1

Module 1
Type of Assessment

⚫ Formal Assessment
◼ Support the conclusions made from the test
◼ Type of test as standardized measures
◼ Tried before on students and have statistics which support the conclusion
such as the student is reading below average for his age.

⚫ Informal Assessment
◼ Not data driven but rather content and performance driven.

⚫ Formal Assessment
◼ Gathering of data during a time program is develop. This is likewise
provide feedback for the improvement of the program.
◼ Teachers delivers quality instruction in a particular day-base on the
particular result
 2

◼ Administered at the end of the day’s lesson

⚫ Summative Assessment
◼ Mastery and achievement of the student
◼ Done usually at the end of a chapter or unit
◼ Accountability of success or failure
◼ Extent to which the instructional objectives have been achieved.
◼ Primarily in assigning grades.

⚫ Diagnostic Assessment
◼ To determine, prior to instruction, a student’s strengths, needs,
knowledge and skills.
◼ Permit instructor to remediate student deficits and adjusts instruction and
curriculum to meet each pupil’s unique needs.
 3

⚫ Traditional Assessment
◼ Choose the answers from a given list of choices
◼ There is only one correct answer
◼ Paper-and-Pencil Test
◼ Development of HOTS are being limited.

⚫ Authentic Assessment
◼ Perform task or construct their own response.
◼ Devise by the teacher w/ collaboration of the students
◼ Variety of task and strategies
◼ Given opportunity to evaluate his or her own work
◼ HOTS is fostered to a great extent.
 4

Module 2
Assessment For Learning
⚫ formative tasks which are used to determine learning needs, monitor the
academic progress of students during instruction
⚫ Students are given on-going and immediate feedback concerning their
performance
⚫ Examples are pre-tests, written assignments, quizzes, concept maps, focused
questions, among others.
⚫ make adjustments when necessary in their teaching methods and strategies
⚫ can decide whether there is a need to differentiate instruction or design
more appropriate learning activities

Assessment of Learning
⚫ summative and done at the end of a unit, task, process or period. Its purpose
is to provide evidence of a student’s level of achievement.
⚫ Unit tests and final projects are typical examples of summative assessment.
It is used for grading, evaluation and reporting purposes.
 5

⚫ Evaluative feedback on the student’s proficiency level is given to the student

concerned, likewise to his/her parents and other stakeholders.
⚫ provides the foundation for decisions on student’s placement and promotion

Assessment As Learning
⚫ employs tasks or activities that provide students with an opportunity to
monitor and further their own learning
⚫ think about their personal learning habits and how they can adjust their
learning strategies
⚫ Involve meta-cognitive processes like reflection and self-regulation to allow
students to utilize their strengths and work on their weaknesses
⚫ Students are responsible and accountable for their own learning

Principles of High Quality Assessment

1. Clarify Learning Targets
⚫ Assessment should be clearly stated specified and centered on what is truly
important.
 6

Lower Order Thinking Skills

⚫ Knowledge - Acquisition of facts, concepts and theories
⚫ Comprehension - understanding, involves cognition or awareness of he
interrelationships
⚫ Application - Transfer of knowledge from one filed of study to another of
from one concept to another concept in the same discipline.

Higher Ordered Thinking Skills

⚫ Analysis - breaking down of a concept or idea into its components and
explaining the concept as a composition of these concepts.
⚫ Evaluation - valuing and judgement or putting the “worth” of a concept or
principle.
⚫ Synthesis - opposite of analysis, entails putting together the components in
order to summarize the concept.
 7

Reasoning - ability to use their knowledge

Skills - ability to demonstrate what they have learned
Products - ability to create
Affects - Students emotional attainments

2. Appropriateness of Assessment Methods

⚫ Match the methods of assessment of learning targets.
◼ Objective supply - Knowledge
◼ Objective select - Knowledge
◼ Essay - Reasoning
◼ Performance - based - Skills & Products
◼ Oral - Orientation - Knowledge & Reasoning
◼ Observation - Knowledge & skills
◼ Self - Report - Affects
 8

3. Balance
Type of Objectives
⚫ Cognitive
⚫ Psychomotor
⚫ Affective

4. Validity
⚫ Degree to which score-based inference is appropriate, reasonable, and
useful
⚫ Test measures what it claims to measure.
⚫ Valid in order for the results to be accurately applied and interpreted.
⚫ Test adequately represents the subject matter content.

5. Reliability
⚫ Assessment should show consistent and stable results
⚫ Consistency of a test
⚫ Obtain approximately the same results each time is administered.
 9

⚫ Individuals may not obtain the same score on the second administration of a
test.
⚫ Can be measured using some methods.
◼ Test-Retake or Retest Method - Giving the same examination after several
minutes to several years
◼ Split-Half - Established internal consistency using Pearson r formula
◼ Parallel Form Equivalency Test - Giving the same examination within the
day.

6. Fairness
⚫ Assessment should give equal opportunities for every student
⚫ Assessment should have no discrimination of any kind (racial,
gender,age,etc.)

7. Authenticity
⚫ Assessment should touch real life situations
 10

8. Practical Efficiency
⚫ Assessment should save time, money, etc
⚫ Assessment should be resourceful

9. Continuity
⚫ Assessment is an integral part of teaching-learning process, it should be
continuous.

10. Ethics
⚫ Assessment confidentiality is a given right

11. Clear Communication

⚫ Assessment results should be communicated to all people a people involved

12. Positive Consequences

⚫ Assessment should have a positive effect
⚫ Assessment should motivate students to learn and do more
 11

⚫ Assessment should give way to improve the teachers instruction

Current Trends in Assessment
1. Using performance-based assessments
2. Using multiple assessment methods
3. Involving students in all aspects of assessments
4. Making criteria public rather than private and secretive
5. Using technology as par of assessments

Teacher Made Test

⚫ Used to evaluate the progress of the students in school.
⚫ Specific use of uni test may vary from school to school and teacher to
teacher
⚫ Test results can be used for students, teachers and for other administrative
purposes.
12
13
14
15
16
17
18
 19

Module 3
Authentic Assessment
⚫ Jon Mueller (2011) describes it as a form of assessment in which students
are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills. - Plan and Collaborate
⚫ Authentic assessment is engaging in worthy problems and questions where
students perform effectively and creatively.(Wiggins , 1987)
⚫ It is all about getting the students to solve real life situations by applying the
skills and knowledge they have mastered. - Solve and Design
⚫ The teacher can realistically evaluate a student’s ability based on how they
apply what they have learned to the assignment. - Purposeful
⚫ Authentic assessment is often described as the meeting point between
learning and evaluation. The instructor defines unique standards for student
performance, curates criteria for the tasks, and creates a realistic rubric to
track performance - Standards and Criteria
 20

Characteristics of Authentic Assessment

⚫ simulates real-life situations and Students are asked to participate in real-
world tasks
⚫ no right or wrong answers.All about showing how the student can use the
knowledge from the course in real-world context.
⚫ creativity and originality. students have to think outside the box to create
unique solutions
⚫ complex and action-oriented. students need to leverage a variety of skills
and data collection methods to find practical solutions.
⚫ involves both oral tests like presentations and written tests with open
ended questions
⚫ allows the students to accept feedback and improve their solutions and
suggestions
⚫ instructor collaborates with the students to create alternative assessments
Examples of Authentic Assessment
 21

Role Play
⚫ type of experiential learning where the student takes on a specific role or
character in a well-defined learning context
⚫ students may be asked to imitate characters in unfamiliar contexts

Portfolios
⚫ meaningful collection of student’s performance
⚫ show clear patterns of a student’s growth and this helps the teacher to
quantify the student’s progress and performance.
⚫ reflect on their goals and engage in some degree of self assessment

Presentations
⚫ most common method of authentic assessment
⚫ Students get to discuss their work and validate their ideas in the presence
of a mixed audience
 22

Fishbowls
⚫ special type of group discussion involving hot seats.
⚫ group of students who sit on these “hot seats” and respond to questions,
ideas

Simulation Games
⚫ teacher creates a case study with different scenarios mirroring the specific
topic
⚫ Mock court proceedings, mock doctor-patient consultations, and simulated
town hall meetings are common examples of simulation games

Case Studies
⚫ in gender and reproductive health training, students may conduct an in-
depth evaluation of maternal mortality rates
 23

Proposals
⚫ a well researched document that shows how a student will solve a particular
problem
⚫ student needs to outline his or her ideas, tie these ideas to specific goals and
objectives, and justify the methods to be used for solving the problem

Reports
⚫ Students may observe real-life contexts related to a particular subject
matter and submit a report on their observations

Cartoonings
⚫ Students will use drawings to depict a situation

Models
⚫ Students will produce a miniature replica of a given
 24

Projects
⚫ students are asked to create posters, drawing , and personal designs

Problem-Solving
⚫ test students’ knowledge to answer activities or experiments. Discussion of
problems of society like climate change.
 25

Module 4
Advantages of Authentic Assessments
• Encourages active student participation in evaluation process.
• Provides verifiable evidence of student's knowledge and application.
• Prepares students for real-life challenges by applying logical and analytical
skills.
• Provides teachers with a holistic overview of student performance, revealing
strengths, weaknesses, and learning gaps.
• Integrates assessment and instruction for a detailed evaluation process.
• Builds problem-solving skills and enhances application of knowledge.
• Focuses on accelerating student growth, enhancing teacher-student
collaboration.

Challenges of Authentic Assessments

• Authentic assessment methods are subjective and can yield unreliable results.
• The absence of a standardized evaluation benchmark affects the validity of
these methods.
 26

• Authentic assessments require good structure to avoid unpredictable results.

• Creating and applying authentic assessments is time-consuming and
resource-intensive.
• Authentic assessments require detailed, personalized feedback, which can
take a long time.

Traditional vs Authentic Assessment Overview

Traditional Assessment:
• Produces written documents like quizzes, exams, or papers.
• Involves selecting a response, focusing on recall/recognition.
• Teacher-structured, indirect evidence, and convergence.

Authentic Assessment:
• Performance-oriented, measuring not only correctness but also thought
process.
• Encourages students to reflect on their own learning.
 27

• Involves performing a task, real-life application, student-structured, direct

evidence, and divergent.

Authentic Assessment Complements

Traditional Assessment
• Mastery of basic knowledge and skills.
• Demonstrating and performing tasks.
• Robert Marzano's Model of Thinking.

Characteristics of 21st Century Assessment

• Informative: Insights teacher and students on individual and collective
progress.
• Summative: Evaluates knowledge, skills, products, processes.
• Aligned: Aligns with content, learning, communication, and milieu.
• Variety: Employs multiple assessment strategies.
 28

21st Century Assessment Overview

• Responsive: Visible performance-based work informs curriculum and
instruction.
• Flexible: Assessment should adapt to student settings, not the same
approach as traditional assessments.
• Integrated: Assessment should be integrated into daily practice, not just
added to instructions.
• Informative: 21st century goals and objectives are clearly stated and taught.
• Technically Sound: Adjustments and accommodations are made to meet
student needs and fairness.
• Systematic: Assessment should be part of a balanced, inclusive, and well-
aligned assessment system.
 29

Module 5
Performance Assessment
• Involves students applying knowledge and skills in real-world contexts.
• Requires students to construct solutions and receive feedback.
• Teacher observes and evaluates students' skill demonstrations.
• Requires actual performance rather than answering questions.
• Demonstrates mastery of specific skills and competencies.

Performance Test
• Non-Standardized Tests in Education
• Determines student proficiency level.
• Motivates study and provides feedback.
• Allows teachers to observe achievements, habits, and real-world behavior.
• Can miss outcomes of conventional tests.

Process-oriented Assessment
• Recite poem with appropriate voice, gestures, and facial expressions.
 30

• Perform skit on national language importance.

• Use appropriate reading styles for purpose.
• Execute ballroom dance skills.
• Sing chants, songs, chorale with correct pitch.
• Demonstrate appropriate response before, during, and after disasters.

Product -Oriented
• Utilize multimedia and technology tools.
• Create movements to music of Philippine festival.
• Prepare PE Grade 8 physical activity program.
• Write a review of Practical Research Grade 11 literature.
• Develop lesson plan for Principles of Teaching.
• Formulate multiple choice test items aligned with learning outcomes.
 31

GRASPS WIGGINS AND MGTIGHE

• Goal - provide a statement of the task.
• Role - Define the role of the students in the task. State the job of the students
for the task.
• Audience - Identify the target audience within the context of the scenario.
• Situation - Set the context of the scenario
• Product - Clarify what the students will create and why they will create it.
• Standards and Criteria - Provide students with a clear picture of success
Identify specific standards for success.
Issue rubrics to the students or develop them with the students.

Product Base
• Visual: charts, illustrations, posters, digital art, advertisements, video
presentations, ppt.
• Kinesthetic: dioramas, puzzles, games, sculptures, art exhibits.
• Written: journals, diaries, logs, portfolios, reports, letters, compositions,
essays, articles.
 32

• Verbal: debates, song composition, choral, speech, poem recitation.

Performance Base:
• Oral: Video-demonstration, PowerPoint presentations, skills demos.
• Creative: Dance, role-play, drama, theater, music, song interpretation, choral
singing.
• Speaking: Debates, interviews, news reporting.
• Athletic skills: Playing sports and games.

Performance Assessment Techniques

• Requires student initiative and creativity.
• Judged by trained teachers.
• Examples include science fair projects.