MC-VPAA-FN-0008-CM012021

MC-VPAA-FN-0008-CM012021
February 10,2021

Assessment of Learning -2
Module No:2

Bachelor of Physical Education (BPE -2)

CIELO MAR THERESE Q. ARAÑA

INSTRUCTOR
 Instructional Course Module No. 2
Instructor: CIELO MAR THERESE Q. ARAÑA

Subject Code : AL-2

Descriptive Title : Assessment n Learning-2

I. Greeting/Salutation
Praised be Jesus and Mary!

Welcome to the SY 2020-2021! You will find here our general instructional
guidelines and the components of our module. You will be guided one step
at a time through specific instructions of the learning task given.
Let joy and peace abound in your mind and heart as you genuinely and
responsibly respond to the learning process that this module offers. Stay
positive, remain calm and have faith! Be safe everyone.

II. Course Description

This course focuses on the principles, development and utilization of
alternative forms of assessment in measuring authentic learning. It
emphasizes on how to assess process- and product- oriented learning
outcomes as well as effective learning. Students will experience how to develop
rubrics and other assessment tools for performance-based and product-
based assessment.

III. Objectives
• Demonstrate understanding on different types of assessment, and relate it to
the learning outcomes
IV. General Instructional Guidelines
1. Please refer to the syllabus for the Course Description, requirements,
rubrics, assessments and criteria for grading. Opportunities for
consultation will be provided through our group chat, email, Google
Classroom/Meet Google, Edmodo or other social network. Your
attendance/participation in our learning activities will be monitored
through the monitoring sheets given during the distribution and retrieval
of modules.
2. Submit output activities on time.
3. Feedback is an essential component in this mode of delivery. You will be
asked of your assessment in your learning experience of this subject so
that we will be able to improve our learning processes in the succeeding
instructional delivery. For all queries, I can be reached either at this mobile
number: 09067450498; email address: [email protected]/
Messenger account: Cielo Arana

V. Learning Outcomes
At the end of this module, students are able to:
1. Distinguish the different types of assessment.
2. Relate learning outcomes and assessment.
3. Construct a concept map showing the relationship between the different
types of assessment
VI. Pre-Test Evaluation (Assessment)
Read each statement carefully and fill in the blank(s) with the correct
answer.
1. ____________ refer to assessments wherein students are asked to perform real-
world tasks that demonstrate meaningful application of what they have learned.
2. ___________ refer to conventional methods of testing, usually standardized and
use pen and paper with multiple-choice, true or false or matching type test items.
3. _______________ Measures students’ knowledge of the content
4. _________used to evaluate student’s learning at the end of an instructional unit
by comparing it against some standard or benchmark.
5. sed to monitor student’s learning to provide ongoing feedback that can be used
by instructors or teachers to improve their teaching and by students to improve
their learning.
6. ______________involves making judgements about an individual's achievement by
ranking and comparing their performance with others on the same assessment.
7. judgements about performance can be made against set, pre-specified criteria
and standards.
8. ___________ focus on student’s construction of functioning knowledge and the
student’s performance in application of knowledge.
9. ____________ 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
10. ____________assess students’ ability to respond to a text in an analytical
manner
VII. Discussions
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 assessment 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-refenced (Bailey, 1998). Traditional
assessment often focuses on learner’s ability of memorization and recall, which are
lower level of cognition skills (Smaldino, 2000).

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
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 collaborative with each other or with the teacher.
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 though authentic tasks. This should reflect what teachers want
their students to do with their learning and demonstrate the use in real life
situation.
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-assessments should play a great role
4. When possible, students should present their work publicly and defend it.

Why used Authentic Assessment?

Authentic Assessments are Direct Measures

We do not just want students to know the content of the disciplines when they
graduate. We, of course, want them to be able to use the acquired knowledge and
skills in the real world. So, our assessments have to also tell us if students can
apply what they have learned in authentic situations. If a student does well on a
test of knowledge, we might infer that the student could also apply that knowledge.
But that is rather indirect evidence. I could more directly check for the ability to
apply by asking the student to use what they have learned in some meaningful way.
To return to an example I have used elsewhere, if I taught someone to play golf I
would not check what they have learned with just a written test. I would want to see
more direct, authentic evidence. I would put my student out on a golf course to play.
Similarly, if we want to know if our students can interpret literature, calculate
potential savings on sale items, test a hypothesis, develop a fitness plan, converse
in a foreign language, or apply other knowledge and skills they have learned, then
authentic assessments will provide the most direct evidence.

Authentic Assessments Capture Constructive Nature of Learning

A considerable body of research on learning has found that we cannot simply be fed
knowledge. We need to construct our own meaning of the world, using information
we have gathered and were taught and our own experiences with the world
(e.g., Bransford & Vye, 1989; Forman & Kuschner, 1977; Neisser, 1967; Steffe
& Gale, 1995; Wittrock, 1991). Thus, assessments cannot just ask students to
repeat back information they have received. Students must also be asked to
demonstrate that they have accurately constructed meaning about what they have
been taught. Furthermore, 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.
 Authentic Assessments Integrate Teaching, Learning and Assessment

Authentic assessment, in contrast to more traditional assessment, encourages the

integration of teaching, learning and assessing. In the "traditional assessment"
model, teaching and learning are often separated from assessment, i.e., a test is
administered after knowledge or skills have (hopefully) been acquired. 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. For example, when presented with a real-world problem to solve, students
are learning in the process of developing a solution, teachers are facilitating the
process, and the students' solutions to the problem becomes an assessment of how
well the students can meaningfully apply the concepts.

Authentic Assessments Provide Multiple Paths to Demonstration

We all have different strengths and weaknesses in how we learn. Similarly, we are
different in how we can best demonstrate what we have learned. Regarding the
traditional assessment model, answering multiple-choice questions does not allow
for much variability in how students demonstrate the knowledge and skills they
have acquired. On the one hand, that is a strength of tests because it makes sure
everyone is being compared on the same domains in the same manner which
increases the consistency and comparability of the measure. On the other hand,
testing favors those who are better test-takers and does not give students any choice
in how they believe they can best demonstrate what they have learned.

2. Formative Assessment and Summative Assessment

Formative Assessment

Formative assessment is used in the first attempt of developing instruction. The

goal is to monitor student learning to provide feedback. It helps identifying the
first gaps in your instruction. Based on this feedback you’ll know what to focus on
for further expansion for your instruction

The goal of formative assessment is to monitor student learning to provide ongoing

feedback that can be used by instructors to improve their teaching and by
students to improve their learning. More specifically, formative assessments:

o help students identify their strengths and weaknesses and target areas that need
work
o help faculty recognize where students are struggling and address problems
immediately
Formative assessments are generally low stakes, which means that they have low
or no point value. Examples of formative assessments include asking students to:
o draw a concept map in class to represent their understanding of a topic
o submit one or two sentences identifying the main point of a lecture
o turn in a research proposal for early feedback

Summative Assessment
Summative assessment is aimed at assessing the extent to which the most
important outcomes at the end of the instruction have been reached. But it
measures more: the effectiveness of learning, reactions on the instruction and the
benefits on a long-term base. The long-term benefits can be determined by
following students who attend your course, or test. You are able to see whether
and how they use the learned knowledge, skills and attitudes.

The goal of summative assessment is to evaluate student learning at the end of an

instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high
point value. Examples of summative assessments include:
o a midterm exam
o a final project
o a paper
o a senior recital
Information from summative assessments can be used formatively when students
or faculty use it to guide their efforts and activities in subsequent courses.

3. Norm-Referenced and Criterion Referenced Assessment

Norm-Referenced Assessment
Gives us an information on what the students can perform by comparing to
another students. It describes students’ performance in the class by comparing to
others. Teachers can actually rank their achievement of their students; as result,
there is a limited percentage of competition for those who are high scores.
 This compares a student’s performance against an average norm. This could be
the average national norm for the subject History, for example. Other example is
when the teacher compares the average grade of his or her students against the
average grade of the entire school.

Criterion-referenced assessment

It measures student’s performances against a fixed set of predetermined criteria or

learning standards. It checks what students are expected to know and be able to
do at a specific stage of their education. Criterion-referenced tests are used to
evaluate a specific body of knowledge or skill set, it’s a test to evaluate the
curriculum taught in a course.

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. In
addition, 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.

On the other hand, 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 (Biggs, 2011). It
focuses on declarative knowledge and / or procedural knowledge in artificial
situations detached from the real work context.

Both contextualized and decontextualized learning and assessment 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 assess
only the lead-in declarative knowledge, not the functional knowledge that emerges
from it (Biggs and Tang, 2011).

5. Analytic and Authentic 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 be 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 a 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 needs 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 students’
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 the most assessment task. Through
holistic assessment, the students are able to develop decisive and investigate skills
that permit them to handle assessment task effectively. Moreover, the students are
capable of knowing how to construct concrete responses to questions.

VIII. Post-Test Evaluation Activity (Assessment)

A. Concept Map
Construct a concept map showing the relationship between the different types of
assessment. Discuss briefly what you have created.
B. Complete the matrix of the different types of assessment.
Types of Brief Description Advantages/Disadvantages Classroom
Assessment Application
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

IX. Summary /Learning Key Points

❖ 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.
❖ Traditional assessment often focuses on learner ability of memorization and
recall, which are lower level of cognition skills [Smaldino, 2000].
❖ Authentic assessment focuses on the analytical and creative thinking skills,
students to work cooperatively and performance skills [process or product] that
reflect student learning, student achievement, and students’ attitudes of
relevant activities.
❖ Other types of assessment are: (a) Formative and Summative Assessment; (b)
Norm and Criterion Referenced Assessment; (c) Contextualized and
Decontextualized Assessment; (d) Analytic and Holistic Assessment.
X. Rubrics/Criteria for the Assessments Conducted

Content 40%
Organization of thoughts/ ideas 40%
Neatness and penmanship 20%
Total 100%

XI. References (Resources and Media)

Cajigal,R & Mantuano, M. ( 2014) Assessment of Learning 2 (OBE textbook)
https://www.onlineassessmenttool.com/knowledge-center/assessment-knowledge-
center/what-are-the-types-of-assessment/item10637