Assessment Chapter 1 – Authentic Assessment in the Classroom

in
Learning 2 Lesson 1: A close look at Student Learning Outcomes (SLO)
At the end of this lesson, students should be able to:
 identify what characteristics of good student learning outcomes
depicts on each sample outcomes; and
Objectives  derive examples of student learning outcomes.

Students who are well informed about what behaviors are expected of
them in a course subject or learning activity have a definite guide during the
learning activity and are therefore perceived to attain success. Correlatively,
Introduction teachers who know very well what they wish their students to demonstrate or
perform will be in the best position to align their instructional activities to the
desired learning outcomes. In this light, all assessment and evaluation activities
should start with the identification and clarification of the student learning
outcomes (SLO). The identified and clarified student leaning outcomes serve
as the load stars that will guide both teacher and students in activities leading
to the attainment of the deserved learning outcomes.

What is Student Learning Outcome (SLO)?

Every college program should have a set of college-wide expectations
from student learning which have been previously agreed upon by the faculty
Discussion of the program and which the students who pass the different courses under the
college program are expected to demonstrate. The individual teacher may add
to his her course more student learning expectations but must adopt the agreed-
upon college program expectations and reflect them on each course syllabus.
It is important that these common program-wide expectations are identified
and clarified because they are the basis of the outcomes assessment process.
The student learning outcomes in the teacher education program are the
skills, competencies and values that the students are expected to demonstrate
at the end of the every course/subject which are in turn, integrated into the year
- end formation of students as they progress towards becoming professional
teachers. Attainment of these

What are the Sources of Expected Student Learning Outcomes (SLO)?

Expected student learning outcomes may be sourced from any or all of
the following:
1. The institution’s mission statement is a relevant source of student learning
expectations. Public schools refer to the public school system mission or state
school charter as source of learning outcomes. Private schools are either
sectarian or non-sectarian and their mission may be sourced from their
respective religious goals, in the case of sectarian schools, or their founder's
philosophy in the case of non-sectarian schools.

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2. Policies on competencies and standards issued by government education
agencies such as the Department of Education (DepEd), Technical Education
and Skills Development Authority (TESDA) and Commission on Higher
Education (CHED) are the prescribed sources of student learning outcomes.

3. Expected competencies identified by the different professions, business and

industry should be adopted to ensure that graduates are able to perform as
expected in their respective work places and or professions.

4. The thrusts and development goals of the national government are useful
integration in the identified competencies and expectations from all sectors of
education.

5. International trends and developments should also be considered in

identifying and determining student learning outcomes to ensure the graduates
competitiveness in the employment and professional practice abroad.

6. It will be enriching if the identified competencies and expectations of

students integrate the basic general education competencies such as the
following competencies listed by the Montgomery College:

(a) Oral and written communication which includes the ability to use oral and
written language of communication supported by appropriate technology and
enhanced with effective style of presentation.
(b) Scientific and quantitative reasoning ability which includes competency in
the use of quantitative data, mathematical procedure and scientific methods of
inquiry in decision-making
(c) Ability to analyze, synthesize and develop creative solutions which are the
components of higher order thinking skills (HOTS) or competencies.
(d) Technological competency which involves the ability to use computer
technology in documentation and presentations appropriate in different
academic and professional
Settings
(c) Information literacy involves the ability to efficiently locate and effectively
use information from both print and electronic sources.

Characteristics of Good Learning Outcomes

1. Good student learning outcomes (SLO) are centered on the students, on what
the learners are capable of doing, instead of the teaching technique. The
teaching strategy will only be guided by the desired competencies of the
students. For instance if the SLO is: "the students can explain and illustrate the
life cycle of an insect," to guide the students towards the desired competency
the teacher may use any or all of the following instructional techniques and
activities:
(a) video presentation of the life cycle of a butterfly
(b) poster presentation of the different stages in the development of a
butterfly
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 (c) field trip to a botanical garden or nature park to observe the different
stages in the life cycle of a butterfly
(d) submission of an essay on the dangers observed that will interrupt or
abort the life cycle of the butterfly
(e) submission of a proposed project to protect the life cycle of insects or
other useful animals

2. Good learning outcomes are based on the program mission statement agreed
upon by the program faculty in consultation with other stakeholders like alumni
and other professionals. It is important that the student learning outcomes are
based on issuances from government regulatory agencies such as DepEd's K to
12 Law Enhanced Basic Education in the Philippines, the CHED's Policies,
Standards and Guidelines on Teacher Education, thrusts of appropriate
professional organizations and advocacies of employer and industry groups.

3. Good student learning outcomes are very well understood by both students
and faculty. They should be in agreement on the importance of these
competencies which they will cooperatively develop. Here are suggested steps
that teacher and students can together take in their cooperative monitoring of
the progress towards the desired learning outcomes or skills and competencies.
Hooking the students to the desired leaning outcome
Exploring and experiencing the supporting student activities
Applying the ideas/knowledge required in contrived, simulated or real-
life situations
Refining, rehearsing, reviewing the target skills/competencies
Evaluating the degree of learning outcome performance
Deciding on the action, solution or creative project to apply the learning
outcome

4. Good learning outcomes include a spectrum of thinking skills from simple

to the higher order of application of knowledge and skills. Here is an example
of a range of learning outcomes from the simple to the complex under the
competency: “ability to understand.”
(a) can identify
(b) can explain
(c) can apply
(d) can analyze
(e) can synthesize
(f) can evaluate
(g) can judge
(h) can create

5. Good learning outcomes are measurable. Student competencies should be

expressed as transitive verbs and/or action words which are demonstrable and
observable at various levels. Examples of observable measurable competency
levels:
(a) For K to 12 Grades 3-10 Reading, Mathematics, Language, and Science.
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 Numerical Rating Proficiency Level

1 Below basic level

2 Basic level

3 Proficient Level

4 Advanced Level

(b) For the nursing program, the example used is Patricia Benner’s Levels of
Competency
Numerical Rating Level of Competency
1 Novice
2 Advance Beginner
3 Competent
4 Proficient
5 Expert

(c) From Guba and Lincoln2

Students Name: ________________________________________________
Directions: Enter the date when each of the behaviors has been observed.
Course/Subject Student Learning INTRODUCED PRACTISED DEVELOPED
Outcome

Foundation SLO#1
of Education
SLO#2
Principles of
SLO#1
Teaching SLO#2
SLO#3
Methods of SLO#1
Teaching SLO#2
SLO#3

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Assessment Chapter 1 – Authentic Assessment in the Classroom
in Lesson 2: Nature, Characteristics, and Principles; and
Learning 2 Traditional Assessment vis-a vis Authentic Assessment

At the end of this lesson, students should be able to:

 differentiate traditional and authentic assessment; and
 analyze a situation and identify which phase of authentic assessment.
Objectives
“Both assessment and evaluation are based on the judgment of an
experienced, thoughtful human being - an expert. Machines don t assess,
papers don’t assess, tests don’t assess. Humans assess. And what better person
Introduction is there to assess the progress and development of his or her students than the
classrooms teacher.”
- Larry Malone1 Lawrence Hall of Science,University of California, Berkeley

The terms assessment, evaluation, testing and marks are terms often
used in determining the degree of attainment of student learning outcomes. At
times they are used interchangeably, it will be useful to clarify their meanings
to distinguish them from one another.
Assessment refers to the process of gathering data and information
about what students know and can do. Such information may be sourced
through observation of students during their learning activities, examining the
results of their learning activities or testing their knowledge and skills. Through
assessment, the teacher can find out what students are learning
Evaluation involves the task of interpreting, forming conclusions and
making judgments about the information which was gathered in the process of
assessment. The data gathered by assessment are neither useful nor useless but
they reflect the learning process. Such information becomes meaningful only
when they are processed and interpreted as to how well the students are
attaining their desired competencies.
Testing is an instrument or assessment. A test is an assessment tool that
reflects the records of the students learning outcomes.
Marks are reports of the results of evaluating information obtained in
the assessment process. Marks have certain components related to the learning
activities undertaken by the student.
Examples of such components are:
20 % for class participation
10 % for completed assignments
20 % for quizzes
30 % for submitted reports
20 % for oral presentation of completed project
100% TOTAL

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 Assessment involves review of evidence of learning such as journal
entries, written work, portfolios, skill demonstrations performance in learning
activities, test results and rubrics ratings which cover a period time and should
Discussion reveal the progress of students in competencies. Evaluation on the other hand
occurs when a mark or grade 15 assigned after a quiz, a. presentation or a
completed task.
In recent years, higher education institutions in the Philippines have
joined in the international focus on the need to include in the teaching -learning
process the assessment and documentation of student learning outcomes. 1This
focus is in recognition of the importance of information on leaning outcomes
in the improvement of the educational experiences that colleges and
universities offer.

Why Authentic Assessment?

The common practice of using recall and recognition objective the
skills and knowledge they have mastered.” - Richard Stiggins (1987)
“Authentic assessments are products and/or performances correlated
with real life experiences", - Newton Public Schools
Other names for authentic assessment are performance assessment,
alternative assessment, and direct assessment.

Characteristics of Authentic Assessment (AA)

1. AA starts with clear and definite criteria of performance made known

to the students.
2. AA is criterion referenced rather than norm-referenced and so it
identifies strengths and weaknesses, but does not compare students nor
rank their levels of performance.

3. AA requires students to make their own answers to questions rather than

select from given options as in multiple choice items, and requires them
to use a range of higher order thinking skills (HOTS).
4. AA often emphasizes performance and therefore students are required
to demonstrate their knowledge, Skills or competencies in appropriate
situations. AA does not rely on ability to recall facts or memorize
details, instead students are asked to demonstrate skills and concepts
they have learned.
5. AA encourages both teacher and students to determine their rate of
progress in cooperatively attaining the desired student learning
outcomes.
6. AA does not encourage rote learning and passive taking of tests; instead,
students are required to demonstrate analytical skills, ability to integrate
what they learn, creativity, and ability to work in a group, skills in oral
and written communications. In brief, AA values not only the finished
products which are the learning outcomes, but also the process of
learning.

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 7. AA changes the role of students as passive test takers into coming active
and involved participants in assessment activities that emphasize what
they are capable of doing instead tests to measure students skills or
retained facts has come under scrutiny because of the limitation
encountered in determining the students capability to utilize their
knowledge and skills in work and professional practice. At best, these
tests are able to give a "snap shot” of the students’ ability to recall facts
and information at a given time but fail to provide a "moving picture of
how they will perform in real-world situations which exist in the
workplace.

While multiple choice, true - false or matching tests can be indicators

of academic achievement, teachers and students are often misled by the results
of these tests on the kind of academic work and activities that need to be
mastered. It is to be remembered that test items are not real problems; right
answers are not necessarily indicators of critical thinking.

When students complete high school studies or even college degree,

they are expected to be able to live in the outside world armed with skills that
comply with certain standards. Often, such skills do not involve mastery of
grammar rules and solutions to mathematical problems. It is good for students
to have mastery of these basic knowledge but if they cannot apply these skills
to real- life tasks, then they have not been prepared for the real world, hence
the need for authentic assessment.

What is Authentic Assessment?

Here are some definitions:
"A form of assessment in which students are asked to perform real-
world tasks that demonstrate meaningful application of essential knowledge
and skills...” -Jon Mueller (2011)

“…Engaging and worthy problems or questions of importance in which

students must use knowledge to fashion performances effectively and
creatively. The tasks are either replicas of or analogous to the kind of problems
faced by adult citizens and consumers or professionals in the field." -Grant
Wiggins (1987)

“Performance (authentic) assessments call upon the examinee to

demonstrate specific skills and competencies; that is, to apply of their
weaknesses. This results is diminished fear of tests and improvement of self-
esteem.
From teacher-centered activities, AA encourages a learner-centered
class where the teacher's major role is to help students accept responsibility for
their learning and become self-evaluators. The teacher designs activities and
evaluates results which provide information needed for monitoring students’
progress and evaluating the teacher’s instructional strategies.

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Phases of Authentic Assessment
The purpose of assessment is to improve student learning. Assessment
achieves this purpose by gathering pieces of evidence of student performance
over a period of time. Such evidence may be in the form of written works,
journal entries, oral presentations, research paper results, essays, story writing,
and examination results. "Closing the loop” encourages the use of assessment
results for further improvement.
In general, outcome assessment goes through five (5) phases
1. Identifying the most important knowledge and skills that students
should be able to demonstrate as a result of their learning activities.
2. Determining the criteria and standards of outcomes performance and
the acceptable evidence that may be presented as proof of outcomes”
attainment.
3. Implementation of the supporting activities that will facilitate the
attainment of the desired student learning outcomes.
4. Measuring the extent at which the students are attaining the desired
learning outcomes.
5 .Interpreting the assessment results and evaluating whether they
indicate attainment of the desired outcomes and utilizing them for
continuous improvement.
“Closing the Loop” is demonstrated in a diagram of these phases
adopted from Jon Muellers (2011) of North Central College Nashville, Illinois.
Both assessment and evaluation are based on the judgment of an experienced,
thoughtful human being the classroom teacher.
Phase I Phase II

Identify learner outcome. Determine criteria and acceptable evidence of

performance.

Phase V Phase III

Evaluate results to determine attainment Implement supporting learning experiences

of outcome and ensure continuous and instructional activities.
improvement.

Phase IV

Implement assessment strategies.

Examples of Authentic Assessment Activities

1. Doing science experiments
2. Conducting social science field research
3 Writing stories and reports
4. Reading and interpreting literary pieces

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 5. Solving mathematical problems that have real-world implications
6. Performing particular skills/competencies
7. Simulation or role playing
8. Exhibiting and displaying completed works
9. Submitting portfolios
10. Submitting original creative projects

How does Authentic Assessment Differ from Traditional Assessment (TA)

Traditional Assessment is commonly associated with pre-determined choice

measures of assessment such us multiple choice tasks, fill- in-the-blanks, true-
false, matching type and others. Students typically recall or select the answers.
Essentially, TA springs from the educational philosophy which involves the
following principles and practices
1. A school's mission is to develop useful citizens;
2. To be a useful citizen, one must possess a certain body or knowledge
and skills;
3. The school is entrusted to teach this body of knowledge and skills;
4. To determine if the students have acquired these knowledge and
skills, the school must test the students on these knowledge and skills;
Authentic Assessment, on the other hand is grounded on the following
principles and practices:
1. A school's mission is to develop useful citizens;
2. To be a useful citizen, one has to be capable of performing useful tasks in
the real-world
3. The school's duty is to help students develop proficiency in performing the
tasks that they will be required to perform after graduation in the work place;
4. The school must then require students to perform tasks that duplicate or
imitate real-world situations.

The Table below illustrates the basic differences between traditional

assessment and authentic assessment.
Table 1 – Basic Differences between Traditional Assessment and
Authentic Assessment.
Attributes Traditional Assessment Authentic Assessment
1. Action/options Selecting a response Performing a task
2. Setting Contrived/imagine Simulation/ Real – life
3. Method Recall/recognition Construction/ application
4. Focus Teacher – structured Student - structured
5. Outcome Indirect evidence Direct evidence

Authentic Assessment Complements Traditional Assessment

In conclusion, teachers do not have to select between authentic
assessment and traditional assessment. Mastery of knowledge and skills which
is the focus of traditional assessment must be encouraged among the students
to form the foundation on which will be built the activities that will require

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students to demonstrate and perform the tasks that they are expected to perform
in the real world.

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Assessment Chapter 1 – Authentic Assessment in the Classroom
in
Learning 2 Lesson 3: Authentic Assessment tools
At the end of this lesson, students should be able to:
 explain the three modes of authentic assessment; and
 provide examples of authentic assessment tools.
Objectives
If we want students to develop such competencies as analysing,
interpreting, synthesizing and evaluating information, we must be able to
assess those skills in relevant settings and context. Authentic assessment makes
Introduction use of three modes of assessment:
 Observations which include date and information that the teacher
collects from daily work with students.
 Performance samples which are tangible results that demonstrate
student achievements.
 Tests and measures of student's actual performance at a specific place
and time.

I. Observations-Based Assessment Tools

To make observation-based assessment systematic and objective,
Diane Hart (1994) suggested the following guidelines:
Discussion 1. Observe not only one but all the students.
2. Observation must be as frequent and as regular as possible.
3. Observations must be recorded in writing.
4. Observations should cover both routine and exceptional occurrences.
5. Reliability of observation records is enhanced it multiple observations are
gathered and synthesized.

Developmental Checklist is an observation tool which requires the

teacher recorder to describe the traits or learning behaviors being assessed.
When used regularly during the school year, developmental checklists give a
moving picture of the student's progress towards the desired competencies.

Example of Individual Developmental Checklist

Name: Year and Section:
Oral Communication
Stage 1 Stage 2 Stage 3 Stage 4
Speaks with Speaks in Speaks Volunteers to
hesitation complete extemporaneously participate in
sentences speaking activities

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 Date:______ Date:________ Date:__________ Date:__________
____ _

Written Communication
Stage 1 Stage 2 Stage 3 Stage 4
Writes with Writes with Writes with Submits essays and
difficulty some correct grammar report
improvement and syntax

Date:______ Date:_______ Date:_______ Date:_______

Example of Group Developmental Record Sheet

For Student Teachers with major in Biology Sciences
Name Prepares Writes Motivates Students
lesson plan outcome class and activity
before based sustains participate
teaching objectives interests in class
activities
Angeles, 7/10 7/15 7/18
Susan
Cruz, Shirley 7/12 7/17
Manalo, Kirk 7/8 7/12 7/20 7/26
Perez, 7/20 7/25
Regina
Valdez, 7/8 7/16
Robert
Zerrudo, 7/5 7/10 7/21 7/28
Claire

Example of Observation Checklist

Name: Topic/Activity
Attributes Rating 5 4 3 2 1
1. Clarity of presentation
2. Opportunity for class
interaction
3. Organization
4. Grammar and syntax
5. Provision of summary
Total:

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 The Interview Sheet is another observation tool which is also called
the conference recording form. Interview sheets consist of a list of questions
the teacher intends to ask and space for recording the student's answers.
Example of Interview Sheet

Research Proposal Interview Sheet

Student’s Name___________________________________
Date___________________
Interviewer's Name________________________________
Course/Subject___________________________________
Topic__________________________________________
1. Why did you select this topic?
2. What are the sources of your materials?
3. What is the theoretical basis of your research topic?
4. How do you plan to gather data for your research?
5. What research instruments do you intend to use?
6. What is your timetable for the completion of your research?
7. How much do you expect to spend for this research?

II. Performance Samples Assessment Tools

A portfolio is a compilation of pieces of evidence of an individual's
skills, ideas, interests, and accomplishments. It can be as simple as a folder of
these pieces of evidence, as fancy as a neat scrapbook containing evidence of
a student's accomplishments or as high-tech as a laser disk containing stored
descriptions, written works and pictures of the student's activities and
accomplishments.
The portfolio serves the following purposes:
(a) The teacher can assess the growth and development of the students
at various levels.
(b) Parents are informed of the progress of their children in school.
(c) Instructional supervisors are able to evaluate the strengths and
weaknesses of the academic program.

What can be included on a portfolio?

 Essays
 Video tapes
 Audio tapes
 Conference note
 Pictures
 Graphs/chart
 Art work
 Group reports
 Compact disk
 Filed report

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 Graduating students should be able to prepare employability portfolio such
as the following:
Employability Competencies Portfolio
Academic Competencies
1. can understand printed materials
2 can use research and library skills
3. can use technology in preparing oral presentation
4. can use scientific method in solving problems
5. can write and speak effectively in English and Filipino

Personal Management Competencies

1. attends school work daily punctually
2. meets school deadlines
3. knows personal strengths and weaknesses
4 demonstrates self-control
5. can follow oral and written instructions
6. can work without supervision
7. can learn new skills

Team Work Competencies

1. can participate actively in a group
2. knows and respects groups values
3. listens to other group members
4. can express ideas to other group members
5. can be either leader or member of a team
6. can adjust in changing settings and people

III. Performance Assessment Tools

Student achievements at specific place and time are actual student
performances that deserve to be assessed. One of the most frequently used
measurements instrument s the checklist. A performance checklist consists of
a list of behaviors that make up a certain type of performance (e.g., using a
microscope, preparing a letter, solving a mathematics performance, etc.) It 1s
used to determine whether or not an individual behaves in a certain way
(usually desired) when asked to complete a particular task. If a particular
behavior is present when an individual is observed, the teacher places a check
opposite it on the list.
Example:
Performance Checklist in Solving a Mathematical Problem
Behavior:
_____1. identifies the given information
_____2. identifies what is being asked
_____3.uses variables to replace the unknown
_____4.formulates the equations

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 _____5. performs algebraic operations
_____6. obtains an answer
_____7.verifies it the answer is correct

Oral questioning is an appropriate assessment method for actual

performance when the objectives are: (a) to assess the student's stock
knowledge and/or (b) to determine the student’s ability to communicate ideas
in coherent verbal sentences. While oral questioning is indeed an option for
assessment, several factors need to be considered when using this option. Of
particular significance are the student's state of mind and feelings, anxiety and
nervousness in making oral presentations that could mask the student's true
ability.

Observations and self-reports need a tally sheet as device when used

by the teacher to record the frequency of student behaviors, activities or
remarks. A self-checklist is a list of several characteristics or activities
presented to the subjects of a study.

The students are asked to study the list and then to place a mark opposite the
characteristics that they possess or activities in which they have engaged 1or a
particular length of time.
Observation and self-reports are useful supplementary assessment
methods when used in conjunction with oral questioning and performance
tests.

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References:

a) Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2.

Adriana Publishing Co. Inc. Quezon City, Philippines.
b) Department Order No. 8, series of 2015 – Policy Guidelines on Classroom Assessment
for K to 12 Basic Education Program. Available online:
http://www.deped.gov.ph/wpcontent/uploads/2015/04/DO_s2015_08.pdf
c) Frey, Bruce B., Schmitt, Vicki L., & Justin P. Allen (2012). Defining Authentic
Classroom Assessment. Practical Assessment, Research & Evaluation, 17 (2).
Available online: http://pareonline.net/getvn.asp?v=17&n=2
d) Gabuyo, Y.A. (2012) Assessment of Learning II. Rex Book Store, Inc., Manila,
Philippines.
e) Gulikers, Judith T.M., Bastiaens, Theo J., & Kirschner, Paul A. (2004). A five-
dimensional framework for authentic assessment. Educational technology research and
development , 52 (3), 67. Retrieved from https://sci-hub.tw/10.1007/BF02504676
f) McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument Development in the
Affective Domain. Springer, New York, NY. doi:10.1007/978-1-4614-7135-6
g) McTighe, Jay (2011) Performance Task PD with Jay McTighe [Blog post]. Retrieved
from https://blog.performancetask.com/
h) Mueller, Jon F. (2016). Authentic Assessment Toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
i) Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning
Outcomes (Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
j) Navarro, R.L. & Santos, R.G. (2013) Authentic Assessment of Student Learning
Outcomes (Assessment 2), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
k) Popham, W.J. (2017) Classroom Assessment: What Teachers Need to Know, 8e.
Pearson Publishing
l) Sridharan, Bhavani & Jamie, Mustard. (2016). Authentic Assessment Methods: A
Practical Handbook for Teaching Staff Part-I, Deakin University. Retrieved from
https://doi.org/10.13140/RG.2.1.2358.7921.
m) Stiggins, Rick & Jan Chappuis (2016) An Introduction to Student-involved Assessment
FOR Learning, 7 Ed. Columbus OH: Pearson
n) UCD (2018) An Introduction to ePortfolio. UCD Teaching & Learning . Available
online:
http://www.ucd.ie/teaching/resources/technologyenhancedlearning/brightspaceguides/e
portfolio/

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