GREEN VALLEY COLLEGE FOUNDATION, INC.
COLLEGE OF TEACHER EDUCATION
Km. 2, Bo.2, Gensan Dr., City of Koronadal, South Cotabato
UNIT 1 – AUTHENTIC ASSESSMENT IN THE CLASSROOM
Introduction
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. We use authentic assessment when
we want students to be able to use the acquired knowledge and skills in the real world. (Amalia, 2012)
Lesson 1 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 = it provides a result that demonstrates and improve targeted students learning
1. PURPOSES OF ASSESSMENT
a. Assessment FOR learning
The preposition “for” in assessment for learning implies that assessment is done to improve and ensure
learning. This is referred to as FORmative assessment, assessment that is given while the teacher is in
the process of student formation. It ensures that learning is going on while teacher is in the process of
teaching.
b. Assessment OF learning
It is usually given at the end of a unit, grading period or a term like a semester. It is meant to assess
learning for grading purposes, thus the term assessment of learning.
c. Assessment AS learning
It is associated with self-assessment. As the term implies, assessment by itself is already a form of
learning for the students.
As students assess their own work (e.g. a paragraph) and/or with their peers with the use of scoring
rubrics, they learn on their own what a good paragraph is. At the same, as they are engaged in self-assessment,
they learn about themselves as learners become aware of how they learn. In short, in assessment AS learning,
students set their targets, actively monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners. By assessing their own learning, they are
learning at the same time.
Various Approaches to Assessment
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Other terms in assessment include:
• Placement assessment – used to place students according to prior achievement or personal characteristics,
at the most appropriate point in an instructional sequence, in a unique instructional strategy, or with a suitable
teacher.
• Diagnostic assessment – used to identify the strengths and weakness of the students.
• Summative assessment – is generally carried out at the end of a course or project. In an educational setting,
summative assessments are typically used to assign students a course grade. Summative assessments are
evaluative. Summative assessments are made to summarize what the students have learned, to determine
whether they understand the subject matter well.
2. TARGETS OF HIGH-QUALITY ASSESSMENT
Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly
stated and feasible. To this end, we consider learning targets involving knowledge, reasoning skills, products
and effects. Learning targets need to be stated in behavioral terms or terms that denote something which can
be observed through the behavior of the students.
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 teacher.
- 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.
Five categories of Learning Target according to Stiggins and Conklin (1992)
b. Knowledge learning target
- It is the facts and concept we want students to know, either rote learned or retrieved using reference
materials.
c. Reasoning learning target
- The ability of students to use their knowledge to reason and solve problems.
d. Skill learning target
- The ability of the students to create achievement-related skills likes conducting experiments, playing
basketball, and operating computers.
e. Product learning targe
- The ability of the students to demonstrate achievement-related products such as written report, oral
presentation and art product.
f. Affective learning target
- The attainment of affective traits such as attitudes, values, interests, and self-efficacy.
- Student attitude about school and learning.
b. Cognitive Targets
As early as the 1950‘s, Bloom (1956), proposed a hierarchy of educational objectives at the cognitive
level. These are:
Level 1. Knowledge
- refers to the acquisition of facts, concepts and theories (example: knowledge of historical facts).
- recall or recognize information, describing, defining, labeling, memorizing etc.
- knowledge forms the foundation of all other cognitive objectives for without knowledge, it is not
possible to move out to the next higher level thinking skills in the hierarchy of the educational
objectives.
Level 2. Comprehension
- refers to the same concept of ―understanding.
- it is a step higher than mere acquisition of facts and involves a cognition or awareness of the
interrelationships of facts and concepts.
- re-state data or information in one’s own words, interpret, and translate.
- explaining or interpreting the meaning of the given scenario or statement.
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Level 3. Application
- refers to the transfer of knowledge from one field of study to another or from one concept to another
concept in the same discipline.
- using or applying knowledge and putting theory into practice.
- demonstrating and solving problems
Level 4. Analysis
- refers to the breaking down of a concept or idea into its components and explaining the concept as a
composition of these concepts.
- interpreting elements, organizing, and structuring.
Level 5. Synthesis
- refers to the opposite of analysis and entails putting together the components in order to summarize
the concept.
- developing new unique structures, model, system, approaches, or ideas.
- build, create, design, establish, assemble, formulate.
Level 6. Evaluating and reasoning
- refers to valuing and judgment or putting worth to a concept or principle.
- judgment relating to external criteria.
- assess effectiveness of whole concept, in relation to values, outputs, efficacy, and others.
3. METHODS OF HIGH-QUALITY ASSESSMENT
1. Written-Response Instruments
- written response instrument includes objective test (multiple choice, true or false, matching or short
answer) test, essay, examination, and checklist.
▪ Objective test is appropriate for assessing the various level of hierarchy of educational objectives.
▪ Multiple choice test in particular can be constructed in such a way as to test higher order thinking skills.
▪ Essay can test the student grasp of the higher-level cognitive skills particularly in the areas of application
analysis, synthesis and judgment.
Example:
(POOR) Write an essay about the First EDSA Revolution.
(BETTER) Write an essay about the First EDSA Revolution and their respective roles.
▪ Checklist list of several characteristics or activities presented to the subjects of a study, where they will
analyze and place a mark opposite to the characteristics
2. Product Rating Scales
- the teachers are tasked to rate products.
- examples of product that are frequently rated in education are: ✔ book reports ✔ maps ✔ charts ✔
diagram ✔ notebooks ✔ essays
- an example of a product rating scale is the classic ‘handwriting ‘scale used in the California Achievement
Test, Form W (1957). There is prototype handwriting specimens of pupils and students. The sample
handwriting of a student is then moved along the scale until the quality of the handwriting sample is most
similar to the prototype products in education, the teacher must possess prototype products over his/her
years of experience.
3. Performance Tests
- performance checklist.
- it is used to determine whether or not an individual behaves in a certain way when asked to complete a
particular task. If a particular behavior is present when an individual is observed, the teacher places a
check opposite it on the list.
- consist of a list of behaviors that make up a certain type of performance.
4. Oral Questioning
- the traditional Greeks used oral questioning extensively as an assessment method. Socrates himself,
considered the epitome of a teacher, was said to have handled his classes solely based on questioning
and oral interactions.
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- oral questioning is an appropriate assessment method when the objectives are:
▪ To assess the student’s stock knowledge.
▪ To determine the student’s ability to communicate ideas in coherent verbal sentences.
5. Observation and Self-Reports
- useful supplementary assessment methods when used in conjunction with oral questioning and
performance tests.
4. SAMPLING
a. Simple random sampling
- is analogous to putting everyone's name into a hat and drawing out several names.
- each element in the population has an equal chance of occurring.
- while this is the preferred way of sampling, it is often difficult to do.
- it requires that a complete list of every element in the population be obtained.
- computer generated lists are often used with random sampling.
b. Systematic sampling
- is easier to do than random sampling.
- the list of elements is "counted off". That is, every kth element is taken. This is similar to lining everyone
up and numbering off "1,2,3,4; 1,2,3,4; etc". When done numbering, all people numbered 4 would be
used.
c. Stratified sampling
- also divides the population into groups called strata. However, this time it is by some characteristic, not
geographically.
- for instance, the population might be separated into males and females. A sample is taken from each of
these strata using either random, systematic, or convenience sampling.
d. Cluster sampling
- is accomplished by dividing the population into groups --usually geographically.
- these groups are called clusters or blocks.
- the clusters are randomly selected, and each element in the selected clusters are used.
5. ACCURACY
a. Validity
- is the extent to which a test measures what it is supposed to measure or as referring to the
appropriateness, correctness, meaningfulness and usefulness of the specific decisions a teacher makes
based on the test results.
- the first definition refers to the test itself while the second refers to the decisions made by the teacher
based on the test.
- a test is valid when it is aligned with the learning outcome.
- a teacher who conducts test validation might want to gather different kinds of evidence. There are
essentially three (3) main types of evidence that may be collected:
1) Content-related evidence of validity refers to the content and format of the instrument. How appropriate
is the content? How comprehensive? Does it logically get at the intended variable? How adequately does
the sample of items or questions represent the content to be assessed?
2) Criterion-related evidence of validity refers to the relationship between scores obtained using the
instrument and scores obtained using one or more other tests (often called criterion). How strong is this
relationship? How well do such scores estimate present or predict future performance of a certain type?
3) Construct-related evidence of validity refers to the nature of the psychological construct or
characteristic being measured by the test? How well does a measure of the construct explain differences
in the behaviour of the individuals or their performance on a certain task?
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b. Reliability
- refers to the consistency of the scores obtained – how consistent they are for each individual from one
administration of an instrument to another and from one set of items to another.
- reliability and validity are related concepts. If an instrument is unreliable, it cannot yield valid outcomes.
As reliability improves, validity may also improve (or not) however, if an instrument is shown scientifically
to be valid then it is almost certain that it is also reliable.
- something reliable is something that works well and that you can trust
- a reliable test is a consistent measure of what it is supposed to measure.
- the following table is a standard followed almost universally in educational test and measurement:
Reliability Interpretation
0.90 and above Excellent reliability; at the level of the best standardized tests.
0.80 – 0.90 Very good for a classroom test
Good for a classroom test; in the range of most. There are probably a few items which
0.70 – 0.80
could be improved.
Somewhat low. This test needs to be supplemented by other measures (more tests) to
0.60 – 0.70
determine grades. There are probably some items which could be improved.
Suggests need for revision of test, unless it is quite short (ten or fewer items). The test
0.50 – 0.60
definitely needs to be supplemented by other measures (more tests) for grading.
Questionable reliability. This test should not contribute heavily to the course grade and it
0.50 or below
needs revision.
Lesson 2 WHAT IS AUTHENTIC ASSESSMENT?
The term “authentic assessment” was first coined in 1989 by Grant Wiggins in K-12 educational contexts.
According to Wiggins, authentic assessment is “a true test” of intellectual achievement or ability because it
requires students to demonstrate their deeper understanding, higher-order thinking, and complex problem
solving through the performance of exemplary tasks.
Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging
student voice. When applying authentic assessment to student learning and achievement, a teacher applies
criteria related to construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.
Authentic assessment also tends to focus on contextualized tasks, enabling students to demonstrate their
competency in a more “authentic” setting. Examples of authentic assessment categories include:
- performance of the skills, or demonstrating use of a particular knowledge.
- stimulations and role play
- studio portfolios, strategically selecting items
1. NATURE OF AUTHENTIC ASSESSMENT
a. Evaluation process
- Authentic assessment is an evaluation process that involves multiple forms of performance measurement
reflecting the student's learning, achievement, motivation, and attitudes on instructionally-relevant
activities.
b. Real-world task
- a ‘real-world’ assessment is meant to focus on the impact of one’s work in real or realistic contexts.
- it requires students to deal with the messiness of real or simulated settings, purposes, and audience (as
opposed to a simplified and ‘clean’ academic task to no audience but the teacher-evaluator).
c. Realistic judgment and innovation
- Assessments are authentic if they are realistic, require judgement and innovation and assess students’
ability to effectively use their knowledge or skills to complete a task.
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d. Student’s performance
- an authentic assessment usually includes a task for students to perform and a rubric by which their
performance on the task will be evaluated.
2. CHARACTERISTICS OF AUTHENTIC ASSESSMENT
a. Authentic Assessment starts with clear definite criteria of performance made known to the students.
b. Authentic Assessment is a criterion- referenced rather than norm- referenced and so it identifies strengths
and weaknesses, but does not compare students nor rank their levels of performance.
c. Authentic Assessment requires students to make their own answer to questions rather than select from
given options as in multiple choice items, and requires them to use a range of higher order thinking skills
(HOTS).
d. Authentic Assessment often emphasizes performance and therefore students are required to
demonstrate their knowledge, skills or competencies in appropriate situations. Authentic assessment
does not rely on ability to recall facts or memorize details, instead students are asked to demonstrate
skills and concepts they have learned.
e. Authentic Assessment encourages both teacher and students to determine their rate of progress in
cooperatively attaining the desired student learning outcomes.
f. Authentic Assessment does not encourage rote learning and passive taking of test; instead, students are
required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work
in group, skills in oral and written communications. In brief, authentic assessment values not only the
finished products which are the learning outcomes, but also the process of learning.
g. Authentic Assessment changes the role of students as passive test takers into become active and involve
participants in assessment activities that emphasize what they are capable of doing.
3. RELATED TERMS FOR AUTHENTIC ASSESSMENT
a. Performance Assessment
- an approach to educational assessment that requires students to directly demonstrate what they know
and are able to do through open-ended tasks
such as constructing an answer, producing a project, or performing an activity.
b. Alternative Assessment
- is a method of evaluation that measures a student's level of proficiency in a subject as opposed to the
student's level of knowledge.
- the overall goal of alternative assessment is to allow students to demonstrate their knowledge and
execute tasks.
c. Direct Assessment
- refers to any method of collecting data that requires students to demonstrate a knowledge, skill, or
behavior.
Lesson 3 WHY USE AUTHENTIC ASSESSMENT?
Authentic assessment is essential because it evaluates students' knowledge and skills in real-world
contexts, making learning more meaningful and applicable. Unlike traditional assessments that focus on rote
memorization, authentic assessment requires students to think critically, solve problems, and apply their
understanding in practical situations. This approach increases student engagement by making tasks more
relevant to their interests and future careers while also catering to different learning styles and abilities.
Furthermore, it provides a more comprehensive evaluation of skills such as creativity, collaboration, and
communication, which are crucial for success beyond the classroom. Authentic assessment also fosters long-
term retention, as students are more likely to remember concepts when they apply them in meaningful ways.
Additionally, it offers valuable feedback that helps learners refine their skills and deepen their understanding. By
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making assessments more practical and relevant, educators can create a more effective and inclusive learning
environment.
1. PRINCIPLES OF AUTHENTIC ASSESSMENT
a. Focus assessment on what really matters;
b. Ensure that assessments are valid indications of student competence;
c. Use assessment to support student learning; and
d. Develop assessment practices that use the teacher’s time efficiently.
2. TRADITIONAL ASSESSMENT VIS-À- VIS AUTHENTIC ASSESSMENT
● Traditional assessments refer to conventional methods of testing.
● Authentic assessments refer to assessments wherein students are asked to perform real-world tasks.
Traditional Assessment Authentic Assessment
Purpose: to evaluate if the students have learned Purpose: to measure students’ proficiency by asking them
the content; to perform real-life tasks;
Measures students’ ability to apply knowledge of the
Measures students’ knowledge of the content. content in real-life situations; ability to use or apply what
they have learned in meaningful ways.
Examples
a. Traditional Assessment b. Authentic Assessment
- true or false; multiple choice tests - demonstrations
- standardized tests - hands-on experiments
- achievement tests - computer simulations
- intelligence tests - portfolios
- aptitude tests - projects
- multi-media presentations
- role plays
- recitals
- stage plays
- exhibits
Lesson 4 DEVELOPING AUTHENTIC CLASSROOM ASSESSMENTS
Developing authentic classroom assessments involves designing evaluation methods that reflect real-
world applications of knowledge and skills. To create effective authentic assessments, educators must align tasks
with learning objectives while ensuring they encourage critical thinking, problem-solving, and creativity.
One key strategy is incorporating performance-based tasks, such as projects, case studies, portfolios, or
simulations, that require students to apply what they have learned in meaningful contexts. These assessments
should also be student-centered, allowing learners to demonstrate their understanding in ways that suit their
strengths and interests.
Additionally, using rubrics with clear criteria helps ensure fairness and provides constructive
feedback. Collaboration and self-reflection can also enhance authenticity by encouraging students to assess
their own progress and work with peers. By integrating these elements, authentic classroom assessments not
only measure student learning effectively but also prepare them for real-life challenges.
1. A FRAMEWORK FOR AUTHENTIC ASSESSMENT
a. Real-world Relevance
real-world relevance is essential, meaning tasks should simulate challenges students may encounter
outside the classroom.
b. Higher-Order Thinking Skills
higher-order thinking skills must be emphasized, encouraging analysis, evaluation, and problem-
solving rather than mere recall.
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c. Performance-Based Tasks
performance-based tasks such as projects, case studies, portfolios, and experiments should be used
to allow students to demonstrate their understanding in practical ways.
d. Clear Criteria and Rubrics
clear criteria and rubrics help maintain consistency and fairness while providing students with clear
expectations.
e. Student Reflection and self-assessment
student reflection and self-assessment encourage learners to evaluate their progress and take
ownership of their learning.
f. Ongoing Feedback and Revision
ongoing feedback and revision ensure continuous improvement, as students receive constructive
input and opportunities to refine their work.
2. AUTHENTIC ASSESSMENT DEVELOPMENT PROCESS
a. Identify Learning Objectives
Learning objectives describe what we want students to know and be able to do by the end of a course.
Objectives are the bedrock of instructional design because they guide every other decision in the
development of the course.
b. Define Relevant Tasks
Given that the assessment should be, well, authentic, start by looking at what professionals in your
field do on a daily basis and how those tasks might relate to your selected learning objective.
c. Identify Essential Performance Criteria
It is important for these performance criteria to align with the nature of your task. To return to our
business example from earlier, you’d want to make sure that the way you measure students’
performance is reflective of or similar to the expectations they would encounter in a business
scenario.
d. Develop a Rubric
Rubrics are a powerful tool for many assessment types, and they are an essential component of
authentic assessment. After all, authentic assessments are fairly subjective, and rubrics help ensure
instructors are grading fairly and consistently from assessment to assessment and student to student.
Authentic assessment has the outstanding ability to make a long-lasting impact on not only your course, but also
the students enrolled in it. By providing students with an opportunity to test their skills in new and relevant
situations, you will prepare them for how they will be assessed in their professional lives and show them the
relevance of your course’s content outside the classroom.
References:
• Magda, A. J., & Aslanian, C. B. (2018). Online college students 2018: Comprehensive data on demands and
preferences. Louisville, KY: The Learning House, Inc.
• Shank, P. (2009, May). Four typical online learning assessment mistakes. In R. Kelly (Ed.), Assessing online
learning: Strategies, challenges and opportunities (pp. 4-6). Madison, WI: Magna Publications Inc.
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