Addendum for LAS 4 - PROED 10

Authentic Assessment and Assessment of Process and Product

1.0 Characteristics of Authentic Assessment

1.1 Authentic assessment requires students to perform meaningful tasks in real world
situation.
1.2 It promotes the development of higher order thinking skills because the evaluators
including self and peers have to think wisely and precisely the rating most
appropriate to the student’s performance from excellent down to poor.
1.3 It tenders direct evidence of application and construction of knowledge and skills
acquired. For instance, the students demonstrates and constructs on paper mosaic
projects made of the waste papers or old newspapers.
1.4 It includes portfolio collection of entries.
1.5 It demonstrates application of a particular knowledge and skills.
1.6 It fosters role playing of the lessons learned by students which serves as show
window to them.
1.7 It identifies performance of students’ acquired skills and expertise. For example, the
student is identified on his expertise on milkfish deboning. Through this skill acquired, he
could demonstrate the technology transfer of bangus deboning to the people in the
community where milkfish is abundant.
1.8 It assesses directly holistic projects by multiple human judgment like self, peers,
subject teacher, and teacher adviser.
1.9 It trains to evaluate their own work as well as to their peers.
1.10 It is designed on criterion –referenced measure rather than norm –referenced
measure. The strengths and weaknesses of the students have been identified
rather than compare student’s performance with other students.

2.0 Distinctions Between Authentic Assessment and Traditional Assessment

Authentic Assessment (AA) Traditional Assessment (TA)
1. AA is personalized, natural and flexible 1. TA is impersonal absolute owing to uniformity
relevant in the students’ level of difficulty, skills, of test without regard to the skills and abilities of
and abilities the students.
2. AA is fair because skills and abilities are 2. TA is unfair since learners are forced to
appropriate to the learners. accept the contexts of the tests even if they are
inappropriate to them.
3. AA gives the student (self) and peer (class- 3. TA , only the subject teacher evaluates the
[mate) the chance to evaluate their own work performance of the students and there is
and work of their classmates, respectively. tendency of subjectivity.
4. AA assessment identifies the strengths and 4. TA compares the performance of the student
weaknesses of the students’ skills and abilities. to others.
5. AA promotes good rapport or bonding 5. TA has poor relationship between the teacher
between the teacher and students due to their and students caused by impersonalized and
mutual understanding. absolute tests since the purpose is to compare
the test results of student to others,
6. AA develop the students’ responses because 6. TA requires the students to choose the
they made to perform the learning task in a real options prepared by the teacher.
world situation.
7. AA gives the students freedom to choose 7. TA, the teacher prepares the test and
 evidence of good performance. students have to respond on what is asked on
the test. This leaves the teacher not being able
to showcase his expertise.
8. AA make use of performance test in real 8. TA involves paper-and-pen tests in which the
world situation and portfolio assessment. students are required to choose the correct
answer among the options prepared by the
teacher.

Samples of TA Samples of AA
1. Which of the following water is acidic? 1. Place separately the fresh water, marine
A) Fresh water water, and brackish water. Get pH paper or
B) Marine water pH meter and soak it in a basin of water.
C) Brackish water Change the pH paper for every basin of
water. Then record.
Ask: What is the pH of fresh water? Marine
water? Brackish water? Which is most
acidic? Why?
2. How many milliliters (ml) are there in one 2. Get a 100-ml graduated cylinder and 1 liter
liter? empty soft drink bottle. Let the student fill
A) 1,150 ml the graduated cylinder with water and decant
B) 1, 100 ml it to the empty bottle until it is filled.
C) 1,000 ml Ask: How many times did you fill the
graduated cylinder?
3. How many grams (g) are there in 1 3. Get a table balance with sets of weights.
kilogram Place 1 kg of mangoes on the table balance
(kg)? and 10 sets of weights of 100 g each. You
A) 1,000 g count the sets of weights you put on the
B) 1,050 g table balance and multiply (100 x 10).
C) 1,100 g Ask: How many grams are there in 1
kilogram?
4. How many cups are there in 1 gallon? 4. Get an empty 1 gallon of ice cream
A) 14 cups container and a measuring cup. Let the
B) 15 cups student fill the cup with water and pour it to
C) 16 cups the empty container until it is filled.
Ask: How many cups of water did you pour
into a gallon container of ice cream? How
cups are there in 1 gallon?
5. How many teaspoons (tsp) are there in 1 5. Get a set of measuring spoons. Let the
tablespoon (tbsp.) students fill the teaspoon with water and
A) 2 tsp pour it to the teaspoon until filled.
B) 3 tsp Ask: How many times did you fill the
C) 4 tsp tablespoon? How many teaspoons are in 1
tablespoon?

3.0 Steps of Performance Assessment of Process and Product

Assessment of process involves a series of steps to follow in performing or doing the task. A
product is the output in performing a task which is concrete or real and can be assessed.
3.1 Identify the Performance Process and Product.
In identifying the process and product, select a project to create product good for the health of
the people that responds to the socioeconomic development of the students, and the community in
particular and in the country in general. Example: Instant Salabat.
3.2 Choose the Center of Assessment
The second assessment on performance assessment process and product is to choose the
center of assessment. Example: “Instant Salabat” as the product is the center of assessment to
evaluated both on acceptability, salability, profitability, and medicinal content. An organoleptic test is
employed by a panelist of testers
3.3 Choose the Degree of Realism
Choosing the appropriate degree of realism is the third step of performance assessment
process and product. To realize the sustainability of “instant salabat” and respond to socio-
economic development of the students and community. Students in rural areas are encouraged to
plant ginger at home and in school. The LGUs through the barangay officials to disseminate the local
folks to plant ginger. A cooperative may be organized in the community to plant ginger and process
ginger into an “instant salabat”. Technology transfer is conducted by teaching the people in the
community how to process the” instant salabat” which is produced from ginger.

4.0 Choose the Performance Situation

The fourth step of performance assessment process and product is to choose the performance
situation. Performance situation is classified into five (Grunlond, 2003). These are: (a) paper-and –
pen test, (b) Identification test, (c) structured performance, (d) simulated performance, and (e) Work
sample:
1. Multiple Choice Test . the item has options where to select the best answer.
2. Identification test. A statement is to be analyzed, then supply the correct answer.
3. Structured Performance Test. A drawing of a finish, where the students will label each
part of the body of a fish.
4. Simulated Performance. This is to imitate the performance in real life situation. For

instance, role playing. Example: One student acts as the teacher while the other act as
students.
5. Work Sample. An advance student in the class is asked to perform the actual task and the
product serves as sample or model to other students. The product is displayed in the
classroom.

5.0 Choose the Appropriate Statistical Tool

5.1 Mean
5.2 Weighted Mean
5.3 Median
5.4 Standard Deviation
And many more