Module I: Authentic Assessment in the Classroom

CURRICULUM - a standards-based sequence of planned experiences where students practice and achieve
proficiency in content and applied learning skills. Curriculum is the central guide for all educators as to
what is essential for teaching and learning, so that every student has access to rigorous academic
experiences.

CURRICULUM - guide for teaching, standard for teaching. Ano yung mga dapat sundin, standard, ano
yung gagawin based sa guidelines. Examples: Deped matatag curriculum, basic education curriculum,
deped matatag.

PEDAGOGY - Pedagogy is the combination of teaching methods (what instructors do), learning activities
(what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks
that measure student learning).

PEDAGOGY - way of teaching, combination of teaching methods. kung paano ka mag turo as a teacher.

4 C's: critical thinking, creative thinking, communicating, and collaborating. These skills help students
learn, and so they are vital to success in school and beyond.

Critical Thinking:
● Involves analyzing and evaluating information to form reasoned judgments or decisions.
● Requires questioning assumptions, identifying biases, and considering multiple perspectives.
● Encourages problem-solving, decision-making, and logical reasoning skills.

Creative Thinking:
● Involves generating new ideas, concepts, or solutions that are original and innovative.
● Encourages imagination, curiosity, and experimentation.
● Emphasizes flexibility, openness to new experiences, and the ability to think divergently.

Communicating:
● Involves effectively expressing ideas, information, or emotions to others.
● Includes verbal, written, and nonverbal forms of communication.
● Emphasizes clarity, coherence, active listening, and adapting communication style to different
audiences.

Collaborating:
● Involves working together with others to achieve common goals or solve problems.
● Requires effective teamwork, cooperation, and interpersonal skills.
● Encourages sharing knowledge, resources, and responsibilities to achieve collective success.

S.M.A.R.T Goals
S - Specific : objectives must be clear and precise based on what you want to achieve in tests.
M - Measurable : must be able to quantify or measure the achievement based on the objectives and often
involves setting criteria or standards.
A - Achievable : objectives must be realistic and attainable given the resources and constraints you have.
R - Relevant : objectives must be aligned with the purpose of the test and the learning outcomes that want
to assess.
T - Time-bound : objectives must have a specific timeframe or deadline for achievement

These characteristics help individuals and organizations set goals that are clear, achievable, and
meaningful, ultimately increasing the likelihood of successful implementation and accomplishment.

A. High Quality Assessment in Retrospect

( we have to make sure that the assessment we are providing is high quality)
When we talk about assessment we are aiming on how to score the students, right? In this way. We have
to make sure that the assessment that we are doing has a good quality. That is why we have this high
quality assessment in retrospect. And I will be discussing the five things we have to remember in order for
us to achieve this high quality assessment. So what are the things that we have to consider?

a. High Quality Assessment in Retrospect

 1. Purpose - Why. In designing assessment, the reason behind conducting such action should be
stated.
2. Target - Learning targets, what. Assessment should be clearly stated and specifies and centred on
what is truly important. KNOWLEDGE (student mastery of the content), REASONING (students
ability to use their knowledge), SKILLS (student ability to demonstrate what they have learned),
PRODUCT(student ability to create), AFFECTS(student emotional attainments)
3. Method - How. Assessment should utilize assessment methods suitable for a particular learning
target.

ASSESSMENT METHODS LEARNING TARGETS

Essay Reasoning

Performance-based Skills, products

Oral question Knowledge, reasoning

Observation Knowledge, skills

Self report Affects

How can we utilize or how can we facilitate the assessment in the classroom. One way to do that is
identifying the methods. It is about utilizing the assessment methods that are suitable for a
particular learning target.
4. Sampling - used to keep the assessment process manageable when the program has large
numbers of students. It keeps the process manageable where there are multiple or lengthy artifacts
to review.
SAMPLE SIZE CONSIDERATION
POPULATION the percentage of the student population you
wish to include

OUTPUTS the length and complexity of the students’ work

product.

TEACHERS the number of faculty who will be involved in

evaluating student work.

DIFFERENCES Expected variation in students work

5. Accuracy - Most important, accurate exam, and assessments. Assessment should produce data
that accurately reflects what an educator is looking to test.

B. Definition of Authentic Assessment

Mueller (2011) defines “authentic assessment” as “a form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills”

Authentic assessment focuses on students using and applying knowledge and skills in real-life settings.

4 Examples of authentic assessments

Project-Based Learning (PBL) Tasks - Extend their knowledge. an extended, multifaceted project that requires
them to research, analyze, synthesize information, and present their findings or solutions. For example, students
might design and execute a community service project, create a business plan, or develop a multimedia
presentation on a relevant topic.

Performance Tasks - Students demonstrate their understanding and application of knowledge and skills through
hands-on performance activities. Science-experiments, Language-debates and etc.

Portfolios - Students compile a collection of their work over time, showcasing their growth, achievements, and
reflections. Essays,Projects,Artworks,Multimedia presentations, and self assessments.

Simulations - Students participate in immersive, interactive simulations that replicate real-world scenarios or
problems. Creating a real-life situation based on the given subjects.
CHARACTERISTICS

​ Real-World Relevance - Authentic assessments are designed to mirror real-world tasks,

challenges, and problems that students might encounter outside the classroom.

​ Complexity - Authentic assessments often require students to engage in complex, multifaceted

tasks that demand higher-order thinking skills such as analysis, synthesis, evaluation, and
problem-solving.

​ Integration of Skills - Authentic assessments often require students to engage in complex,

multifaceted tasks that demand higher-order thinking skills such as analysis, synthesis, evaluation,
and problem-solving

​ Active Engagement - Authentic assessments assess students' ability to apply knowledge and
skills across multiple domains and disciplines.

​ Multiple Modes of Expression - Authentic assessments provide students with multiple ways to
demonstrate their understanding and skills, accommodating diverse learning styles, strengths, and
preferences. This may include written essays, oral presentations, multimedia projects,
performances, portfolios, or hands-on demonstrations.

Related Terminologies

​ Performance Assessment - An assessment approach that evaluates students' ability to perform

tasks or demonstrate skills in authentic contexts, focusing on real-world application rather than
isolated knowledge or memorization.

​ Task Authenticity - Refers to the degree to which assessment tasks represent real-world
challenges, problems, or situations that students are likely to encounter beyond the classroom.

​ Criterion-Referenced Assessment - An assessment approach that compares students'

performance against predetermined criteria or standards of proficiency, focusing on mastery of
specific learning outcomes rather than comparison to peers.

​ Performance Criteria - Specific standards or benchmarks used to evaluate the quality of student
performance on authentic assessment tasks, typically based on the knowledge, skills, and
competencies relevant to the task.

Traditional Assessment:
● Typically involves standardized tests, quizzes, or exams.
● Focuses on assessing knowledge and skills through predetermined questions or tasks.
● Often measures memorization and recall rather than deeper understanding or real-world application.

Authentic Assessment:
● Involves real-world tasks and situations that demonstrate application of knowledge and skills.
● Emphasizes performance-based assessments, projects, portfolios, or simulations.
● Evaluates students' abilities to apply what they have learned in authentic contexts, fostering deeper
understanding and skills development.

Task:
● Description of the activity or assignment that students are expected to complete.
● Specifies what students need to do, create, or achieve.

Physical Context:
● Describes the environment or setting in which the task will be performed.
● Includes considerations such as location, resources, materials, and equipment available for completing the
task.

Social Context:
● Refers to the interpersonal aspects of the task environment.
● Involves interactions with peers, teachers, mentors, or other stakeholders.
 ● Consider how social dynamics, collaboration, and communication impact task performance.

Results/Format:
● Specifies the expected outcomes or deliverables of the task.
● May include the format in which results are presented or submitted, such as written reports, presentations,
or multimedia projects.

Criteria and Standards:

● Defines the expectations and benchmarks used to assess the quality of task performance.
● Includes clear criteria for evaluating student work, such as accuracy, creativity, relevance, or effectiveness.
● Establishes standards or levels of proficiency that students are expected to meet or exceed.

Module II: 21st Century Assessment

21st-century assessment refers to two main things:

- Assessing 21st-century skills: This focuses on evaluating students' abilities in areas crucial for success in the
modern world.
For ex., critical thinking skills, problem-solving skills, collaboration skills, etc.
- Assessment methods for the 21st century: Methods can provide a more holistic picture of students'
understanding and abilities.
For ex., engaging and participative methods.

Assessing 21st-century skills:

Evaluating students' critical thinking, problem-solving, collaboration, and other skills crucial for success in the
modern world.

Assessment methods for the 21st century:

Using engaging, participative methods like project-based learning, presentations, and simulations to provide a
holistic view of students' understanding and abilities.

Responsive:
- Assessment should be designed to inform and improve instruction.
- Used to adjust teaching methods and ensure that students are on track with their learning.

Flexibility:
- Assessments should adapt to different learning styles and settings.
- It allows students to choose a method that best suits their strengths and learning preferences.

Integrated
- Assessments should be integrated into everyday teaching and learning activities, rather than being seen as
additional tasks.
- By incorporating assessments into day-to-day practice, educators can gather ongoing feedback and monitor
students' progress regularly.

Informative
- Ensures that students are well-informed about the goals and objectives of the assessment, have a clear
understanding of the expected outcomes
- Students are guided by examples, which are examples or models that demonstrate the expected level of
achievement. These examples serve as a reference point for students.

Multiple Methods:
- An assessment continuum that includes a spectrum of strategies is the norm. Students demonstrate knowledge
and skills through relevant tasks, projects, and performances. Authentic and performance-based assessment is
emphasized. There is recognition of and appreciation for the processes and products of learning
The use of Multiple Methods:
- Employing multiple methods ensures a comprehensive understanding of student progress and skills.
Communicated:
- Communication of assessment data is clear and transparent for all stakeholders. Results are routinely posted to
a database along with standards-based commentary, both of which must be available and comprehensible at all
levels. Students receive routine feedback on their progress, and parents are kept informed through access to
visible progress reports and assessment data.
The use of Communicated:
- Communicated assessment outcomes promote accountability, involve
families, and celebrate student achievements.

Technically Sound:
- Adjustments and accommodations are made in the assessment process to meet the student's needs and
fairness. Students demonstrate what they know and how they can apply that knowledge in ways that are relevant
and appropriate for them.
The use of Technically Sound:
- Technically sound assessments provide credible data for decision-making and
accountability purposes.

Systemic:
- 21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and
inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels.
The use of Systemic:
- Systemic assessment ensures consistency, coherence, and effectiveness
across schools and districts.

Instructional Decision Making: A systematic process using student achievement and data to guide instructional
choices. It supports a unified approach to assessment, curriculum, and instruction, catering to all learners' needs.
By systematically using data, resources can be aligned to meet both group and individual student needs.

Decision-making is crucial in each phase of the teaching-learning process:

Pre-active Phase (Planning): Involves formulating objectives, selecting content, and deciding on teaching
methods and evaluation tools.
Interactive Phase (Execution): Implements plans and involves sizing up the class, diagnosing learners, and
observing achievement.
Post-Active Phase (Evaluation and Feedback): Evaluates information gathered, makes decisions on changing
or retaining methodologies, and selects testing techniques for future implementation.

Four roles of assessment in the instructional process:

Placement Assessment: Determines prerequisite skills, mastery level, and optimal learning mode.
Formative Assessment: Monitors learning progress, provides continuous feedback, identifies errors, and
modifies instruction to improve learning.
Diagnostic Assessment: Identifies learning difficulties and root causes during instruction.
Summative Assessment: Given at the end of a course unit to evaluate achievement of instructional objectives,
certify mastery, and judge the effectiveness of instruction.
types of educational decisions:

Instructional Decisions: Guide future instruction based on past student responses, aiming to provide early
assistance and align resources to student needs. Example: deciding whether to proceed to the next objective or
reteach a lesson.
Grading Decisions: Critical for motivating students and improving achievement. Teachers make informed
judgments based on clear criteria and standards. Example: promoting or retaining a student in a grade.
Diagnostic Decisions: Use data from various assessments to identify student strengths and weaknesses,
modifying instruction to enhance learning. Example: modifying instruction based on pre-tests and self-assessment
results.
Selection Decisions: Choosing options that best meet needs and criteria, such as learning content, materials,
strategies, activities, and assessments aligned with course goals. Example: Accepting or rejecting examinees in
college entrance exams.
Placement Decisions: Using entry behavior and initial performance to determine instructional sequence and
evaluation mode. Example: Placing students scoring below average in remedial classes.
Guidance and Counseling Decisions: Assisting individuals in personal and social development, career choices,
and adjustment. Example: Providing support for academic growth, career paths, and addressing behavioral issues
like bullying.
Program or Curriculum Decisions: Selecting content, goals, resources, activities, evaluation methods, and
organizational aspects of education. Example: Revising or continuing a curriculum, considering factors like
content, objectives, and resources.
Administrative Policy Decisions: Using assessment to evaluate existing policies and methodologies, and
deciding whether to amend, alter, or create new ones. Example: Allocating finances for educational materials or
addressing inclusivity for LGBT students.

Outcome-Based Assessment: Evaluation approach focusing on assessing individuals' knowledge, skills, or

competencies based on predefined outcomes or objectives. Emphasis is on what learners can do or demonstrate,
rather than isolated task performance.

Outcome-Based Assessment focuses on assessing what learners can do or demonstrate based on predefined
outcomes or objectives. Product-Based Assessment evaluates the final product or result of a learning process or
task, focusing on the quality and completeness of the output rather than the specific skills demonstrated.

When writing learning outcomes, learning outcomes should be SMARTTT:

Speak to the learner

- Learning outcomes should address what the learner will know or be able to do at the completion of the
course.
Measurable
- Learning outcomes must indicate how learning will be assessed.
Applicable
- Learning outcomes should emphasize ways in which the learner is likely to use the knowledge or skills
gained.
Realistic
- All learners who complete the activity or course satisfactorily should be able to demonstrate the knowledge
or skills addressed in the outcome.
Time-Bound
- The learning outcome should set a deadline by which the knowledge or skills should be acquired.
Transparent
- It should be easily understood by the learner.
Transferable
- It should address knowledge and skills that will be used by the learner in a wide variety of context

Module III: Performance Assessment

Performance-Based Assessment evaluates students' ability to apply skills and knowledge through tasks or
activities. It aims to enhance the educational experience and assess lesson plan effectiveness by focusing on
application rather than memory. Tasks typically require higher-order thinking skills and may involve performing a
process or producing a product.

Performance-based Assessment Features:

​ Real-world scenario - Students engage more when they can imagine themselves in a real-world
scenario involving future problems. This can be related to their careers, outside of a career, or in
areas unrelated to their vocation, demonstrating significant transfer of knowledge and skills.
Students who can imagine themselves in the scenario are more engaged.
​ Authentic, complex process - The scenario reflects real-world challenges, highlighting the
complexity and ambiguity of solutions, conflicting information, and competing frameworks. Students
complete tasks resembling their actual actions in the situation.
​ Higher-order thinking - Students engage in critical thinking, analytic reasoning, and
problem-solving, analyzing, synthesizing, and applying evidence to arrive at judgments or
decisions, often incorporating creativity.
​ Authentic Performance - The “product” the students create reflects what someone assuming that
role would produce.
​ Transparent Evaluation Criteria - Learning outcomes drive task creation, with clear evaluation
criteria and rubrics for students to evaluate their work and receive diagnostic feedback, typically
referencing criteria rather than norms.
​
Performance Assessment
​ Performance assessment is a measure of assessment based on authentic tasks such as activities,
exercises, or requiring students to show what they can do.
​ Some performance tasks are designed to have students demonstrate their understanding by
applying their knowledge to a particular situation.
Process-Based Assessment
​ Process-based assessment represents a paradigm shift, aiming to capture the dynamic journey of
learning rather than just the destination.
Product-Based Assessment
​ Product-Based Assessment is an approach that focuses on evaluating student learning through
tangible outputs or products they create. Unlike traditional assessment methods that rely on tests
or quizzes, product-based assessment emphasizes the application of knowledge and skills to
produce real-world artifacts.

Solving a Problem. Critical thinking and problem solving is to capture all the learning targets which shall be
aligned to the teaching and learning objectives,activities and assessments.
Completing an Inquiry. An inquiry task is one in which the students are asked to collect all the data in order to be
developed by learners.
Determining a position. This task requires making a decision or clarifying a position.
Demonstration Task. This task shows how students use knowledge and skills to complete well-defined complex
tasks.
Developing Exhibits. Exhibits are visual presentations or displays that need little or no explanation from the
creators.
Presentation Task. This work is a work or task performed in front of an audience.
Capstone Performance. These are tasks that occur at the end of a program of study and enable students
to show knowledge and skills in the context that matches the world of practicing professionals.

DEVELOPING PERFORMANCE TASKS

Before making performance assessments, it's important to think about what students need to learn in your
subject. Here are some questions to ask before making the task:
​ What essential questions are guiding what you're teaching and testing?
​ How much time should students have to finish the task, knowing that everyone learns at different
speeds?
​ What real-life situation will be interesting and helpful for students to work on?
​ Planning
​ Decide who will use the results of the assessment and how they'll use them
​ Figure out what exactly you want to test the students on
​ Choose the best way to test them
​ Decide how many students you'll test
​ Development
​ Choose or create the task
​ Make sure the task is good quality
​ Choose or create the scoring system
​ Make sure the scoring system is good quality
​ Use
 ​ Score the students' work
​ Make changes if needed for next time

​ DESIGNING PERFORMANCE TASK

When we talk about "criteria" in performance assessment, we mean clear guidelines that explain what's
expected from students and how their work will be judged.
1. Clear Expectations. Teachers should clearly explain what they expect from students in their tasks, just like a
recipe explains what you need to do to bake cookies.
2. Helping Students Understand. Sometimes, teachers forget to tell students exactly what they will be graded
on. It's like giving someone a test without telling them what the questions will be. That can be confusing for
students.
3. Making Learning Fun and Meaningful. When tasks are interesting and meaningful, students learn better. For
example, instead of just taking a test, students might create something, like a book or a project, to show what
they've learned.
4. Focusing on Learning. Sometimes, teachers worry too much about test scores and forget that the most
important thing is whether students are really learning. It's like focusing on winning a game instead of improving
your skills.
5. Giving Feedback. Instead of just giving one big test at the end, teachers should give feedback along the way
to help students improve. It's like coaching a sports team—you give feedback during practice, not just at the end
of the season.
6. Including Real-Life Skills. Tasks should help students learn skills they can use in real life, not just in school.
It's like learning to cook instead of just memorizing recipes.
7. Balancing Choices. It's good to let students choose what they want to do, but teachers also need to make
sure they're still learning what they're supposed to. It's like letting someone choose what game to play, but making
sure they're still practicing important skills.

GRASPS, advocated by Grant Wiggins and Jay McTighe, is a framework for designing authentic
performance assessments. It encourages students to demonstrate critical thinking by applying acquired
knowledge, conceptual understanding, and skills in real-world contexts.

​ Goal: This sets the stage by presenting the problem or challenge that students need to solve or
address. It's like giving them a clear target to aim for.
​ Role: Students are given a specific role or identity within the scenario presented. This helps them
understand their perspective and what's expected of them. For example, they might be a scientist, a
historian, or an engineer.
​ Audience: This specifies who the students are solving the problem for or who they need to convince
with their solution. It's important to remember that the audience can be anyone beyond just the
teacher, like their peers, community members, or even professionals in the field.
​ Situation: This provides the context for the problem or challenge, including any relevant
background information or constraints that students need to consider. It helps make the scenario feel
more realistic and complex, just like real-world problems.
​ Product, Performance, and Purpose: This explains what students need to create or do as part of
the assessment and why it matters. It could be a presentation, a project, a written report, or any other
form of output that demonstrates their understanding and skills.
​ Standards and Criteria for Success: This outlines the specific standards or criteria that students
need to meet, and how their work will be evaluated. It's like giving them a clear set of guidelines to
follow and a way to know if they've succeeded.

DIFFERENT TYPES OF LEARNERS

1. AUDITORY AND MUSICAL LEARNERS - auditory learners like to hear solutions and examples
explained to them and may gravitate towards music subjects and group learning as a way to understand
information.
2. VISUAL AND SPATIAL LEARNERS - these learners prefer information presented visually rather than
spoken.
3. VERBAL LEARNERS - verbal learners might have a preference for reading and writing, word games,
and poems. They know the meanings of a broad category of words, can use them effectively, and
actively seek out new words to add to their repertoire.
4. LOGICAL AND MATHEMATICAL LEARNERS - they are looking for the patterns and trends in what
they learn. They search for the connections, the reasons, and the results. These learners greatly
appreciate any type of learning that logically explains any type of learning that logically explains the
subject at hand and the object at hand.
5. PHYSICAL AND KINESTHETIC LEARNERS - commonly called “hands-on” learners that emphasize
a type of “ Learning by Doing’.
6. SOCIAL INTERPERSONAL LEARNERS - Social learners show a preference towards groups and
collaboration.

7. SOLITARY AND INTRAPERSONAL LEARNERS - these learners can be visual, auditory, physical,
verbal, or logical learners.
8. NATURE LEARNERS - these are the learners who are the best when interacting with nature.

3 ELEMENTS OF DIFFERENTIATED INSTRUCTION

​ Content - knowledge, understanding, and skills (KUD) that students need to learn.
​ Process - how students come to understand and make sense of the content.
​ Products - ways for students to demonstrate what they have come to know, understand, and be
able to do after an extended period of learning.

Scoring rubrics are tools for objectively measuring student performance on assessments. They focus on
specific learning outcomes, use a range to rate performance, and are based on performance
characteristics arranged in levels.

Types:
Analytic Rubrics: Assess separate components, providing detailed feedback.
Developmental Rubrics: Assess skill development rather than final products.
Holistic Rubrics: Consider all criteria together, providing a single score.
Checklists: Binary assessment of performance elements.

Components:
Criteria: Key areas of assessment directly related to learning objectives.
Performance Levels: Descriptive levels of achievement for each criterion.
Rating Scale: Numerical or descriptive scale indicating achievement levels.

Development:

Identify Learning Objectives: Determine what knowledge or skills are being assessed.

Define Criteria: Break down the learning objectives into specific, measurable criteria.

Develop Performance Levels: Describe what successful performance looks like at different levels for
each criterion.

Pilot Test and Refine: Try out the rubric with a sample of work and make adjustments based on
feedback.

Interpretation and Utilization:

Clarity of Expectations: Provides clear guidelines for students to understand what is expected in
assignments.

Consistent Evaluation: Promotes fairness and consistency in grading by using objective criteria.

Feedback for Improvement: Identifies areas of strength and weakness, enabling targeted feedback for
student improvement.

Self-Assessment and Reflection: Allows students to assess their own work against criteria, fostering
self-awareness and reflection.

Instructional Planning: Informs future instruction by highlighting areas where students may need
additional support or instruction.