-false or multiple choice tests.
Students have the freedom to create their
own responses, which may pose a
challenge for teachers but may provide
valuable insights.
 2) Direct methods of evaluation -
Authentic/Performance assessments
employ direct methods like judging dance
step demonstrations and oral presentations,
rather than requiring students to enumerate
dance steps in a paper-and-pencil test.

3) Self-assessment - In
authentic/performance assessment,
students may be given the opportunity to
assess their performance with the use of
scoring rubrics.

4) Assessment of group performance as

well as individual performance -
Performance assessments assess
individual and group performance, such as
directing a group to create a capstone
project, and individual contributions to the
project.

5) Extended period of time for

assessment - Performance/authentic
assessment typically takes longer than
traditional assessments, requiring months
or more to complete a research paper and
may be evaluated monthly to track student
progress.
Characteristics of 21
Century Assessment
The characteristics of 21st century
assessment are essential guide for
preparation of authentic assessment
activities. It is necessary to refer to these
characteristics to ensure that the learners
are being assessed towards the skills and
demand of the 21st century.
• Responsive- Visible performance-based
work (as a result of assessment)
generates data that inform curriculum and
instruction.
• Flexible- Assessment needs to be
adaptable to students' settings. Rather
than the identical approach that works in
traditional assessment, 21st century
approaches are more versatile.
• Integrated- Assessments are to be
incorporated into the day-to-day practice
rather than as add-ons at the end of
instruction or during a single specified
week of the school calendar.

• Informative - The assessment results

give information on whether or not the
desired and targeted 21st century skills
 which are clearly stated and explicitly
taught are realized.
• Multiple Methods - An assessment
continuum that includes a spectrum of
assessment strategies is the norm.
• Communicated- Communication of
assessment data is clear and transparent
for all stakeholders.
• Technically Sound- For fairness,
adjustments and accommodations are
made in the assessment process to meet
students' needs.
• Systematic- 21st century assessment is
part of a comprehensive and well-aligned
assessment system that is balanced and
inclusive of all students, constituents, and
stakeholders and designed to support
improvement at all levels.

Authentic Assessment:
Process-oriented or
Product-oriented
 Authentic assessment is performance
assessment. The performance can be
process-oriented or product-oriented. The
learner is made either to demonstrate the
skill or the process learned or shows the
product of the application of learned
knowledge and skills.
 An example of a process-oriented
assessment is demonstrating the skill of
note reading or the skill of conducting the
singing of the Philippine National Anthem in
the Music class. An example of a product-
oriented assessment is a PowerPoint
presentation, a position paper or a poem
composed.
 Authentic assessment demands
genuine proof of transfer of learning in real
life situation. Some authors equate
authentic assessment to performance
assessment.
 Other terms for authentic assessment
are alternative assessment, direct
assessment and non- traditional
assessment.
o The term alternative implies that there
is a mode of assessment other than the
usual traditional, paper- and-pencil test.
o Direct assessment means that the
learner has to demonstrate concretely the
knowledge and skill learned.
o Authentic assessment is also called
non-traditional assessment in contrast
to the traditional paper-and-pencil test that
we have been used to.
Process-oriented
Assessment
Learning outcomes in the form of
procedural knowledge require
demonstration of the process or procedure.
They call for a process-oriented
assessment.
Below are examples of learning outcomes
that fall under process-oriented
assessment. These are lifted from the K to
12 Curriculum Guide and course syllabi on
Principles and Methods of Teaching and
Assessment in Learning 1 and 2.

 Recite a poem with feeling using

appropriate voice quality, facial
expressions and hand gestures - English,
Grade 5
 Perform a skit on the importance of a
national language -Mother Tongue, Grade
3
 Relate story events to one's
experience-Mother Tongue - Grade 3
 Naisasagawa ang sistematikong
pananaliksik tungkol sa paksang tinalakay
– Filipino-Grade 7
 Naisasagawa ang sistematikong
pananaliksik tungkol sa paksang tinalakay
– Filipino-Grade 7
 Use the appropriate reading style
(scanning, skimming, speed reading,
intensive reading for one's purpose)-
English -Grade 8
 Graphs linear inequalities in two
variables-Math, Grade 8
 Demonstrate the generation of
electricity by movement of a magnet
through a coil - Science, Grade 10
 Sings themes or melodic fragments of
given Classical period pieces - Music,
Grade 9

 Sings Medieval chant, troubadour song,

madrigal, chorale and selections from
oratorio with correct pitch, rhythm,
expression and style; - Music, Grade 9
 Shows skills in creating a linoleum,
rubber or wood cut print with the proper
use of carving tools - Art, Grade 5
 Executes the skills involved in the
dance - PE 9
 Applies correct techniques to minimize
risk of injuries - PE. Grade 10
 Demonstrates proper response before,
during, and after a disaster or an
emergency situation - Health, 9
 Practices proper self-care procedures -
Health, Grade 5
 Demonstrates appropriate first aid for
common injuries or conditions - Health,
Grade 5
 Demonstrates various stress
management techniques that one can use
every day in dealing with stress-Health,
Grade 7
 Demonstrates coping skills in managing
loss and grief -Health, Grade 7
 Defends written research report-
Practical Research 2, Grade 12
 Use the Internet as a tool for credible
research and information-gathering-
Empowerment Technologies, Grade 12

Product-Oriented
Assessment
Students' performance may lead to a
concrete product. These students' products
are the concern of product-oriented
authentic assessment. Below are examples
of learning outcomes that fall under
product-oriented assessment. These are
lifted from the K to 12 Curriculum Guide
and course syllabi on Principles and
Methods of Teaching and Assessment in
Learning 1 and 2.
 Nakagagawa ng isang proyekto gamit
ang iba't ibang multimedia at technology
tools sa pagpapatupad ng mga batas sa
kalinisan, kaligtasan, kalusugan at
kapayapaan - AP, Grade 3
 Creates movements to music of a
particular Philippine festival-Music, Grade
7
 Creates designs by using two or more
kinds of lines, colors and shapes by
repeating or contrasting them, to show
rhythm - Art, Grade 2
 Creates original tie-dyed textile design
by following the traditional steps in tie-
dyeing using one or two colors. - Art 4
 Prepares a physical activity program -
PE, Grade 8
 Writes coherent review of literature
Research 1, Grade 11 Practical
 Creates an original or derivative ICT
content using online creation tools,
platforms, and applications to effectively
communicate messages related to specific
professional tracks Empowerment
Technologies, Grade 12
 Creates an original or derivative ICT
content to effectively communicate or
present data or information related to
specific professional tracks.
Empowerment Technologies, Grade 12
 Makes a lesson plan following the
inductive lesson development-Principles
of Teaching, College of Education
 Formulates multiple choice test items
aligned to the learning outcomes -
Assessment in Learning 1
 Develops a scoring rubric for an oral
defense of a research paper - Assessment
in Learning

Figure 11 gives additional examples of

process performance and product
performance that are assessed with rubrics.
DepEd's Emphasis on
Performance Assessment

DepEd Order s. 2015-08 includes 3

components of summative assessment:
1.written work
2. performance tasks, and
3. quarterly assessment.
The quarterly assessment consists of
objective tests (written), performance-based
assessment or a combination thereof.
For the performance task component,
the same DepEd Order states:
They (students) may create or innovate
products or do performance-based tasks.
Performance-based tasks may include
skills demonstration, group presentation,
oral work, multimedia presentation and
research projects. Written output is also
considered as performance task.
Among the 3 components of DepEd's
summative assessment, performance tasks
contribute the most, from 40% to 60 % to
the student's quarterly grade.
This is true to junior high school (Grades
1-10) and senior high school (Grades 11-
12).

DepEd's assessment policy and practice

is backed up by experts in assessment.
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. (Mueller, 2011)
Wiggins (1987) says authentic
assessment is, engaging in worthy
problems or questions of importance in
which students must use knowledge to
fashion performances effectively and
creatively. The tasks are either replicas of
or analogous to the kind of problems faced
by adult citizens and consumers or
professionals in the field.

GRASPS
When constructing performance tasks,
be guided by the acronym GRASPS shared
by Wiggins and McTighe (2004). What does
GRASPS mean?
G - oal
R - ole
A - udience
S- ituation
P - roduct
S – tandards and Criteria Indicators
How do you come with a performace task
guided by GRASPS?
GOAL - Provide a statement of the task.
- Establish the goal of the task; state
the problem, challenge or obstacle in the
the task.
ROLE - Define the role of the students in
the task.
- State the job of the students for the
task.
AUDIENCE - Identify the target audience
within the context of the scenario.
SITUATION - Explain the situation. What's
the context? What is the challenge?
PRODUCT - Clarify what the students will
create and why they will create it.
STANDARDS and CRITERIA - Identify
specific standards for success.
- Give rubric to the students or
develop them with the students.
Here is an example for a Science
class.

• Goal - Instill health-consciousness among

the young by particularly paying attention
to their eating habits.
• Role - You are officers of Health Club and
one of your objectives as a club is to
promote health consciousness among the
students.
• Audience - Your brochure is intended for
all high school students in your school.
• Situation - Most high school students are
fond of junk foods, soft drinks. A big
number of students are obese and
underweight.
• Product - Come up with a brochure on
healthy eating habits. Brochure should:
1)focus on healthy eating habits, 2)
include graphics and 3) use simple,
nontechnical English language.
• Standards and Criteria - You will be
graded along the following criteria: 1)
accuracy of content-10pts., 2)
organization of information-10 pts, 3)
clarity of content-10pts, 4)
appropriateness of graphics/ pictures-
10pts. 5)attractiveness/appearance of
brochure-10pts 6)grammatical accuracy-
10pts.

Guidelines for
Performance Assessment
Airasian & Russell (2008) cited four
issues that must be considered in the use
of performance assessment, namely: 1.
establishing a clear purpose; 2. identifying
observable criteria; 3. providing an
appropriate setting; and 4 judging or
scoring the performance.
Establishing a clear purpose - to assign a
grade, to evaluate student's progress, to
generate products to be included in a
learning portfolio, or to provide student's
sample of work for college admission.
Identifying observable criteria - are made
clear to students at the beginning of the
teaching-learning process to help them
focus on their learning. These observable
criteria also help the teacher or any one
assessing for that matter make his/her
observations more systematic and focused.

3. Providing an appropriate setting - Will

you observe the target behavior in a natural
setting like observing a Student Teacher
teach as he/she teaches in a real
classroom or observe her in an announced
and prepared demonstration teaching with
her classmates acting as students.
4. Judging or scoring the performance -
To judge or score the product or the
process/behavior demonstrated, a scoring
rubric is a must, to ensure objectivity of
scoring.

END….
GROUP 1
SIOCO , SUNSHINE A.
LACADMAN , ANNA FE C.
GUNAYAN , RENA S.
KITAY , ANN JAY LYN E.