Prof8 Group1

Chapter 2
TYPES OF
ASSESSM
Introduction
ASSESSMENT is an essential and
powerful tool in the teaching and
learning process. Moreover, it is a
process of obtaining data with which
we could measure student competence
and learning outcomes.
Chapter Intended
Learning Outcome
At the end of this chapter, you

should be uish
• Disting able:
types of assessment, and
• Relate it to learning outcomes.
Questions:
In what ways do our students
achieve more learning
outcomes?
What are the ways which we

could measure students’
achievements?
1.TRADITIONAL AND
AUTHENTIC
ASSESSEMENT
Traditional Assessment
Law and Eckes (1995) state that
traditional assessments are single-
occasion tests which measure
what learners can do at a
particular time.
Traditional assessments
are indirect and
inauthentic measures of
students learning
outcomes.
This kind of assessment is
standardized and for that
reason, they are one-shot.
speed-based, and norm-
referenced (Bailey, 1998).
Traditional assessment often
focus on learner's ability of
memorization and recall,
which are lower level of
cognition skills (Smaldino,
2000).
Authentic
AuthenticAssessment
assessment focuses on the
analytical and creative thinking
skills, students to work
cooperatively and that reflect
student learning, student
achievement, and student attitudes
of relevant activities
Authentic
Assessment
Assessment is authentic when
it measures performances or
products which have realistic
meaning that can be attributed
to the success in school.
The commonly reported dimensions of
authenticity (Fery, 2012)
B. The Role
A. The Context C. The Scoring
of the • The scoring
of the Assessment
• A Stud
defenseent
of the criteria are known
• Realistic answer or product or student-
activity is required. developed.
• The task is • The assessment is • Multiple
performance- formative. indicators or
• Students portfolios are used
based.
collaborate with for scoring.
• The task is • The performance
cognitively each other or with
expectation is
the teacher.
complex. mastery.
budgeting
historical map concept
experiment
The commonly reported dimensions of
authenticity (Fery, 2012)
B. The Role
A. The Context
of the
C. The Scoring
of the Assessment • The scoring
• A Stud
defenseent
of the
• Realistic criteria are known
answer or product
or student-
activity is required.
developed.
• The task is • The assessment is
• Multiple
performance- formative.
indicators or
based. • Students
portfolios are used
• The task is collaborate with for scoring.
cognitively each other or with • The performance
the teacher. expectation is
complex.
• In the present K to 12 curriculum, the students
are expected to produce products or
performances through authentic tasks.
Authentic assessment has four basic characteristics:

• The task should be representative of performance
in the field.
• Attention should be paid to teaching and
learning the criteria for assessment.
• Self-assessment should play a great role.
• When possible, students should present their
Best uses of Authentic Assessment
(Mueller, 2010):
1. Authentic assessments are direct measures.
2. Authentic assessments capture constructive
nature of learning.
3. Authentic assessments integrate teaching,
learning, and assessment.
4. Authentic assessments provide multiple paths
ATTRIBUTES FOR TRADITIONAL AND
PERFORMANCE ASSESSMENTS:
2. FORMATIVE
EVALUATION AND
SUMMATIVE
EVALUATION
Assessment for Learning
involves using ongoing
formative evaluation to
understand and enhance
students' learning progress.
Conversely, summative
FORMATIVE ASSESSMENT SUMMATIVE
guides teaching and learning ASSESSMENT, however,
plans by giving feedback on evaluates how much
how well students are students have learned by
understanding the material. It the end of a term or year,
helps teachers adjust their often influencing final
methods to improve student grades based on their
learning. achievements.
Classroom-based "formative
assessment" has also taken on an
increasingly important role in
education policy in recent years.
FORMATIVE ASSESSMENT refers

to the frequent, interactive assessment
of student progress to identify
It is a planned process in which the
teacher or students use assessment-
based evidence to adjust ongoing
learning and instruction. Without any
inter- or intra-individual consensus
as to what the term formative
assessment means, it is difficult to
Formative assessment can be defined
more specifically as, "All those
activities undertaken by teachers, and
by their students in assessing
themselves, which provide
information to be used as feedback to
modify the teaching and learning
Formative assessment occurs
at three (3) points of
instruction by
(William & Leahy, 2007) :
1 during instruction;
2. between lessons;
Formative assessment
fosters learning with
understanding which
benefits both teachers and
students by providing the
teachers with information on
By enabling appropriate
adaptation of course material and
teaching strategies, formative
assessment promotes a reflective
teaching process that results in
better teaching and better
High-quality feedback to
students can model the learning
process, although it could also
foster "learned dependence" in
which learning goals are
subsumed under performance
Summative assessments are
typically end-of-section or end-
of-unit evaluations designed to
gauge student achievement.
They encompass traditional
forms such as unit tests, exams,
essays, or projects and
These assessments serve an
evaluative function,
providing a summary of
learning achievements for
classification, certification, or
recognition purposes.
Characteri
stics of
Formative
and
Summativ
e
Assessmen
3. NORM AND
CRITERION-
REFERENCED
ASSESSMENT
Norm-referenced Assessment
Norm-referenced assessment gives us

information on what the student can
perform by comparing to another student.
It describes student performance in the
class by comparing to others. Teachers
can actually rank the achievement of their
Criterion-referenced Assessment
Criterion-referenced assessment
describes the performance of the
students without reference to the
performance of others which uses
preset criteria or predefined and
Summary
Compariso
n of Two
Basic
Approache
s to
4. CONTEXTUALIZED
AND
DECONTEXTUALIZED
ASSESSMENT
In CONTEXTUALIZED
ASSESSMENT, the focus is on the
students' construction of
functioning knowledge and the
student’s performance in the
application of knowledge in the
Assessment tasks reflect
the goal of learning. It
uses performance-based
tasks which are
authentic in nature.
DECONTEXTUALIZED
ASESSMENT includes written
exams and term papers, which are
suitable for assessing declarative
knowledge, and do not
necessarily have a direct
It focuses on declarative
knowledge and /or procedural
knowledge in artificial situations
detached from the real work
context. (Biggs, 2011)
5. ANALYTIC
AND
HOLISTIC
DEVELOPMENT
ANALYTIC ASSESSMENT refers to
specific approach in the assessment
of learning outcomes.
In this procedure, students are given
feedback on how well they are doing
on each important aspect of specific
The assessment then is made
specific based on the importance
of the performance. With this,
assessment shouldn't be
undertaken in part but must
address the whole performance.
HOLISTIC ASSESSMENT could
be in the form of reflection
papers and journals, peer
assessment, self-assessment,
group presentation and portfolio.
The application of the various
assessment methods need to be
Subsequently, the correct
application of holistic
assessment in the various areas
of study is expected to improve
the student's learning outcomes
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!

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Chapter 2

At the end of this chapter, you

What are the ways which we

Authentic assessment has four basic characteristics:

FORMATIVE ASSESSMENT refers

Norm-referenced assessment gives us

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