ASSESSMENT AND EVALUATION IN MATHEMATICS

TRADITIONAL ASSESSMENT AND AUTHENTIC ASSESSMENT

Traditional Assessment
- refer to conventional methods of testing, usually standardized and use pen and paper
with multiple-choice, true or false or matching type test items.
Purpose:
- to evaluate if the students have learned the content;
- to determine whether or not the students are successful in acquiring knowledge;
- to ascribe a grade for them; to rank and compare them against standards or other
learners
- Provides teachers a snapshot of what the students know
- Measures students’ knowledge of the content
- Requires students to demonstrate knowledge by selecting a response/giving correct
answers; usually tests students’ proficiency through paper and pencil tests
- Students are asked to choose an answer from a set of questions (True or False; multiple
choice) to test knowledge of what has been taught.
- Provides indirect evidence of learning
- Requires students to practice cognitive ability to recall/recognize/reconstruct body of
knowledge that has been taught
- Tests and strengthens the students’ ability to recall/recognize and comprehend content,
but does not reveal the students’ true progress of what they can do with the knowledge
they acquired. Only the students’ lower level of thinking skills, (knowledge and
comprehension), are tapped
- - Teachers serve as evaluators and students as the evaluatees: teacher-structured
- - Assessment is separated from teaching and learning. Test usually comes after
instruction to evaluate if the students have successfully learned the content
- - Provides limited ways for students to demonstrate what they have learned
- - Standardized; valid and reliable
- - Curriculum drives assessment
Authentic Assessment
- refer to assessments wherein students are asked to perform real-world tasks that
demonstrate meaningful application of what they have learned.
- evaluates the student’s collective skills and abilities to perform and demonstrate the task
in real-world situation for them to determine how much they have learned with
meaningful application. Performance test is a measure which often makes use of
manipulative materials to develop students’ skills and abilities.
- the student is exposed to the real-world situation to perform his tasks with the best of his
skills and abilities.
Purpose:
- to measure students’ proficiency by asking them to perform real life-tasks; to provide
students many avenues to learn and demonstrate best what they have learned; to guide
instruction;
- to provide feedback and help students manage their own learning;
- to also evaluate students’ competency
- Provides teachers a more complete picture of what the students know and what they can
do with what they know
- Measures students’ ability to apply knowledge of the content in real life situations; ability
to use/apply what they have learned in meaningful ways
- Requires students to demonstrate proficiency by performing relevant tasks showing
application of what has been learned
- Provides direct evidence of learning/competency; direct demonstration of knowledge and
skills by performing relevant tasks
- Provides opportunities for students to construct meaning/new knowledge out of what has
been taught
- Tests and strengthens the students’ ability to reason and analyze, synthesize, and apply
knowledge acquired; Students’ higher level of cognitive skills (from knowledge and
comprehension to analysis, synthesis, application, and evaluation) are tapped in multiple
ways.
- Involves and engages the students in the teaching, learning and assessment process:
student structured
- Assessment is integrated with instruction. Assessment activities happen all throughout
instruction to help students improve their learning and help teachers improve their
teaching.
- Provides multiple avenues for students to demonstrate best what they have learned
- Flexible and provides multiple acceptable ways of constructing products or performance
as evidence of learning
- Needs well defined criteria/rubrics and standards to achieve reliability and validity
 - Assessment drives curriculum and instruction.

Characteristics of Authentic Assessment

1. Authentic assessment requires the students to perform meaningful tasks in real-world
situation.
2. It promotes the development of higher order thinking skills because the evaluators including
self and peer have to think wisely and precisely the rating most appropriate to the students’
performance from excellent down to poor.
3. It tenders direct evidence of application and construction of knowledge and skills acquired.
For instance, the student demonstrates and constructs on paper mosaic projects made of waste
papers or old new papers.
4. It includes portfolio collection of entries.
5. It demonstrates application of a particular knowledge and skills.
6. It fosters role-playing of the lessons learned by students which serves as show window to
them.
7. It identifies performance of students’ acquired skills and expertise. Notably, community
linkages is one of the seven domains of National Competency-Based Teacher Standards
(NCBTS). It is necessary that teachers must reflect in their syllabi the seven domains of NCBTS.
8. It assesses directly holistic projects by multiple human judgement like self, peer, subject
teacher and teacher-adviser.
9. It trains the students to evaluate their own work as well as to their peers.
10. It is designed on criterion—referenced measure rather than norm-references measure.
-The strengths and weaknesses of the students have been identified rather than
compare students’ performance with other students.

Distinctions Between Authentic Assessment and Traditional Assessment

Authentic Assessment Traditional Assessment

a. personalized, natural and flexible relevant a. impersonal and absolute owing to
to the students’ level of difficulty, skills and uniformity of test without regard to the skills
abilities and abilities of the students
b. fair because skills and abilities are b. unfair since learners are forced to accept
appropriate to the learners the contexts of the tests even if it is
c. give the student and peer the chance to inappropriate
evaluate each other’s work c. only the subject teacher evaluates the
d. identifies strengths and weaknesses of performance
the students d. compares the performance of students to
e. promotes good rapport between the others
teacher and students e. has poor relationship between teachers
f. develops the students’ responses and students
because they are given task based on f. requires the students to choose only on
real-world situation the options prepared by teachers
g. gives students freedom to choose g. teacher prepares tests and the students
evidence of good performance responds only to what is asked
h. use performance test in real-world h. involves paper-and-pencil tests
situation and portfolio assessment

Advantages of Traditional Assessment over Authentic Assessment

Authentic Assessment 4. Less economical

1. Harder to evaluate Traditional Assessment
2. Time consuming; labor intensive 1. Easy to score;
- Sometimes, time and effort spent Teachers can evaluate students more
exceed the benefits quickly and easily.
3. Susceptible to unfairness, subjectivity, 2. Less time and easier to prepare; easy to
lacking objectivity, reliability, and validity if administer
not properly guided by well-defined/clear 3. Objective, reliable and valid
criteria or rubrics/standards 4. Economical

Advantages of Authentic Assessment over Traditional Assessment

1. Provides teachers with just a snapshot of
Authentic Assessment what the students have truly learned
1. Provides teachers with the true picture of 2. Provides students limited options to
how and where their students are in their demonstrate what they have learned,
learning; usually limited to pencil and paper tests
- Gives more information about their 3. Assessment is separate from instruction
students’ strengths, weaknesses, needs 4. Reveals and strengthens only the
and preferences that aid them in adjusting students’ low level cognitive skills:
instruction towards enhanced teaching and knowledge and comprehension
learning 5. Assesses only the lower level
2. Provides students many thinking/cognitive skills: focuses only on the
alternatives/ways to demonstrate best what students’ ability to memorize and recall
they have learned; offers a wide array of information
interesting and challenging assessment 6. Hides the test7. Teacher-structured:
activities teachers direct and act as evaluators;
3. Assessment is integrated with instruction students merely answer the assessment
4. Reveals and enriches the students’ high tool.
level cognitive skills: from knowledge and 8. Involves students working alone;
comprehension to analysis, synthesis, promotes competitiveness
application and evaluation 9. Invokes feelings of anxiety detrimental to
5. Enhances students’ ability to apply skills learning
and knowledge to real lie situations; taps 6. Teaches the test
high order cognitive and problem solving. 7. Student-structured: students are more
engaged in their learning; assessment
Traditional Assessment results guide instruction
8. Oftentimes involves students working in 11. Focuses on one form of intelligence
groups hence promotes team work,
collaborative and interpersonal skills
9. Reduces anxiety and creates a more
relaxed happy atmosphere that boosts
learning
10. Time is flexible
11. Focuses on the growth of the learner
12 Learners express their understanding of
the learning content using their preferred
multiple forms of intelligences
13. Provides parents and community with
more observable products, proofs of the
students’ learning which motivate them to
support their kids’ learning more
10. Time is fixed and limited; students are
time-pressured to finish the test

Examples of Authentic Assessment over Traditional Assessment

1. Which of the following water is acidic?
Authentic Assessment a. Fresh water
1. Place separately the fresh water, marine b. Marine water
water, and brackish water in a basin. Get a c. Brackish water
pH paper or pH meter and soak it in a basin d. None of the above
of water. Change the pH paper for every 2. How many millilitres (ml) are there in one
basin of water. Then record. liter?
a. 1, 150 ml
Ask: What are the pH levels of fresh water, b. 1,100 ml
marine water, and brackish water? Which is c. 1,050 ml
most acidic? Why? d. 1,000ml

2. Get a 100-ml graduates cylinder and a 1 3. How many grams (g) are there in 1
liter empty soft drink bottle. Let the student kilogram (kg)?
fill the graduated cylinder with water and a. 1, 000 g
decant it to the empty bottle until it is filled. b. 1,050 g
c. 1,100 g
Ask: How many times did you fill the d. 1,150 gcount the sets of weights you put
graduated cylinder? on the table balance and multiply (100 x 10)

3. Get a table balance with sets of weights.

Place 1 kg of mangoes on the table balance
and 10 sets of weights of 100 g each. You Ask: How many grams are there in 1
kilogram?
Traditional Assessment
Lesson 2: Basic Principles in Assessing Learning

Basic Concepts and Principles in Assessing Learning

Assessment
- etymologically it came from a Latin word “ASSIDERE”
“Assidere” means to sit beside another
- process of gathering data for the purpose of making decisions
Assessment in Learning
- the systematic and purpose-oriented collection, analysis, and interpretation of evidence
of student learning in order to make informed decisions relevant to the learners

What are the different types of Assessment in Learning?

1. Formative assessment
2. Summative assessment
3. Diagnostics assessment
4. Placement assessment
5. Traditional assessment
6. Authentic assessment

1. Formative Assessment
-One way to think about it: Assesses a student’s performance during instruction, and
usually occurs regularly throughout the instruction process
-Another way to think about it: Like a doctor’s ‘check-up’ to provide data to revise
instruction

Tip: Using digital exit ticket tools like Loop can be an easy means of checking whether students
have understood lesson content, while also promoting student reflection.

2. Summative Assessment
-One way to think about it: Measures a student’s achievement at the end of instruction.
It’s like talking to someone about a movie after the movie is over. : )
-Another way to think about it: It’s macabre, but if formative assessment is the check-up,
you might think of summative assessment as the autopsy. What happened? Now that it’s all
over, what went right and what went wrong?

Tip: By using measurements of student performance, summative assessments can be useful for
teachers to improve units and lessons year over year because they are, in a way, as much of a
reflection on the quality of the units and lessons themselves as they are the students.
3. Diagnostic Assessment (as Pre-Assessment)

-One way to think about it: Assesses a student’s strengths, weaknesses, knowledge, and
skills prior to instruction
-Another way to think about it: A baseline to work from

Tip: Done at the beginning–of the school year, beginning of a unit, beginning of a lesson, etc.

3. Placement assessments
-are used to “place” students into a course, course level, or academic program. For
example, an assessment may be used to determine whether a student is ready for Algebra I or
a higher- level algebra course, such as an honors-level course.
• For this reason, placement assessments are administered before a course or program
begins, and the basic intent is to match students with appropriate learning experiences that
address their distinct learning needs.

*Norm-Referenced Assessment
-One way to think about it: Compares a student’s performance against other students (a
national group or other ‘norm’)
-Another way to think about it: Place, group or ‘demographic’ assessment. Many
standardized tests are used as norm-referenced assessments.

Tip: These kinds of assessments are useful over time in student profiles or for placement in
national-level programs, for example.

*Criterion-Referenced Assessment
-One way to think about it: Measures a student’s performance against a goal, specific
objective, or standard
-Another way to think about it: a bar to measure all students against

Tip: These can be a kind of formative assessment and should be integrated throughout your
curriculum to guide the adjustment of your teaching over time. Mastery or competency-based
learning would use criterion-referenced assessments.

6. Interim/Benchmark Assessment
-One way to think about it: Evaluates student performance at periodic intervals,
frequently at the end of a grading period. Can predict student performance on end-of-the-year
summative assessments. A benchmark assessment is a type of interim assessment so it could
be useful to think of them as distinct even though they function in a similar way.
-Another way to think about it: Bar graph or chart growth throughout a year, often against
specific ‘benchmarks’
Tip: Benchmark assessments can be useful for communicating important facts and data to
parents, district officials, and others to, among other goals, inform the allotment of resources
(time and money) to respond to that data.

Principles in Assessing Learning

1. Assessment should have a clear purpose
2. Assessment is not an end in itself
3. Assessment is an ongoing, continuous, and formative process
4. Assessment is learner-centered
5. Assessment is both process and product-oriented
6. Assessment must be comprehensive and holistic
7. Assessment requires the use appropriate measures
8. Assessment should be as authentic as possible

Lesson 3: Assessment Purposes, Learning Targets, and Appropriate Method

General Purpose of Classroom Assessment

1. Assessment OF Learning
2. Assessment FOR Learning
3. Assessment AS Learning

Assessment of learning assists teachers in using evidence of student learning to assess

achievement against outcomes and standards. Sometimes referred to as ‘summative
assessment’, it usually occurs at defined key points during a teaching work or at the end of a
unit, term or semester, and may be used to rank or grade students. The effectiveness of
assessment of learning for grading or ranking purposes depends on the validity, reliability, and
weighting placed on any one task. Its effectiveness as an opportunity for learning depends on
the nature and quality of the feedback.

Assessment for learning involves teachers using evidence about students’ knowledge,
understanding, and skills to inform their teaching. Sometimes referred to as ‘formative
assessment’, it usually occurs throughout the teaching and learning process to clarify student
learning and understanding.

Assessment as learning occurs when students are their own assessors. Students monitor their
own learning, ask questions and use a range of strategies to decide what they know and can
do, and how to use assessment for new learning.

General Purpose of Classroom Assessment

1. Assessment OF Learning
 - refers to the use of assessment to determine learner’s acquired knowledge and skills
from instruction and whether they achieve the curriculum outcomes
2. Assessment FOR Learning
-refers to the use of assessment to identify the needs of learners in order to modify
instruction or learning activities in the classroom
-it is meant to identify gaps in the learning experiences or learners

3. Assessment AS Learning
-refers to the use of assessment to help learners become self-regulated.
it is meant to use assessment tasks, results, feedback to help learners make adjustments to
achieve the curriculum outcomes

The Roles of Classroom Assessment in the Teaching-Learning Process

1. Formative
2. Diagnostic
3. Evaluative
4. Facilitative
5. Motivational

The Revised BLOOM’S TAXONOMY

Anderson and Krathwohl proposed the revision of Bloom’s Taxonomy

the Bloom’s taxonomy has a two-dimensional model of writing the objectives
a. cognitive process dimension
b. knowledge dimension

6 Types of Cognitive process dimensions

a. Remember
b. Understand
c. Apply
d. Analyze
e. Evaluate
f. Create

6 Types of Cognitive process dimensions

a. Remember
- Recognizing and recalling facts

illustrative verbs:
identify, list, name, underline, recall, retrieve, locate

b. Understand
- understanding what the information means
illustrative verbs:
describe, determine, interpret, translate, paraphrase, explain

c. Apply
- applying the facts, rules, concepts, and ideas, in another context

illustrative verbs:
apply, employ, practice, relate, use, implement, carry-out, solve
d. Analyze
- breaking down information into facts

illustrative verbs:
analyze, calculate, examine, test, compare, differentiate, organize, classify

e. Evaluate
- judging the value of information or data

illustrative verbs:
assess, measure, estimate, evaluate, critique, judge

f. Create
- combining parts to make a whole

illustrative verbs:
compose, produce, formulate, devise, prepare, design, construct, propose, re-organized

4 Types of Knowledge dimensions

a. Metacognitive
b. Procedural
c. Conceptual
d. Factual

4 Types of Knowledge dimensions

a. Metacognitive
- makes the discipline relevant to one’s life
- it makes one understand the value of learning on one’s life
- it requires reflective knowledge and strategies on how to solve problems or perform a
cognitive task through understanding of oneself and context

b. Procedural
- it tells the processes, steps, techniques, methodologies, or specific skills needed in
performing a specific task that one needs to know and be able to do in a discipline
c. Conceptual
- it tells the concepts, generalizations, principles, theories, and models that one needs to
know in a discipline

d. Factual
- it tells the facts or bits of information one needs to know in a discipline

LEARNING TARGETS

● A statement of a student performance for a relatively restricted type of learning outcome

that will be achieved in single lesson or a days lesson
● Contains both a description of what students should know, should understand, and be
able to do at the end of the instruction
● Statements of what learners are supposed to learn and what they can do because of
instruction

5 criteria for selecting learning targets

1. Establish the right number of learning targets
2. Establish comprehensive learning targets
3. Establish learning targets that reflect schools goals and 21st century skills
4. Establish learning targets that are challenging yet feasible
5. Establish learning targets that consistent with current principles of learning and
motivation

TYPES OF LEARNING TARGETS

Knowledge Targets
Reasoning Targets
Skills Targets
Product Targets
Affective Targets