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Authentic Assessment of Student Learning Outcomes (Assessmen

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Kristian Gajita

on 8 August 2015

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Transcript of Authentic Assessment of Student Learning Outcomes (Assessmen

Authentic Assessment of Student Learning Outcomes (Assessment 2)
Sources of Expected Student Learning Outcomes
1. The institution's mission statement.
2. Policies on competencies and standard issued by the government education such as DepED, TESDA, CHED.
3. Expected competencies identified by different professions, business, and industry.
4. The thrusts and development goals of the national government.
5. International trends and development.
6. General education competencies such as listed by Montgomery College.
What is student learning outcome?
Chapter 1
Chapter 2
Characteristics of Good Learning Outcomes
1. Good student learning outcomes are centered on the students, on what the learners are capable of doing instead of the teaching technique.
2. Good learning outcomes are based on the program mission statement agreed upon by the program faculty.
3. Good student learning outcomes are very well understood by both students and faculty.
4. Good learning outcomes include the spectrum of thinking skills from simple to higher order of knowledge and skills.
5. Good learning outcomes are measurable.
refers to the process of gathering data and
information about what students know and can do.
involved the task of interpreting, forming
conclusions and making judgment about information which was gathered in the process of assessment.
an instrument of assessment
are reports of the result of evaluating
information obtained in the assessment process
Examples of such component are:

20% - class participation
10% - completed assignments
20% - quizzes
30% - submitted reports
20% - oral presentation of completed project

Why Authentic Assessment?
‘’The common practice of using recall and recognition objective the skills and the knowledge they have mastered.’’ – Richard Stiggins

‘’Authentic assessments are products and / or performances correlated with real life experience’’ – Newton Public School
1. Performance Assessment

2. Alternative Assessment

3. Direct Assessment
Dequinto, Cherelen D.
Faminiano. Irene
Daming,Tomasito Jr.
Gajita,Kristian Mahal

1. Starts with clear define criteria of performance made known to the students.
2. A criterion – referenced rather than norm
3. Requires the student to make their own answers to question
4. Emphasizes performances
5. Encourage both teachers and students to determine their rate of progress
6. Does not encourage role learning and passive taking of test
7. Changes the role of student as passive test takers

‘’ 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

‘’Engaging and worthy problems or questions of importance, in which students must see knowledge to fashion performance 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)

1. Identifying the most important knowledge and skills
2. Determining the criteria and standards of outcomes performances
3. Implementation of the supporting activities
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.

Examples of Authentic Assessment Activities
1. Doing science experiment
2. Conducting social science and field research
3. Writing stories and reports
4. Regarding and interpreting literary pieces
5. Solving mathematical problems that have real world implications
6. Performing particular skills/competencies
7. Simulations or role playing
8. Exhibiting and displaying completed works
9. Submitting portfolios
10. Submitting original creative projects.

Traditional Assessment
is commonly associated with pre-determined choice
measures of assessment such as multiple choice tasks, fill-in the blanks, true-false, matching type and others.
Principles and Practices of Traditional Assessment
1. A school’s mission is to develop useful citizens
2. To be useful citizen, one must possess a certain body of 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 social must test students on these knowledge and skills.

Principles and Practices of Authentic Assessment
1. A school’s mission is to develop useful citizens
2. To be 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 tasks that they will require to perform after graduation in the work place.
4. The school must then require student to perform tasks that duplicate or initiate real-world situations.

Chapter 3
Three modes of Assessment
1. Observation

2. Performance samples

3. Actual performance
1. Observation-Based Assessment Tools
Guidelines suggested by Diane Hart (1994)

a. Observe not only one but all the students
b. Observation must be frequent and as regular as possible
c. Observation must be recorded in writing
d. Observation should cover both routine and exceptional occurrences
e. Reliability of observation method is enhanced if multiple observations are gathered and synthesized.

2. Performance Samples Assessment Tools
- is a compilation of pieces of evidence of an individual skills, ideas, interests and accomplishments.
3. Performance Assessment Tools
Performance checklist
– one of the most commonly used instrument in measurements.

It is used to determine whether or not an individual behaves in a certain way when asked to complete a particular task.

Oral Questioning
an appropriate assessment method for actual
performance when objectives are:
a. To assess the student’s stock knowledge

b. To determine students ability to communicate ideas.

Observation and Self-reports
need a tally sheet as device when used by the
teacher to record the frequency of students behavior, activities or remarks.
Chapter 4

1. Process-Oriented Learning Competencies
1.1 Learning Competencies

Task: Recite a Poem by Edgar Allan Poe, “The Raven”
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with audience while reciting the poem;
4. Create the ambiance of the poemthrough appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction

Simple Competencies
Speak with a well-modulated voice;
Draw a straight line from one point to another;
Color a leaf with a green crayon.

Complex Competencies
Recite a poem with feeling using appropriate voice quality, facial expressions, and hand gestures;
Construct an equilateral triangle given three non-collinear points;
Draw and color a leaf with green crayon

2. Task Designing
Why Include Levels of Performance?

Clearer expectations
More consistent and objective assessment
Better feedback

3. Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a task-specific set of criteria.

An Analytic Rubric
A holistic Rubric
Level of performance criterion
Chapter 5
1. Product-Oriented Learning Competencies
- Student’s performance can be defined as targeted tasks that lead to a product or overall learning outcome.
Levels of expertise:
1. Beginner
2. Skilled level
3. Expert level

Product-oriented performance based learning competencies
are evidence-based. The teacher needs concrete evidence that the student has achieved a certain level of competence based on submitted products and projects.
2. Task Designing
Task designing depends on what the teacher desires to observe as outputs of the studets.
Concepts of Task Designing:
a. Complexity
b. Appeal
c. Creativity
d. Goal-Based

3. Scoring Rubrics
Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students’ efforts.
Criteria Setting

• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics

General versus Task-Specific
The difference between generic and specific task oriented rubric is that generic oriented rubric is holistic while the specific task oriented is analytic.

Process of Developing Scoring Rubrics
The development of scoring rubrics goes through a process.
First step: Requires the identification of the qualities and attributes that the teacher wishes to observe in the students’ outputs that would demonstrate their level of proficiency.
Second step: Identification and definition of the criteria for the lowest level of performance
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