Republic of the Philippines

DAVAO ORIENTAL STATE UNIVERSITY

Faculty of Teacher Education (FTEd)

AUTHENTIC ASSESSMENT

GROUP 5
Bagay, Patricia
Balderas, Jemarie
Cabitay, Annalie
Golisao, Edhel
Iradel, Aya
Lapay, Stephanie
Verana, Cristel

Bachelor of Secondary Education – Major in English

EDE 2A

Grace A. Pagandahan
Faculty, EDUC 108 – Assessment in Learning 2

February 04, 2025

Wieshly Ahya L. Iradel | EDE2A | EDUC108
Written Report: Authentic Assessment and its Five Phases.

According to Jon Mueller 2011, it is a form of assessment in which

students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills. With that, students apply their
knowledge and skills to real-world tasks, rather than just recalling
information.

The second definition was stated by Grant Wiggins on 1987.

"...Engaging and 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."
It highlights the learning process through engaging, real-world problems.

The last definition is, "Performance (authentic) assessments call upon

the examinee to demonstrate specific skills and competencies; that is, to
apply of their weaknesses. This results is diminished fear of tests and
improvement of self esteem.” This approach focus on practical application
rather than memorization, helping students build confidence and self-esteem.

As we all know, the purpose of assessment is to improve student

learning. Assessment achieves this purpose by gathering pieces of evidence
of student performance over a period of time. This may include written works,
journal entries, oral presentations, research paper results, essays, story
writing, and examination results. This assessment also has its own phase and
we call it, “The Phases of Authentic Assessment.”

There are five phases of Authentic Assessment:

1. Identifying the Most Important Knowledge and Skills.
Students should be able to demonstrate as a result of their learning activities.
2. Determining criteria and standards. Determining the criteria
and standards of outcomes performance and the acceptable evidence that
may be presented as proof of outcomes' attainment.
3. Implementation of supporting activities. Implementation of
the supporting activities that will facilitate the attainment of the desired
student learning outcomes.
4. Measuring the extent of the students. Measuring the extent
at which the students are attaining the desired learning outcomes.
5. Interpreting the results and continuous improvement.
Interpreting the assessment results and evaluating whether they indicate
attainment of the desired outcomes and utilizing them for continuous
improvement.

These phases adopted from Jon Muellers. "Closing the loop"

encourages the use of assessment results for further improvement. It’s a
continuous cycle where feedback from assessments informs future teaching
practices, helping to refine and adjust the learning process for students.

LAPAY

Characteristics of Authentic Assessment in an English Class

Authentic Assessment (AA) is an approach to evaluating students that emphasizes real-

world tasks and meaningful application of knowledge. Below are the key characteristics
of AA, along with examples of how they might be implemented in an English class.

1. AA starts with clear and definite criteria of performance made known to the
students.

AA begins with transparent criteria that outline what is expected from students.
This clarity helps students focus on their efforts effectively and understand how their
work will be evaluated.

Example: In a writing assignment, the teacher provides a rubric detailing specific

criteria such as thesis statement clarity, argument development, use of evidence, and
grammar. Students are informed about these criteria before they begin their essays,
allowing them to focus on meeting these standards.

2. AA is criterion - referenced rather than norm - referenced and so it identifies

strengths and weaknesses, but does not compare students nor rank their levels of
performance.

AA focuses on individual performance against set standards rather than

comparing students to each other or having a student’s grade or score determined by
how they perform in comparison to others (norm-referenced assessment). This
approach identifies each student's strengths and weaknesses without ranking them.

Example: After a group presentation on a literary theme, the teacher assesses

each student's contribution based on a rubric that evaluates their understanding of the
theme, presentation skills, and engagement with peers. The feedback highlights
individual strengths (e.g., strong analysis) and areas for improvement (e.g., clarity in
delivery), rather than comparing one student’s performance to another's.
 3. AA requires students to make their own answers 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).

Explanation: AA encourages students to formulate their own responses rather

than selecting from predefined options, fostering critical thinking and creativity.

Example: Instead of a multiple-choice test on a novel, students are asked to write

a letter from the perspective of one of the characters, explaining their motivations and
feelings about key events in the story. This task requires students to analyze character
development and apply higher-order thinking skills such as synthesis and evaluation.

This approach encourages the use of higher-order thinking skills—critical

thinking, analysis, and creativity—essential for real-world problem-solving. Students
are challenged to think deeply and articulate their understanding.

4. AA often emphasizes performance and therefore students are required to

demonstrate their knowledge, skills or competencies in appropriate situations. AA
does not rely on ability to recall facts or memorize details, instead students are
asked to demonstrate skills and concepts they have learned.

Explanation: AA prioritizes the demonstration of knowledge through

performance tasks rather than rote memorization. Students must show their
understanding in practical contexts.

Example: Instead of having students memorize the definition, parts of an

application letter, and how to write it, they are tasked with writing their own
application letters for a job of their choice. This process involves applying their
knowledge about an application letter rather than just by relying solely on
memorization or recall of facts. By creating their own letters, students demonstrate
their understanding of effective communication and the job application process in a
real-world context.

GOLISAO

5. AA encourages both teacher and students to determine their rate of progress in

cooperatively attaining the desired student learning outcomes.
 Authentic assessment is a type of evaluation that helps both teachers and
students work together to see how well they're achieving their learning goals. It involves
real-world tasks and practical activities that reflect the students' progress and
understanding. This cooperative approach allows both teachers and students to track
improvement and make adjustments to meet the desired student learning outcomes.

Example: Regular one-on-one meetings where the teacher and student discuss
the student's work, progress, and areas for improvement.

6. AA does not encourage rote learning and passive taking of tests; instead, students
are required to demonstrate analytical skills, ability to integrate what they learn,
creativity and ability to work in a group, skills in oral and written communications.
AA values not only the finished products which are the learning outcomes, but also
the process of learning.

Authentic assessment is different from traditional tests because it focuses on

understanding and applying knowledge rather than just memorizing facts in order to
recall them during tests. It encourages students to think critically (analyze information
and think deeply about what they learn), integrate knowledge (combine and connect
information), be creative (use their imagination to solve problems or create something
new), collaborate (work effectively in groups), and communicate (express their ideas
clearly both in speaking and writing).

Example: In groups, students are tasked to read a short story, discuss its
elements, come up with an alternative ending, and narrate it to the class afterwards.

7. AA changes role of students as passive test takers into becoming active and
involved participants in assessment activities that emphasize what they are
capable of doing.

Authentic assessment transforms students from being merely passive test takers
into active participants in their learning process. Instead of just answering questions on
a test, students engage in activities that show what they can actually do and what they
have learned. Tests to measure students' skill to recall information have come under
scrutiny because of the limitation encountered in determining the student's capability to
utilize their knowledge and skills in work and professional practice. At best, these tests
are able to give a snapshot of the students' ability to recall facts but fail to provide a
moving picture of how they will perform in the real-world situation which exists in the
work place.

Example: Instead of a multiple choice test to assess students' ability to identify

the parts of speech in sentences, they are tasked to write their own sentences and
indicate the parts of speech used in each.
CABITAY

Observations-Based Assessment Tools

Observation-based assessment is a method of evaluating a person's abilities or

skills by directly observing them performing a task in real-time, rather than relying
solely on written tests, which allows a more authentic assessment of their capabilities in
a natural setting; it often involves noting specific behaviors, interactions, and
performance details during the observation period.

To make observation-based assessment systematic and objective, Diane Hart

(1994) suggested the following guidelines. These guidelines emphasize the importance
of systematic and comprehensive observation in assessment, particularly in an
educational setting.

1. Observe not only one but all the students.

Observe all students, not just one – To get an accurate understanding of

student behavior, learning progress, and needs, educators should observe every
student rather than focusing on just a few. This ensures fairness and inclusivity.

2. Observation must be as frequent and as regular as possible.

Observations should be conducted consistently over time, not just

occasionally. Regular observation allows educators to notice patterns, track
progress, and identify areas that need support.

3. Observations must be recorded in writing.

Written documentation provides concrete evidence of what was

observed. This ensures that observations are not based on memory alone,
reducing bias and increasing accuracy.

4. Observations should cover both routine and exceptional

occurrences.

Observations should capture both everyday behaviors and significant

events. Routine observations show typical performance, while exceptional
occurrences highlight strengths, struggles, or unique learning moments.

5. Reliability of observation records is enhanced if multiple

observations are gathered and synthesized

A single observation may not be enough to make valid conclusions.

Gathering multiple observations over time and synthesizing them improves
accuracy, making assessments more reliable and well-rounded.
 These principles ensure that observation-based assessment is fair,
objective, and useful for supporting student development.

Developmental Checklist

- is an observation tool which requires the teacher recorder to describe the traits
or learning behaviors being assessed. When used regularly during the school year,
developmental checklists give a moving picture of the students progress and desired
competencies.

Individual developmental checklist

-An individual developmental checklist zooms in on a student’s communication

skills, both in written and oral skills.

The Interview Sheet

- is another observation tool which is also called the conference recording form.
Interview sheets consist of a list of questions the teacher intends to ask and space for
recording the student's answers.

Importance of Observation-based assessment

Observation-based assessment is crucial for authentically assessing students

because it provides a real-time, holistic, and contextual understanding of their learning,
behavior, and progress. This method allows educators to assess cognitive, social,
emotional, and behavioral aspects, ensuring a well-rounded evaluation.

BAGAY

Performance Assessment Tools

Introduction

Performance assessment tools are essential instruments in evaluating the

abilities, competencies, and progress of individuals or groups. These tools are widely
used in various fields such as education, business, healthcare, and government to
measure and improve performance. Whether for students, employees, or organizations,
performance assessments help in identifying strengths, weaknesses, and areas for
improvement. They can also guide decision-making processes related to promotions,
training, development, and policy formulation.
This report explores the different types of performance assessment tools, their
applications, benefits, and challenges in various contexts.
Types of Performance Assessment Tools
Formative Assessment Tools
Formative assessments are ongoing evaluations that occur during the learning or
working process. These tools focus on providing feedback for improvement and include:
• Quizzes and Tests: Short and frequent assessments that evaluate
knowledge on specific topics.
• Observations: Directly monitoring behavior, skills, or performance in real-
time.
• Surveys and Questionnaires: Collecting feedback from peers or managers
about an individual's performance.
Summative Assessment Tools
Summative assessments are typically conducted at the end of a project, course, or
evaluation period to determine the overall performance. Common tools include:
• Exams and Final Projects: Used in educational settings to assess the final
knowledge or skills.
• Performance Reviews: In workplaces, annual or biannual reviews are
often used to assess employees' overall contributions.
• Portfolio Assessments: A collection of completed work that demonstrates
a person’s skills and development over time.
360-Degree Feedback Tools
This tool involves gathering performance data from multiple sources, including peers,
subordinates, supervisors, and even self-assessment. It is widely used in corporate
settings to evaluate leadership, teamwork, and communication skills.
Self-Assessments
Individuals assess their own performance based on predefined criteria or personal
reflection. This tool encourages self-awareness and personal development.
Behavioural Assessments
Used primarily in job evaluations, behavioral assessments focus on how individuals
exhibit certain behaviors under specific circumstances.
• Situational Judgment Tests (SJTs): Assess how individuals handle
hypothetical, job-related situations.
Key Performance Indicators (KPIs)
KPIs are quantifiable measures used to evaluate the success of an individual or
organization in meeting objectives. In businesses, KPIs could include sales targets,
customer satisfaction, or productivity metrics.
Rating Scales and Rubrics
These tools provide a structured framework for assessing performance based on
specific criteria. A rubric, for example, is often used in educational settings to grade
assignments based on set standards or levels of performance.
Conclusion
 Performance assessment tools are vital in measuring progress, guiding
improvement, and informing decision-making across various domains. Whether in
educational settings, the corporate world, or healthcare, these tools provide valuable
insights into how individuals and organizations are performing. However, to maximize
their benefits, it is important to ensure that these assessments are used appropriately,
are free from bias, and balance quantitative and qualitative data. With thoughtful
implementation, performance assessment tools can help foster growth, accountability,
and success.
VERANA
PERFORMANCE SAMPLES ASSESSMENT TOOLS
This is a method of evaluating someone's ability by directly observing and analyzing
his/her outputs and performances through their written works, activities, artworks,
projects, and many more.
A portfolio is a performance sample assessment tool. This is composed of a compilation
of pieces of evidence of an individual's skills, ideas, interests, and accomplishments. It
can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook
containing evidence of a student's accomplishments, or as high-tech as a laser disk
containing stored descriptions, written works, and pictures of activities and
accomplishments.
During high school, we had already experienced making portfolios for different subjects.
Alonng with it, we learned its purposes and why they are necessary, which are the
following:
1. The teacher assesses the growth and development of the students at various
levels - this portfolio allows the teachers to continuously monitor students'
progress throughout the year. Instead of relying solely on tests, they can observe
students' growth in various skills and competencies over time. This also allows
them to intervene and adjust their teaching strategies if they notice a student or
some students are struggling. Of course, this is not only applicable to teachers.
Students can also use this to see their development and use it as a medium of
reflection for them to learn in the future.
2. Parents are informed of the progress of their children in school - this will serve as
a powerful communication tool between the teachers and the parents of the
students. It provides concrete evidence of their child's progress, making it easier
for them to understand their strengths and areas for improvement.
3. Instructional supervisors are able to evaluate the strengths and weaknesses of
the academic program - by reviewing student portfolios across a range of
students and classes, instructional supervisors can gain insights into the
effectiveness of the curriculum and teaching methods. They can identify areas
where the program is succeeding and areas that need improvement.
The following are the things that could be included in a portfolio:
 Esaays
 Video Tapes
  Audio Tapes
 Conference Note
 Pictures
 Graphs/Charts
 Artwork
 Group Reports
 Compact Disk
 Field Reports

EMPLOYABILITY COMPETENCIES PORTFOLIO

This refers to a collection of evidence demonstrating a student's skills and abilities
relevant to the workplace. It's designed to showcase a student's readiness for
employment after graduation. This is composed of three competencies; Academic
competencies, Personal Management competencies, and Team work competencies.
Academic Competencies - these are the knowledge and skills acquired through formal
education. They are the foundational elements of a student's learning within a specific
academic discipline or field of study.
1. Can understand printed materials - this competency emphasizes the ability to
comprehend and interpret information presented in written form.
2. Can use research and library skills - this involves the ability to effectively locate,
evaluate, and utilize information from various sources, including libraries and
online databases.
3. Can use technology in preparing oral presentation - this competency focuses on
the ability to leverage technology for creating and delivering effective oral
presentations.
4. Can use scientific method in solving problems - this emphasizes the ability to
approach problems systematically using the scientific method, which involves
observation, hypothesis formation, experimentation, data analysis, and
conclusion drawing.
5. Can write and speak effectively in English and Filipino - this highlights
proficiency in both written and oral communication in English and Filipino. This
is crucial for clear and effective communication in various professional contexts.
Reference:

Navarro, R. L., & Santos, R. D. G. (2013). Authentic assessment of student learning

outcomes: Assessment of learning 2 (Second edition.). Lorimar Publishing, Inc.