Friday: June 10, 2022 Games.
Teacher utilize fun activities to have students
ED 203 / ASSESSMENT IN LEARNING practice and review concepts.
Projects. The students research a topic and present it
Authentic Assessment in a creative way.
Is a form of assessment in which students are Debates. The students take opposing positions on a
asked to perform real-world tasks that demonstrate topic and defend their position.
meaningful application of essential knowledge and Daily Assignments. The student completes the work
skills (Mueller 2011) assigned on a daily basis to be completed at school or
home.
Characteristics of Authentic Assessment Discussions. Students in a class verbally interact on
Authentic Assessment simulates real-life a given topic.
situations. Students are asked to demonstrate their
knowledge of the course or subject matter. Authentic Assessment Complements
There are no right or wrong answers in authentic Traditional Assessment
assessment. It is all about showing how the students Mastery of basic knowledge and skills is the foundation
can use the knowledge from the course in real-word of the learner’s ability to demonstrate and perform the
contexts and scenarios. tasks that they are expected to perform in the real world.
It requires in-depth creativity and originality. The In other words learners cannot perform or do the real
students have to think outside the box to create world tasks if they have not mastered basic knowledge
unique solutions to the problem. and skills.
Authentic Assessment methods are tailored to 1
specific and well-defined purpose. Marzano’s New Taxonomy
Students get feedback from the instructor at Robert Manzano, respected educational researcher,
different points as they engage in the tasks. It has responded what he calls A New Taxonomy of
allows the students to leverage feedback and Educational Objectives (2000). Developed to
improve their solutions until they arrive at the most respond to the shortcomings of the widely use
practical and effective answers. Bloom’s Taxonomy and the current environment of
standards-based instruction, Marzano’s model of
Mueller (2008) compares the traditional and authentic thinking skills incorporate a wider range of factors
assessment that affect how learners think and provides a more
Traditional Assessment VS. Authentic Assessment research-based theory to help teachers improve their
Attributes Traditional Authentic learners’ thinking.
Selecting a
Action Performing a task
response
Contrived / Simulations / Real
Setting SELF SYSTEM
imagined life
Recall / Construction / Beliefs about Beliefs
Method Emotions associated
Recognition Application the importance about
Teacher – with knowledge
Focus Student–structured of knowledge efficacy
structured
Outcome Indirect evidence Direct evidence
METACOGNITIVE SYSTEM
Examples of Non-Test Assessment
Portfolio. A purposeful collection of students’ works Monitoring
that exhibits the students’ efforts, progress, and Specifying
the Monitoring Monitoring
achievements in one or more areas of the curriculum. learning
execution of Clarity Accuracy
Journal. Students write daily on assigned or personal goals
knowledge
topics.
COGNITIVE SYSTEM Transversal Competencies are competencies that are
Knowledge Comprehen- Knowledge transferable between jobs. They are what used to be
Analysis described as “experience”. Some people have labeled the
Retrieval sion Utilization
Matching “soft skills” or “emotional intelligence”.
Classify- Decision They are a set of competencies related to attitudes,
ing making values, and procedures.
Synthesis Error Problem
Recall
Represent- Analysis Solving List of Transversal Competencies
Execution
ation Generaliz Experimental
-ing Inquiry Critical and Innovative Thinking
Specify- Investigation Critical thinking
ing Innovative thinking
Creativity
Entrepreneurship
KNOWLEDGE DOMAIN Resourcefulness
Mental Physical Application skills
Information Reflective thinking
Procedures Procedures
Presentation skills
Reasoned Decision-making
Partnership for 21st Century Framework Communication
Leadership
Learning and Information, Organizational Skills
Life and
Innovation Media, and
Career Skills
Skills Technology Skills Interpersonal Skills
Teamwork
Collaboration
Core Subjects And 21st Century Themes Initiative
Sociability
Standards and Assessments Collegiality
Curriculum and Instruction Self-discipline
Professional Development Enthusiasm
Learning Environment Perseverance
Self-motivation
Life and Career Skills Compassion
Flexibility and Adaptability Integrity
Initiative and Self-Direction Commitment
Social and Cross-Cultural Skills Awareness
Productivity and Accountability Tolerance
Leadership and Responsibility Openness
Global Citizenship
Learning and Innovation Skills Respect for Diversity
Critical thinking and Problem solving Intercultural understanding
Creativity and Innovation Conflict resolution
Communication and Collaboration Civic Participation
Physical and Psychological Health
Information, Media, and Technology skills Respect for the Environment
Information literacy Healthy Lifestyle
Media literacy Physical Fitness
ICT (Information, Communication, and Technology) Empathy
Literacy Self-Respect
According to John Munro, a professor at the o Relate story events to one’s experience – Mother
Australian Catholic University’s School of tongue, Grade 3
Education, student outcomes will not start to change o Perform a skit on the importance of a national
until the quality of teaching changes. language – Mother Tongue, grade 3
“Before students can apply their knowledge, they o Use the appropriate reading style (scanning,
need to have it. Teachers need to teach knowledge skimming, speed reading, intensive reading for
explicitly.” Munro told the Educator. one’s purpose) – English, grade 8
“ If, at the end of every teaching session, students o Demonstrate the generation of electricity by
were encouraged to say what they have learnt, movement of a magnet through a coil –Health,
suggest how they might use it in the future and take grade 5
pride in what they knew now, the gap would start to
narrow”. When constructing a performance based tasks, be guided
“By going back to topics they learnt earlier and by the acronym GRASPS shared by Wiggins and
revising those topics, students can make new links, McTighe (2004)
practice applying them, and speed up recalling
them”. GRASPS
G-oal
R-ole
Product-Oriented Assessment A-udiences
Is a kind of assessment where in the assessor views S-ituation
and scores the final product made and not on the P-roduct
actual performance of making that product. S-tandards and Criteria Indicator
Examples of learning outcomes under Product-oriented
assessment:
o Creates designs by using two or more kinds of
lines, colors, and shapes by repeating or
contrasting them to show rhythm –Art 2
o Creates an original or derivative ICT contents to
effectively communicate or present data or
information relate to specific professional tracks-
Empowerment Technologies 12
o Makes a lesson plan following the inductive
lesson development –Principles of Teaching,
College of Education
o Formulates multiple choice test items aligned to
the learning outcomes–Assessment in Learning 1
Process-oriented Assessment
Learning outcomes in the form of procedural. It
requires demonstration of the process or procedure.
Process-oriented /performance-based assessment is
concerned with output rather than product of the
activity.
Examples of learning outcomes under process-oriented
assessment:
o Recite a poem with feeling using appropriate
voice quality, facial expressions, and hand
gestures- English , Grade 5
