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Assessment in Learning 2 Module 2 MS114 Elaborate
Education (CPE-201919)
University of Caloocan City
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UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION
ASSESSMENT OF LEARNING 2
SUBJECT CODE: MS 114
TOPIC OR LESSON: AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS, AND PRACTICES
WEEK/S: 3 – 4
SUB-TOPIC/S:
1 Assessment, Evaluation, Testing, Marks – meaning and differences 1 Authentic Assessment – definition from various individuals 1 Characteristics of Authentic Assessment 1 Phases of Authentic Assessment 1 Authentic Assessment and Traditional Assessment – comparison and contrast
OVERVIEW OF THE TOPIC
Educators define authentic assessment as an approach to measure student performance in a direct, relevant way to see if the learning objectives were met. Educators might use projects such as reports, journals, speeches, videos, and interviews with the students to measure their understanding of the subject material.
The goal of authentic assessment is to enhance the learning process and help students gain knowledge while completing tasks that are beneficial to their “real-world” experiences. Unlike taking an exam, students work on the authentic assessment over a period of time and they are not limited to in choosing or supplying the correct answer in test papers to demonstrate what they know. Authentic assessments let students show what they are really capable of without the pressure of having to perform well on a traditional test, so this is a great option for students who suffer from test anxiety.
Authentic assessments help students analyze what they’ve learned and applied it to their own experience. They don’t have to memorize facts for a test, so they can use their creativity to show what they’ve learned. For older students who can use a combination of writing and speaking, authentic assessment helps them refine their writing and oral presentation skills. Authentic assessment works great for groups, so students can get experience collaborating on projects with their peers.
LEARNING OBJECTIVES
ENGAGE
In this lesson, the students will be able to demonstrate understanding of the meaning, characteristics, and practices of authentic assessments.
At the end of the lesson, students should be able to: a. Distinguish the terms assessment, evaluation, testing, and marks b. Delineate authentic assessment from various individuals c. Discuss the characteristics and phases of authentic assessment. d. Compare traditional assessment and authentic assessment
Complete the crossword puzzle below.
LEARNING OUTCOMES
EXPLAIN
Using the Venn Diagram, Identify the similarities and differences of test and non-test assessments.
When defined within an educational setting, assessment, evaluation, testing, and marks are all used to measure the degree of attainment of student learning outcomes. These are concepts used in education to explain how the progress of learning and the final learning outcomes of students are assessed but, the terms are often misused.
Assessment refers to the process of gathering data and information about what students know and can do. Such information may be sourced through observation of students during their learning activities, examining the results of their learning activities, or testing their knowledge and skills. Through assessment, the teacher can find out what students are learning.
EXPLORE
Evaluation involves the task of interpreting, forming conclusions, and making judgments about the information which was gathered in the process of assessment. The data gathered by the assessment are neither useful nor useless but they reflect the learning process. Such information becomes meaningful only when they are processed and interpreted as to how well the students are attaining the desired competencies.
Testing is an instrument of assessment. A test is an assessment tool that reflects the records of students’ learning outcomes.
Marks are reports of the students evaluating information obtained in the assessment process. Marks have certain components related to the learning activities undertaken by the students. Below are examples of such components:
20% - class participation 10% - assignments 20% - quizzes 30% - submitted reports 20% - oral presentations and projects 100% - TOTAL
Why use Authentic Assessment?
Learning isn’t just limited to scoring well on exams or getting good grades. Today, teachers adopt new and improved learning and assessment techniques to keep students engaged. This technique is an authentic assessment. It is a manner of assessing students’ learning that doesn’t use standardized tests but uses assessments to see how well students understand specific topics and how they can apply their understanding to different scenarios and problems.
It’s a way to evaluate students and give feedback that isn’t just subjective but draws on actual evidence. It places more emphasis on the process of learning, instead of just getting a passing grade. Teachers are able to give meaningful feedback to students in an engaging manner.
According to J. Mueller, 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". When students' work benefits real people or organizations, for instance, it often stimulates students to hold themselves more accountable, produces higher quality work, and makes connections between course content and the real world.
As for the definition of G. Wiggins, authentic assessments are “engaging
Schools
Characteristics of Authentic Assessment
Authentic assessment starts with clear and definite criteria of performance made known to students.
It 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.
It 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.
It often emphasizes performance and therefore students are required to demonstrate their knowledge, skills, and competencies in proper situations. Authentic assessments do not rely on the ability to recall facts or memorize details but students are asked to demonstrate skills and concepts they have learned.
It encourages both teachers and students to determine their rate of progress in cooperatively attaining the desired student learning outcome.
It emphasizes assessment for learning purposes rather than just for grading, and incorporates social, cognitive, and reflective processes of learning.
Authentic Assessments are fair and free from bias so they do not advantage or disadvantage any groups of students
It is motivating, enjoyable, sustain interest, and are challenging, but achievable
It does not encourage rote learning and passive taking of tests. It requires the students to demonstrate analytical skills, the ability to integrate what they have learned, creativity and ability to work in a group, skills in oral and written communications. Authentic assessment values the process of learning and also the product which is the learning outcomes.
It changes the role of students as passive test-takers in to becoming active and involved participants in assessment activities that emphasize what they are capable of doing instead of tests to measure students’ skills or retained facts has come under scrutiny because of the limitation
encountered in determining the students’ capability to utilize their knowledge and skills in work and professional practice.
Are based on criteria that have been developed with, or negotiated with students to ensure they understand the nature of the task and what constitutes quality in terms of the outcome.
Ensure that students have opportunities to develop critical thinking and problem-solving skills needed in professional situations, as well as the cognitive and performance skills relating to graduate attributes.
While the traditional type of assessments can be indicators of academic achievement, teachers and students are often misled by the results of these tests on the kind of academic work and activities that need to be mastered. It is also remembered that test items are not real problems’ right answers are not indicators of critical thinking.
Any graduate of a certain level of degree is expected to be able to live in the outside world armed with skills that conform to certain standards. It is good for students to have mastery of this basic knowledge but it is more essential if they can apply these skills to real-life tasks, hence the need for authentic assessment.
Phases of Authentic Assessment
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. Such evidence may be in the form of written works, journal entries, oral presentations, research paper results, essays, story writing, and examination results. “Closing the loop” encourages the use of assessment results for further improvement.
In general, outcome assessment goes through 5 phases:
Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities.
Determining the criteria and standards of outcome performance and the acceptable evidence that may be presented as proof of outcomes’ attainment.
Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes.
choice measures of assessment such as multiple-choice tasks, fill-in -the- blanks, true-false, matching type and others. Students typically recalls or selects answers. Essentially, traditional assessments springs from educational philosophy which involves the following principles and practices:
A school’s mission to develop useful citizens;
To be a useful citizen, one must possess a certain body of knowledge and skills;
The school is entrusted to teach this body of knowledge and skills;
To determine if the students have acquired the knowledge and skills, the school must test the students on the knowledge and skills.
Authentic assessment on the other hand is grounded on the following principles and practices:
A school’s mission to develop useful citizens;
To be a useful citizen, one has to be capable of performing useful tasks in the real-world;
The school’s duty is to help develop proficiency in performing the tasks that they will be required to perform after graduation in the workplace;
The school must require students to perform tasks that duplicate or imitate real-world situations.
Below is the comparison of traditional assessment and authentic assessment by J. Mueller.
Attributes Traditional Assessment
Authentic Assessment
Action/Option Selecting a response Performing a task Setting Contrived/Imagined Simulation/Real-life Method Recall/Recognition Construction/Application Focus Teacher-structured Student-centered Outcome Indirect evidence Direct evidence
Authentic assessment complements Traditional assessments Both traditional and authentic assessments are necessary. Teachers do not need to select between tradition and authentic assessment. Mastery of basic knowledge and skills is the foundation of learners’ ability to demonstrate
ELABORATE
and perform the tasks that they are expected to perform in the real world. Learners cannot perform or do real-world tasks if they have not mastered basic knowledge and skills.
A. Choose the letter of the correct answer,
Which statement on assessment is correct? A. Authentic assessment is synonymous with performance assessment. B. Traditional assessment is the same as performance assessment. C. Authentic assessment consists only of process-oriented assessment D. Authentic assessment consists only of product-oriented assessment.
Which statement about authentic assessment is false? A. Authentic assessment and traditional assessment complement each other. B. Authentic assessment is performance – based and does not need to be complemented by traditional assessment. C. Assessing the students must include traditional and authentic assessment. D. Authentic assessment puts emphasis in the application of learning in real - life context.
Which learning competency can be measured by traditional assessment? A. Enumerate at least 5 traits of a person with a growth mindset. B. Demonstrate lesson development using inductive method. C. Serve a well – balanced breakfast D. Prove that plants grow towards the light.
Which learning competency is most appropriate for traditional assessment? A. Prepare a brochure to inform tourists of the tourist attraction in your locality. B. Conduct research on students’ level of motivation C. Focus the microscope under but 1. p. and h.p. in 15 seconds D. Distinguish between hypotonic and hypertonic solution.
A Physical Education teacher cannot use traditional assessment because of the nature of their subject. Is the statement correct? A. Yes, because the subject that they are teaching is more on the application of skills. B. No, because the students need to learn first the basic knowledge and skills that they need to apply for practical use.
_________ 11. Performing a task
_________ 12. True or False items
_________ 13. Direct evidence
_________ 14. Student – structured
_________ 15. Selecting a response
A. Go back to the definition of the authentic assessment from various perspectives and list down the similar words in the box. Using the gathered words, come up with your own understanding of what authentic assessment is.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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B. Give your thoughts on the following questions in 5 – 10 sentences only.
- What’s the purpose of the assessment? How will the results be useful in the
teaching and learning process?
EVALUATE
_____________________________________________________________
- Why do we need to follow the phases of assessment in deliberating
assessment activities and strategies to the students?
- How can students use the assessment as a learning tool support for
learning?
- How can teachers pair authentic assessments with real-life assessments?
- Are grades actually inhibiting learning?
Assessment in Learning 2 Module 2 MS114 Elaborate
Course: Education (CPE-201919)
University: University of Caloocan City
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