Lesson 2 Types of Assessment
Assessment of Learning 2
Harby Nanad
Intended Learning Outcome
» Distinguish the different types
of assessment, and relate it to
learning outcomes
Activity: Concept Mapping
Types of
Assessment
1
Traditional and Authentic
Assessment
Traditional Assessments
• Indirect and inauthentic measures of
students’ LOs.
• Often focus on learner’s ability of
memorization and recall
Authentic Assessments
• Measures performances or products which have
realistic meaning.
• “Real world” is the criterion.
• Dimensions of Authenticity
• Context of Assessment
• realistic activity, performance-based,
cognitively complex task
• Role of Student
• formative assessment, collaboration
• Scoring
• criteria is known, multiple indicators or
portfolios are used, expectation is mastery
Authentic Assessments
• Characteristics
• The task should be representative
of performance in the field
• Attention should be paid to
teaching and learning the criteria
for assessment
• Self-assessment should play a
great role
• Students should present their work
publicly and defend it
Authentic Assessments
• Uses
• Authentic assessments are direct
measures.
• Authentic assessments capture
constructive nature of learning.
• Authentic assessments integrate
teaching, learning, and assessment.
• Authentic assessments provide
multiple paths to demonstration
Attributes of Traditional vs Performance Assessments
Attribute Traditional Performance
Assessment Assessments
Assessment Activity Selecting a response Performing a task
Nature of Activity Contrived activity Activity emulates real life
Cognitive level Knowlegde/ Application/Synthesis/Analysis
comprehension
Development of Teacher-structured Student-structured
Solution
Objectivity of Easily achieved Difficult to achieve
scoring
Evidence of mastery Indirect evidence Direct evidence
2
Formative and Summative
Evaluation
Characteristics of Formative and Summative Assessments
Characteristics Formative Summative
Formative Provide ongoing feedback End of instructional segment
When conducted During and after instruction After instruction
Student Encouraged Discouraged
involvement
Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented
Teacher Role Provide specific feedback Measure student achievement
Learning Deep understanding, Knowledge and comprehension
emphasized application and reasoning
Level of Specificity Highly specific & individual General and group-oriented
Structure Flexible, adaptable Rigid, highly structured
Techniques Informal Formal
Impact on Learning Stong, positive, long-lasting Weak and fleeting
3
Norm and Criterion-
Referenced Assessment
Characteristics of Formative and Summative Assessments
Norm-referenced Criterion-referenced
Principal Use Survey Testing Mastery Testing
Major Emphasis Measures individual Describes task students can
differences perform
Interpretation of Compares performance to Compares performance to a
Results that of other individual specified achievement
domain
Content of Covers broad area of Focuses on a limited set of
Coverage achievement learning tasks
Nature of Test TOS is commonly used Detailed domain
Plan specifications are favored
Item selection Easy items are typically Includes all items
procedure eliminated from the test
Performance Determined by relative Determined by absolute
Standards position in some known standards
groups
4 Contextualized and
Decontextualized
Assessment
Contextualized Assessments
• Students’ construction of functioning
knowledge and the students’ performance
in the real-world context.
• Assessment tasks reflect the goals of
learning.
• Uses performance-based tasks which are
authentic in nature.
• Describes skills and knowledge in the real-
world.
Decontextualized Assessments
• Includes written exams and term papers,
suitable for assessing declarative
knowledge and procedural knowledge
detached from the real-world contexts.
• (Decontextualized assessments are
often overemphasized, why?)
5 Analytic and Holistic
Assessment
Analytic Assessment
• Students are given feedback on how well
they are doing on a SPECIFIC task.
Holistic Assessment
• Global approach in the assessment of
students’ LOs.
• Could be in the form of reflection paper
and journals, peer assessment, self-
assessment, group presentation, and
portfolio.
• What do you think are the positive
implications of using holistic
assessments?
