EDUC 3110 Assessment of Learning 2 MODULE I

Republic of the Philippines

Southern Leyte State University-Hinunangan Campus
Hinunangan, Southern Leyte

Module I Lesson 2: Types of Assessment

Overview
Assessment is 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. This
module deals mainly on the discussion of different types of assessment being used in teaching and learning
process. Some terms are used interchangeably but it is essential for the students to distinguish and analyze
concepts, principles, and application of these types of assessment.
Word Bank

Analytic Holistic Norm-Referenced

Criterion-Referenced formative summative
authentic traditional performance task contextualized

Lesson 1: Types of Assessment

Intended Learning Outcomes
At the end of the module the students will be able to:
1) Distinguished different types of assessment and relate it to learning
outcomes.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I

In what ways do our students achieve more learning outcomes? What are the ways with which we could
measure students' achievements? Assessment of student learning requires the use of a variety of techniques for
measuring outcomes which plays a significant role in effective teaching and learning processes. In the previous
chapter, an overview of the different 21st century assessment characteristics, instructional decision, and
outcome-based assessment were discussed. Assessment shall be used primarily as quality assurance to track
student progress to the attainment of standards, promote self-reflection, and personal accountability for one's
learning, and provide a basis for the profiling of student program (DepEd No. 73, s. 2012).
This chapter presents various techniques and procedures of assessing student learning outcomes which
help the teachers in making instructional, curricular or administrative decisions.

1. Traditional and Authentic Assessment

Paper-and-pencil tests or quizzes are best examples of traditional assessment which mainly describe and
measure student learning outcomes. Most of the time, teachers still engage themselves in the utilization of
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).
With the above findings in the use of traditional assessment, there has been a movement from traditional
assessment toward authentic assessment. Authentic 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.
Assessment is authentic when it measures performances or products which have realistic meaning that
can be attributed to the success in school. Activities, questions and problems with "real world" satisfy the
criterion that it needs to be an authentic intellectual work within the given situation or contextual realism of the
tasks.

The commonly reported dimensions of authenticity are grouped into three broad categories (Frey, 2012):
A. The Context of the Assessment
 Realistic activity or context
 The task is performance-based.
 The task is cognitively complex.
B. The Role of the Student
 A defense of the answer or product is required.
 The assessment is formative.
 Students collaborate with each other or with the teacher.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I
C. The Scoring
 The scoring criteria are known or student-developed.
 Multiple indicators or portfolios are used for scoring.
 The performance expectation is mastery.
In the present K to 12 curriculum, the students are expected to produce products or performances
through authentic tasks. This should reflect what teachers want their students to do with their learning and
demonstrate the use in real life situation. Wiggins (1989) argues that teachers should "test those capacities and
habits we think are essential and test them in context. Make them replicate within reason, the challenges at the
heart of each discipline." Authentic assessment has four basic characteristics:
1. The task should be representative of performance in the field.
2. Attention should be paid to teaching and learning the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students should present their work publicly and defend it.
In general, below are some of the best uses of authentic assessment (Mueller, 2010):

1. Authentic assessments are direct measures.

The main purpose of authentic assessment is to be able to use the acquired knowledge and skills in the
real world. Forms of assessment task must be applied in authentic situations. This could be done also by
teachers by asking the students to use what they have learned in some meaningful way. (e.g. Conducting a
science experiment - hypothesis testing, developing feasibility study, calculating savings).

2. Authentic assessments capture constructive nature of learning.

In a constructivist point of view, learners should create knowledge and meaning based from schemata.
Thus, assessments cannot just ask students to repeat information they have received. Students must also be
asked to demonstrate that they have accurately constructed meaning about what they have been taught.
Moreover, students must be given the opportunity to engage in the construction of meaning. Authentic tasks not
only serve as assessments but also as vehicles for such learning.

3. Authentic assessments integrate teaching, learning, and assessment.

In the authentic assessment model, the same authentic task used to measure the students' ability to apply
the knowledge or skills is used as a vehicle for student learning. Problem solving and decision making skills are
best exemplified by this purpose. Students are learning the process of developing a solution to a problem by
simply applying the meaningful concepts.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I

4. Authentic assessments provide multiple paths to demonstration.

Students may have different ways by which they could demonstrate what they have learned. Similarly,
authentic tasks tend to give the students more freedom on how they will demonstrate what they have learned.
By carefully identifying the criteria of good performance on the authentic task ahead of time, the teacher can
still make comparable judgments of student performance even though student performance might be expressed
quite differently from student to student.
The table summarizes the attributes of traditional from authentic (performance) assessment.
Attributes of Traditional and Performance Assessments

ATTRIBUTES TRADITIONAL ASSESSMENT PERFORMANCE ASSESSMENT

Assessment Activity Selecting a response Performing a task.
Nature of Activity Contrived Activity Activity emulates real life
Cognitive Level Knowledge/Comprehension Application / Analysis/ Synthesis
Development of Solution Teacher-Structured Student-Structured
Objective of Scoring Easily Achieved Difficult to achieve
Evidence of Mastery Indirect Evidence Direct Evidence

2. Formative Evaluation and Summative Evaluation

Assessment for Learning pertains to the use of formative evaluation to determine and improve students'
learning outcomes. On the other hand, Assessment of Learning uses summative evaluation which provides
evidence of students' level of achievement in relation to curricular learning outcomes.
Teaching and learning plans are based on the results of formative assessment which provides feedback
on the effectiveness of teaching and learning process as seen from the students learning. Summative assessment
on the other hand, is used to determine how much students have learned at the end of term, unit or academic
year. Summative assessment is one basis for determining the final grade as demonstrated from the achievement
of the students.
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 learning needs and shape teaching (OECD, 2005). 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 have a well formed body
of research (Popham, 2011).
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 activities in which they are engaged" (Black & William, 1998). The results of formative
assessment leads to identifying its goal in improving and motivating the students to enhance achievement. The
gathered information and interpreted evidence is utilized by the teacher to give feedback about the progress of
students as learning takes place.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I
Formative assessment occurs at three (3) points of instruction: (1) during instruction; (2) between
lessons; and (3) between units. Most formative assessments occur during instruction (William & Leahy, 2007).
This is when teachers are actively engaged in assessing student progress as they instruct. Teachers are observing
and using questions, giving feedback in informal targeted ways. This is typically based on quizzes, observation,
student self-assessment, and other major assessment which are given at the end of these time frames.
Formative assessment fosters learning with understanding which benefits both teachers and students by
providing the teachers with information on student learning needs. By enabling appropriate adaptation of course
material and teaching strategies, formative assessment promotes a reflective teaching process that results in
better teaching and better evaluations from students (Richlin, 1998). 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 goals (Yorke, 2003).
Traditionally, summative assessments are conducted at the end of each section or unit to find out student
achievement. Summary of evidences indicate extent of learning achievements which can classify or for
certification or giving of honors / awards. Moreover, summative assessments are typically traditional paper-and-
pencil measures such as unit tests, long tests, exams, essays, or projects that form a portion of a student's final
grade. These serve as evaluative function at the end of the unit or term.
Characteristics Formative Summative
Purpose To Provide ongoing feedback and To document student learning at
adjustment to instruction. the end of an instructional
segment.
When Conducted During instruction and after After instruction
instruction
Student Involvement Encouraged Discouraged
Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented
Teacher Role To provide immediate, specific, To measures students achievement
feedback and instructional and give grades.
correctives.
Learned Emphasized Deep understanding, application, Knowledge and Comprehension.
and reasoning.
Level of Specificity Highly Specific and individual General and group oriented
Structure Flexible, adaptable Rigid, highly structured
Techniques Informal Formal
Impact on learning Strong, positive, long-lasting Weak and Fleeting

3. Norm and Criterion-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 students; as a result, there is a limited percentage of competition for those who are
high scorers. Criterion-referenced assessment describes the performance of the students without reference to the
performance of others which uses preset criteria or predefined and absolute standard or outcomes.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I

Usually, it describes student's mastery of the course content, thus, there is no competition for a limited
percentage for a high score.
Both methods are very useful in assessing learning outcomes. The first tells how an individual
performance compares with that of others, the record tells the specific performance in terms of what an
individual can do without reference to performance of others.
Summary Comparison of Two Basic Approaches to Achievement
Norm – Referenced Criterion - Referenced
Principal Use Survey Testing Mastery Testing
Major Emphasis Measures individual differences in Describe tasks students can
achievement perform
Interpretation of Results Compares performance to that of Compares performance to a clearly
other individual specified achievement
Content of Courage Typically covers a broad area of Typically focuses on a limited set
achievement of learning tasks
Nature of Test Plan Table of Specifications is Detailed domain specifications are
commonly used favored
Item Selection Procedure Items are selected that provide Includes all times needed
maximum discrimination among adequately to describe
individuals (to attain a reliable performance. No attempt is made
ranking). Easy items are typically to alter item difficulty or to
eliminated from the test. eliminate easy items to increase the
spread of scores.
Performance Standards Level of performance is Level of performance is commonly
determined by relative position in determined by absolute standards
some known groups (ranks fifth in (demonstrates mastery by defining
a group of 20) 90 percent of technical terms).

4. Contextualized and Decontextualized Assessment

In contextualized assessment, the focus is on the students' construction of functioning knowledge and
the students' performance in application of knowledge in the real work context of the discipline area.
Assessment tasks reflect the goal of learning. It uses performance-based tasks which are authentic in nature. It
describes assessment practices which measure skills and knowledge in dealing with specific situations or
perform specific tasks which the students have identified as important and meaningful to them. Application of
the skills and knowledge must be in the context of the real world as possible.
According to Biggs (2011), decontextualized assessment includes written exams and term papers, which
are suitable for assessing declarative knowledge, and do not necessarily have a direct connection to a real-life
context. It focuses on declarative knowledge and/or procedural knowledge in artificial situations detached from
the real work context.
While both contextualized and decontextualized learning and assessment each has its role in evaluating
learning outcomes, in practice, decontextualized assessment has been overemphasized compared to the place
declarative knowledge has in the curriculum. Both must be assessed appropriately. A common mistake is to

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I
assess only the lead-in declarative knowledge, not the functioning knowledge that emerges from it (Biggs and
Tang, 2011).

5. Analytic and Holistic Assessment

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 task
expected from them. 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 refers to a global approach in the assessment of a student-learning outcome. Sadler
(2009) pointed out that in holistic assessment, the teacher or the assessor has to develop complex mental
responses to a student's work and in evaluating the student's work, the assessor provides a grade and supports it
with a valid justification for assigning the grade.
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
tailored in a way that it will enhance a student's personal strength. Subsequently, the correct application of
holistic assessment in the various areas of study is expected to improve the student's learning outcome
(Akubuilo, 2012).
One positive implication that may result from holistic assessment is that the students are competent to
handle assessment tasks accurately (Sadler, 2009). Most students provide the requirements of most assessment
tasks. Through holistic assessment, the students are able to develop decisive and investigative skills that permit
them to handle assessment tasks effectively. Moreover, the students are capable of knowing how to construct
concrete responses to questions.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I

Name: Engcoy, Wella Mae T.

Year & Major: BSED-ENGLISH 3

LEARNING (Module 1 Lesson 2)

Activate Prior Knowledge

Concept Mapping:

Construct a concept map showing the relationship between the different types of assessment.
Show it to your classmates and discuss what you have created.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I

Assessment & Application

A. Complete the matrix of the different types of assessment.

Types of assessment Brief description Advantages/disadvantages Classroom application

1.Traditional Student learning Lack of context, ease of analysis, Tests and quizzes on
assessment outcomes are and impact on teaching paper and pencil
measured in an indirect
and inauthentic way.
2.Authentic assessmen Measures the It focuses on analytical abilities Performance based
performance of and knowledge assimilation. task
students who can be
linked to the school's
learning.
3.Formative assessment It happens at the start Focuses on the results that have Quizzes, oral recitation
of a class, during a a high valuation. and board work
lesson, and between recitation
lessons.
4.Summative At the end of each focuses on the low or point Periodical examination
assessment section, a test is value of the outcome
administered to
determine student
achievement.
5.Analytic assessment Refers to a certain Assessment should not be done Through teachers
method of evaluating on a part-by-part basis, but feedback about their
learning results. rather on a whole-person basis. performance

6.Holistic assessment Refers to a holistic Higher quality and reliability of Journal and portfolio
method to evaluating a the result
student's learning
outcomes.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I
7.Contextualized The emphasis is on Stimulates and enhance Group activity or group
assessment students' ability to teamwork game\project
construct useful
knowledge.
8.Decontextualized Written tests are Do not necessarily has direction Applied through
assessment included, and the to real life context written exams
emphasis is on
declarative knowledge.
9.Norm referenced By grouping students, it There is a limited percentage of Competition among
gives us information on competition for those who are different skills of
what the student can high scores different learners
do.
10.Criterion referenced Describes a student's There is no competition for a Performance-based
performance in limited percentage for a high task
comparison to that of score
others.

B. You are a seasoned teacher and some beginning teachers seek your help
determining the suitable way to evaluate progress of the students in
measuring the following domains. What will you recommend/ suggest?

1. Cognitive

Holistic assessment is appropriate for evaluating students' development on the affective level
because it takes the form of reflection papers and journals, peer assessment, self-assessment,
and portfolio.

2. Affective

Formative evaluation is the best way to determine how well pupils are progressing
cognitively. It's also a good idea to conduct an analysis. This type can aid in
determining a student's learning progress.

HENRY D. COMETA
EDUC 3110 Assessment of Learning 2 MODULE I
3. Psychomotor

To assess students' progress in the psychomotor domain, performance-based evaluation is

appropriate. An evaluation requiring an outcome or product to assess their skills and
procedural knowledge.

HENRY D. COMETA