CARLOS HILADO MEMORIAL STATE UNIVERSITY

Enclaro, Binalbagan, Negros Occidental

COLLEGE OF EDUCATION
BTLED Program

Endterm-Module 1: Conducting an Authentic Assessment Process in the Philippine Educational System

Table of Contents

Topic Page
I. Introduction to Authentic Assessment _________________________________
1-3
II. Theoretical Foundations _________________________________
3-4
III. Policy Framework in the Philippines _________________________________
5
IV. Designing Authentic Assessments _________________________________
5
V. Implementing Authentic Assessments _________________________________
6
VI. Evaluating and Reflecting on Authentic _________________________________
Assessments 6

VII. Case Studies from Philippine Higher Education _________________________________

6
VIII. Challenges and Opportunities _________________________________

I. Introduction to Authentic Assessment

Authentic Assessment or Non-Conventional Assessment refers to evaluation methods that require

students to apply their knowledge and skills to real-world tasks, reflecting the complexities and challenges they will
face outside the classroom. Unlike traditional assessments that often focus on rote memorization, authentic
assessments emphasize critical thinking, problem-solving, and the application of learning in practical contexts.

Key Characteristics
 Real-World Relevance: Tasks mimic challenges faced outside the classroom.
 Performance-Based: Students must actively construct responses or products.
 Process-Oriented: Emphasizes both the process and the final product.
 Student-Centered: Encourages student choice, voice, and engagement.
 Criteria-Based Evaluation: Rubrics and clear performance criteria are often used.
 Reflective: Often includes self-assessment or reflection components.

Examples of Authentic Assessment

 Conducting a scientific experiment and reporting the results
 Creating a business plan or marketing strategy
 Performing a role play or simulation
 Developing a portfolio of work
 Solving a real-world math problem or case study

1
Daisy G. Cari-an
 CARLOS HILADO MEMORIAL STATE UNIVERSITY
Enclaro, Binalbagan, Negros Occidental
COLLEGE OF EDUCATION
BTLED Program

Differences Between Traditional and Authentic Assessment

Traditional Assessment Authentic Assessment

1. Usually paper-and-pencil 1. Real-world tasks or performances
2. Focuses on recall of facts 2. Emphasizes application of knowledge
3. Often decontextualized 3. Contextualized in real-life situations
4. One correct answer 4. Multiple possible solutions or approaches
5. Teacher-centered 5. Student-centered and participatory

Purposes and Benefits of Authentic Assessment

 Encourages higher-order thinking (analysis, synthesis, evaluation)
 Promotes deep learning and transfer of skills
 Helps students see the value and purpose of their learning
 Provides more accurate evidence of student competence
 Supports diverse learners through multiple modalities

Components of Authentic Assessment

 Task: A meaningful, challenging activity with real-world relevance.
 Performance: Observable demonstration of knowledge/skills.
 Rubrics: Clear, descriptive scoring guides aligned with learning outcomes.
 Feedback: Timely, specific, and focused on growth.
 Reflection: Opportunities for students to evaluate their own learning.

Designing an Authentic Assessment

To design effective authentic assessments:
1. Align with learning goals and standards.
2. Identify real-world skills and contexts relevant to the subject.
3. Design tasks that require critical thinking and creativity.
4. Develop rubrics to ensure clear expectations.
5. Include opportunities for feedback and revision.
6. Ensure accessibility for all learners.

Challenges and Considerations

 Time-consuming to develop and assess.
 May require training for educators in performance-based evaluation.
 Needs clear rubrics to maintain consistency and fairness.
 Subjectivity in grading must be addressed with clear criteria.
 Balancing with standardized testing requirements.

Theoretical Foundations
Authentic assessment is grounded in:
 Constructivist theory (Piaget, Vygotsky): Learners construct knowledge actively.
 Experiential learning (Kolb): Learning through reflection on doing.
 Bloom’s Taxonomy: Encourages application, analysis, evaluation, and creation.

Role in 21st Century Education

Authentic assessment:

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Daisy G. Cari-an
 CARLOS HILADO MEMORIAL STATE UNIVERSITY
Enclaro, Binalbagan, Negros Occidental
COLLEGE OF EDUCATION
BTLED Program

 Supports competency-based learning

 Encourages collaboration, communication, and problem-solving
 Aligns with project-based and inquiry-based learning models
 Prepares students for college, careers, and citizenship

II. Theoretical Foundations

A. Constructivist Learning Theory

Constructivist theorists like Piaget and Vygotsky argue that learners construct knowledge through experiences
and interactions with their environment. Authentic assessments align with this theory by engaging students in tasks
that require active problem-solving and application of concepts in real-life scenarios.

B. Experiential Learning Theory

Kolb's experiential learning cycle—concrete experience, reflective observation, abstract conceptualization, and
active experimentation—supports the use of authentic assessments. These assessments provide students with
opportunities to engage in concrete experiences and reflect on their learning, facilitating deeper understanding.

C. Behaviorism Learning Theory

B.F. Skinner, John Watson-Learning is a change in behavior resulting from stimuli-response associations.
Emphasis on objective testing methods (e.g., multiple-choice, true/false) to measure observable behaviors.

D. Cognitivism Learning Theory

Jean Piaget, Jerome Bruner-Learning involves internal processes like thinking, memory, and problem-solving.
Assessment focuses on understanding mental models and cognitive structures.

E. Bloom's Taxonomy Theory

Benjamin Bloom developed a hierarchical model categorizing cognitive skills from basic recall to higher-order
thinking. Revised Version: Remember, Understand, Apply, Analyze, Evaluate, Create. Guides the creation of
assessments that measure a range of cognitive skills, ensuring alignment with learning objectives.

F. Item Response Theory (IRT)

Frederic M. Lord developed the modern approach to test scoring that evaluates the relationship between
individual item responses and overall ability. Considers item difficulty, discrimination, and guessing parameters.
Provides a more nuanced understanding of student abilities, allowing for adaptive testing and more accurate
measurement.

G. Rasch Model

Georg Rasch devised a specific IRT model that transforms ordinal data into interval-level measurements.
Assumes that the probability of a correct response is a logistic function of the difference between person ability
and item difficulty. Enhances the precision of assessments, facilitating fair comparisons across diverse student
populations.

3
Daisy G. Cari-an
 CARLOS HILADO MEMORIAL STATE UNIVERSITY
Enclaro, Binalbagan, Negros Occidental
COLLEGE OF EDUCATION
BTLED Program

H. Formative vs. Summative Assessment

 Formative Assessment: Conducted during the learning process to provide ongoing feedback.
 Summative Assessment: Conducted at the end of an instructional period to evaluate overall learning.While
AoL focuses on summative assessment, integrating formative assessment can provide a holistic view of
student learning.

Author Contribution

Michael Scriven- Introduced formative vs. summative in program evaluation

Benjamin Bloom-Applied the concepts to classroom and student assessment
Black & Wiliam- Empirical support and advocacy for formative assessment

I. Self-Regulated Learning (SRL)

Barry J. Zimmerman developed the process where learners set goals, monitor, and regulate their learning
activities. Involves metacognition, motivation, and behavior. Assessments can be designed to encourage self-
reflection and self-assessment, promoting lifelong learning skills.

J. Cattell–Horn–Carroll (CHC) Theory

Raymond B. Cattell, John L. Horn and John B. Carroll developed a comprehensive model of human cognitive
abilities, integrating fluid and crystallized intelligence. This theory organizes cognitive abilities into a three-stratum
hierarchy and informs the development of assessments that measure a broad spectrum of cognitive abilities

K. Validity and Reliability in Assessment

 Validity: The extent to which an assessment measures what it intends to measure.

 Reliability: The consistency of assessment results over time.
 Implication for AoL: Ensuring that assessments are both valid and reliable is crucial for accurately measuring
student learning outcomes.

Con Name Contribution

Lyman W. Cronbach Developed Cronbach’s Alpha, reliability theory

Samuel Messick Unified theory of validity

Cronbach & Meehl Introduced construct validity

AERA, APA, NCME Set modern professional standards for assessment

The theoretical foundations of Assessment of Learning are multifaceted, drawing from various educational
and psychological theories. Understanding these foundations is essential for designing assessments that accurately
measure student learning and inform educational practices.

4
Daisy G. Cari-an
 CARLOS HILADO MEMORIAL STATE UNIVERSITY
Enclaro, Binalbagan, Negros Occidental
COLLEGE OF EDUCATION
BTLED Program

III. Policy Framework in the Philippines

DepEd Order No. 8, s. 2015

This policy outlines the guidelines for classroom assessment in the K to 12 Basic Education Program. It
emphasizes the importance of assessment in monitoring student progress and informing instructional practices. The
order encourages the use of varied assessment methods, including authentic assessments, to cater to diverse
learning styles and needs.

DepEd Order No. 55, s. 2016

This order provides policy guidelines on the national assessment of student learning for the K to 12 Basic
Education Program. It aims to monitor the Philippine education system and schools for public accountability, assess
the effectiveness and efficiency of education services, and determine if learners are meeting the learning standards
of the curriculum.

DepEd Order No. 29, s. 2018

This policy focuses on the implementation of the Multi-Factored Assessment Tool (MFAT) to assess Grade 1
learners who may exhibit developmental advancement or delays or have manifestations of learning disabilities. The
MFAT covers five domains: cognitive, communication, socio-emotional, psycho-motor, and daily living skills, aligning
with authentic assessment principles by evaluating multiple facets of a learner's development.

IV. Designing Authentic Assessments

Aligning with Learning Objectives

Authentic assessments should be directly aligned with the learning objectives of the curriculum. For
instance, if a learning objective is for students to understand the scientific method, an authentic assessment could
involve designing and conducting their own scientific experiments.

Clear Instructions and Expectations

Providing clear instructions and expectations is crucial for authentic assessments. Educators should
communicate the purpose of the assessment, the criteria for success, and the expected outcomes. This information
should be provided in advance to ensure that students understand what is expected of them and can prepare
accordingly.

Use of Rubrics
Rubrics are essential tools for authentic assessments. They provide students with clear criteria for success
and help educators evaluate students' work consistently. Rubrics should be developed in advance and should clearly
communicate the learning objectives, criteria for success, and expected outcomes.

V. Implementing Authentic Assessments

Providing Support and Feedback

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Daisy G. Cari-an
 CARLOS HILADO MEMORIAL STATE UNIVERSITY
Enclaro, Binalbagan, Negros Occidental
COLLEGE OF EDUCATION
BTLED Program

Authentic assessments can be challenging for students, and they may need additional support and guidance
to succeed. Educators should provide students with feedback throughout the process to help them understand
where they stand and what they need to do to improve. This feedback can be in the form of written comments, one-
on-one meetings, or group discussions.

Allowing for Collaboration and Reflection

Authentic assessments often involve collaboration and reflection. For example, students may be required to
work in groups on a project or reflect on their learning in a portfolio. Encouraging collaboration and providing
opportunities for reflection can help students deepen their understanding of the subject matter.

Use of Technology
Technology can be a powerful tool for enhancing authentic assessments. For example, students could use
online tools to collaborate on a project or create a digital portfolio to showcase their work. However, it is essential to
ensure that the technology used is accessible to all students and does not create additional barriers to learning.

VI. Evaluating and Reflecting on Authentic Assessments

Timely and Meaningful Feedback

Providing timely and meaningful feedback is essential for any assessment. This is especially true for
authentic assessments, where students may have invested a significant amount of time and effort. Feedback should
be specific and actionable, focusing on areas where students can improve.

Opportunities for Reflection

Reflection is an essential component of the learning process, and it is particularly important for authentic
assessments. Educators should provide students with opportunities to reflect on their work and their learning
process. Reflection can be in the form of written reflections, group discussions, or one-on-one meetings.

VII. Case Studies from Philippine Higher Education

Ateneo de Manila University (ADMU)

ADMU has been conducting teacher training promoting authentic assessments through Adaptive Design for
Learning and the Ignatian Pedagogical Paradigm. These training projects aim to enhance the practice of authentic
assessments among educators, aligning with the university's commitment to educational innovation.

University of San Carlos (USC)

USC has implemented Student Workload (SW) and Authentic Assessment (AuA) policies, integrating these
principles into continuous faculty development. The university-wide orientation and workshops have facilitated the
adoption of these policies across all academic units, improving teaching and learning practices.

University of San Agustin (USA)

USA has hosted seminar workshops focusing on student workload and authentic assessment, engaging
academics from various programs. The integration of student workloads into syllabi includes a structured format of
contact time and independent study per course, promoting a balanced and effective learning environment.
West Visayas State University (WVSU)

WVSU has made significant progress in integrating and implementing authentic assessment within its curriculum. The
College of Education initiated seminar-workshop series on authentic assessment, focusing on identifying various
techniques and developing rubrics for assessing student outputs in key components of the internship program.

6
Daisy G. Cari-an
 CARLOS HILADO MEMORIAL STATE UNIVERSITY
Enclaro, Binalbagan, Negros Occidental
COLLEGE OF EDUCATION
BTLED Program

VIII. Challenges and Opportunities

Challenges
 Resistance to Change: Some educators may be accustomed to traditional assessment methods and may
resist adopting authentic assessments.
 Resource Constraints: Implementing authentic assessments may require additional resources, such as time
and materials.
 Training Needs: Educators may require professional development to effectively design and implement
authentic assessments.

Opportunities
 Enhanced Student Engagement: Authentic assessments can increase student motivation and engagement
by making learning more relevant.
 Development of Critical Skills: These assessments promote the development of critical thinking, problem-
solving, and collaboration skills.
 Alignment with Educational Reforms: Implementing authentic assessments aligns with ongoing educational
reforms in the Philippines, such as the K to 12 Basic Education Program.

 Authentic assessments play a crucial role in the Philippine educational system by providing a more accurate
measure of student learning and preparing students for real-world challenges. Through thoughtful design and
implementation, educators can create assessments that not only evaluate student performance but also
enhance the learning experience.

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Daisy G. Cari-an