Assessment As An Integral Part of Teaching

ASSESSMENT AS AN INTEGRAL
PART OF TEACHING
Learning Outcomes
• Differentiate among diagnostic, formative and summative
assessment
• Cite ways to do traditional and authentic assessment
• Distinguished between traditional and authentic
assessment, norm-referenced and criterion-referenced
assessment, contextualized and decontextualized
assessment
• Discuss current trends in assessment
“No assessment
please”
Study your lesson for
the test class!
“No more test

Ma’am”
Assessment in the Context of Teaching-Learning
• Diagnostic assessment.
• Formative assessment
• Summative assessment
Diagnostic Assessment
• This is a form of pre-assessment that allows teacher to

determine individual student’s prior knowledge to
determine the individual student’s prior knowledge.
• Primarily use to diagnose what students already know
and don’t yet know in order to guide instruction
Formative Assessment
• Formative assessment takes place during instruction to provide the
teacher with information regarding how well the learning objectives of a
given activity are being met.
• Formative assessment is referred to as assessment for learning because
it meant to ensure that learning takes place
• In the process of instruction, the teacher checks on students’ learning. If
he/she discovers that concepts and skills are not yet mastered, right
there and then, the teacher re-teaches to ensure learning.
• Thus the phrase “assessment for learning”.
Summative Assessment
• This is used to evaluate student learning at the of a defined
instructional period.
• While formative assessment is referred to as assessment for
learning, summative assessment is referred to as assessment of
learning.
• It is assessment of learning typically at the end of a project,
unit, course, semester, program or school year, after diagnostic
assessment, teaching and formative assessment are done.
• Summative assessment are done through paper-and-pencil
tests and non-paper-and pencil tests.
TRADITIONAL ASSESSMENT AND AUTHENTIC ASSESSMENT
• Traditional assessment includes the paper-and-pencil tests. Paper-and
pencil tests are either the selected-response type or constructed-
response.
Selected- Constructed
response -response
type types
Paper-and-
pencil test
(Traditional
Assessment)
Traditional assessment…..
Selected-response type Constructed-response

type
Alternate response (T-F,
Yes-No) Short answer
Multiple choice Essay
Matching type Problem solving
Authentic Assessment
• The term authentic assessment was coined by Grant Wiggins (1993) a
leading proponent of reform in testing.
• Assessment is termed authentic because students’ knowledge and skill
are addressed in a context that approximates the real world or real life
as closely as possible.
• The assessment requires student performance that models realistic
encounters in life in contrast to taking a written test or writing an essay.
That is why authentic assessment is likewise called performance
assessment.
Norm and criterion-referenced assessment
• In criterion-referenced assessment we compare a student’s
performance against a criterion of success which is the
predetermined standard.
• With criterion-referenced tests, each student’s performance is
compared directly to the standard, without considering how
other students performed in the assessment.
Norm-referenced assessment
• In norm-referenced assessment we compare a student’s
performance with the performance of other students, the
norm group, not against a predetermined standard
• An example is comparing the performance of seventh graders
in Reading in a particular school system to the performance of
nation-wide group of seventh grades in Reading.
Norm referenced assessment…
• Norm-referenced scores are generally reported as a percentile
ranking.
• There use to be a National College Entrance Examinations
(NCEE) in the Philippines
• Example: A high school graduate who got 75% percentile rank
means he belonged to the upper 25% and above 75% of the
examinees.
Norm-referenced assessment…
• The meaning of a norm-referenced score is derived from a

comparison of students’ scores against other students’ scores,
while
• The meaning of criterion-referenced score is derived from
comparing students’ scores with established criterion of success.
• The norm-referenced score will not tell you whether a student
met, exceeded, or fell short of the standard of proficiency.
• It is the criterion-referenced score that will tell you whether or not
a student met the established standard of success or proficiency.
Contextualized and Decontextualized Assessment
Contextualized assessment
• The focus is on the students’ construction of functioning
knowledge.
• It is the students’ performance in their application of
knowledge and skills in the real work context of the discipline
area.
• Contextualized assessment makes use of performance-based
tasks which are authentic in nature
• They reflect “real-life” tasks and require students to utilize
higher order thinking skills (Crotty, 1994; Leon & Elias, 1998)to
fulfill on demand duties and tasks
Decontextualized assessment
• Decontextualized assessment includes hand written exams

which are suitable for assessing declarative knowledge, and do
not necessarily have a direct connection to a real-life context
(Biggs, 2011).
• It focuses on declarative knowledge and/or procedural
knowledge in artificial situations detached from the real work
context.
• Both contextualized and decontextualized learning and
assessment have their role in evaluating learning process.
• In practice, Biggs and Tang claim (2011) decontextualized
assessment has been overemphasized compared to the place
declarative knowledge has in the curriculum/
• Both declarative knowledge and real-life application of that
knowledge must be assessed properly.
Establishing High Quality Assessments
1.Quality assessments are in accordance with contemporary view of
active learning and motivation. This means that learners discover
and construct meaning.
2.Assessment of high quality is valid. Assessment is valid if it
measures what it is supposed to measure.
3.Assessment of high quality is reliable. Assessment is reliable when
the test produces consistent scores.
4.Assessment of high quality is fair. It is fair if it assesses what it is to
be assessed as stated in the learning outcome which is expected to
be taught.
Current Trends in Assessment (cited by Santrock, 2009)
1. Using at least some performance-based assessment

2. Examining higher-level cognitive skills and emphasizing integrated rather
than isolated skills
3. Using multiple assessment methods
4. Having high performance standards including world-class standards for
interpreting assessment results
5. Involving students in all aspects of assessment
6. Making standards and criterion public rather than private and secretive
7. Using computer as part of assessment
Reference:
• Assessment in Learning 2: Authentic Assessment ( by: Brenda B.
Corpuz, PhD, Imelda E. Cuartel, DA)

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ASSESSMENT AS AN INTEGRAL

“No more test

• This is a form of pre-assessment that allows teacher to

Selected-response type Constructed-response

• The meaning of a norm-referenced score is derived from a

• Decontextualized assessment includes hand written exams

1. Using at least some performance-based assessment

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