4.5.
Variety of Assessment
Methods, Tools and Tasks
• Assessment methods can be classified as
traditional and authentic.
• Traditional assessment method refers to the usual
paper-and-pencil test while authentic assessment
refers to non-paper-and-pencil test.
• Authentic assessment is also called alternative
assessment, it being an alternative to the
traditional.
• The paper-and-pencil test (traditional
assessment) assesses learning in the cognitive
domain (Bloom) or declarative knowledge
(Kendall and Manzano, 2012).
• The paper-and-pencil test, however, is inadequate
to measure all forms of learning. Psychomotor
learning (Kendall and Manzano, 2012) or
procedural knowledge (Kendall and Manzano,
2012) and learning proven by a product and by a
performance cannot be measured by paper-and-
pencil test.
• Assessment tools for the cognitive domain
(declarative knowledge) are the different paper-
and-pencil tests. Basic examples of paper-and-
pencil tests are shown in Figure 8.
Selected- Constructed-
Response Response
Alternate
Completion
Response
Matching
Short Answer
Type
Essay Restricted
Multiple
or None-
Choice Restricted
Figure 8. Two groups of Written
Problem
Tests and Specific Examples Solving
• Examples of selected response type of tests are
alternate response (True or False, Yes or No, 4 or
6); matching type and the multiple choice type.
• Examples of constructed type of tests are the
completion type (Fill-in-the-blanks), short
answer, the essay test and problem solving. These
will be discussed in greater detail in Chapter 5.
• Examples of authentic assessment tools are the
demonstrations of what have been learned by
either a product or a performance. (Refer to
Figure 9)
Product Performance
Product Performance
Output Task
Visual – e.g graph, e.g experiments, oral
collage, reflective presentation,
journal dramatization
Figure 9. Groups and Examples of Authentic Tasks
• Examples of products are reports, papers,
research projects, reviews
• Examples of performance tests are executing
steps of tango, delivering a keynote speech,
opening a computer, demonstration teaching, etc.
4.6. Portfolio
• Portfolio falls under non-paper-and pencil test. A
portfolio is a purposeful collection of student
work or documented performance (e.g video of
dance) that tells the story of student achievement
or growth. The word purposeful implies that a
portfolio is not a collection of all student’s work.
It is not just a receptacle for all student's work.
• The student’s work that is collected depends on
the type and purpose of a portfolio you want to
have. It can be a collection of products or
recorded performances or photos of performance.
Types of Portfolio
• Portfolios can be classified according to purpose.
According to purpose, portfolios can be
classified either as 1) Working Portfolios, 2)
Display Portfolios or 3) Assessment Portfolios.
(Introduction to Using Portfolios in the
Classroom by Charlotte Danielson and Leslye
Abrutyn)
Working or Development Portfolios
• A working portfolios is so named because it is a
project "in the works," containing work in
progress as well as finished samples of work. A
growth portfolio demonstrates an individual's
development and growth over time.
• Development can be focused on academic or
thinking skills, content knowledge, self
knowledge or any area that is important for your
purposes. For this reason, it is also called
development portfolio. Growth or development
portfolio can serve as a holding tank for work
that may be selected later for a more permanent
assessment or display portfolio.
Display, Showcase or Best Works Portfolios
• It is the display of the student's best work.
Students exhibit their best work and interpret its
meaning. Showcase portfolio demonstrates the
highest level of achievement attained by the
student.
Assessment or Evaluation Portfolio
• As the name implies, the main function of an
assessment portfolio is too document what a
student has learned based on standards and
competencies expected of students at each grade
level.
• The standards and competencies of the
curriculum, then, will determine what students
select for their portfolio. Their reflective
comments will focus on the extent to which they
believe the portfolio entries demonstrate their
masteries of the standards and competencies.
• For example. if the standard or competency
specifies persuasive, narrative, and descriptive
writing, an assessment portfolio should include
examples of each type of writing. Similarly, if
the curriculum calls for technical skill such as
use of Power Point in report presentation, then
the display portfolio will include entries
documenting the reporting process with the use
of Power Point.
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