FIELD STUDY 2 Learning

Episode
Using Traditional and

FS 2 17
Authentic Types of
Assessment for Formative
and Summative Purposes

To have a meaningful and successful accomplishment in this FS Episode, be

sure to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

Target Your Intended Learning

Outcomes
At the end of this Learning Episode, I must be able to:

 determine if an assessment task is aligned to the intended learning

outcome;

 evaluate traditional and authentic assessment tasks in the light of

the principles of test construction; and

 identify a problem related to traditional and authentic assessment for

an action research.

Introduction

The essence of outcome-based teaching-learning (OBTL) is the alignment of

learning content, teaching and learning activities, and assessment task/s with intended
learning outcomes. OBTL includes assessing students’ learning to determine if the
learning outcomes set at the beginning of the lesson, chapter, or unit have been
attained. Depending on the learning outcome to assess, the assessment task that
teacher formulates can be a traditional assessment task or an authentic assessment
task.

Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment

tasks for formative and summative assessments that are aligned with learning
outcomes.

Revisit the
 Let’s revisit the basic concepts that you have learned about traditional and
authentic assessment tools of outcome-based teaching-learning.
In outcome-based teaching learning (OBTL), subject matter/content, teaching-
learning activities and assessment tasks are aligned with learning outcomes. At the end
of instruction, you find out if you were able to achieve or realize your intended learning
outcomes by way of an assessment task that is expected to be aligned with your
learning outcome/s.

Teaching-
Learning Content/ Assessment
Learning
Outcomes Subject Matter Tasks
Activities

The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and Assessment
Tasks with Learning Outcomes

There are many ways of classifying assessment, but one basis of classifying is
the nature of the assessment task required of learning, whether the assessment task is
done through paper-and-pencil tests (traditional assessment) or through non-paper-and-
pencil tests (authentic assessment).

Traditional Authentic
Assessment / Assessment /
Paper-and-Pencil Non-Paper-and-
Test Pencil Test

Types of
Assessment
Task

Types of Assessment According to Kind of Task Required of a Learner

Paper-and-pencil test / traditional assessment makes use of two types of test

according to mode of answering: the supply type and the selected-response type.
 Supply-Response Selected-
Type Response Type

Paper-and-
Pencil Test /
Traditional
Assessment

Types of Paper-and-Pencil Test / Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-

and-pencil tests are given below.

Matching
Binary Test
Type Test

Multiple
Examples Cloze Test
Choice Test
of
Selected-
Response
Test
Examples of Selected-Response Type of Test

Short Answer
Essay Test
Test

Completion Problem
Test Examples Solving Test
of Supply-
Response
Test

Examples of Supply-Response Type of Test

Authentic assessment or non-paper-and-pencil test is done by requiring learners

to come up with a product or demonstrate a process as proofs of authentic learning.
Examples are given below.
 Product Process
Assessment Assessment

Authentic
Assessment
Task

Types of Authentic Assessment

Poems, Essays,
Projects in
Song
Science, TLE,
Composition,
Math
Artwork

Examples of
Product
Assessment

Examples of Product Assessment

Focusing on
the
Microscope
Dance
Micro-
Performanc
teaching
e in P.E.

Examples of
Process
Assessment

Examples of Process Assessment

Portfolio falls under authentic assessment. A portfolio is a purposeful collection of

selected significant samples of student work accompanied by clear criteria for
performance which prove student effort, progress or achievement in a given area or
course. It is a direct evidence of learning. It is not a mere collection of student’s work nor
a mere work folder which serves as a receptable for student’s work. It is an intentional
collection of student’s work guided by learning outcomes accompanied by the student’s
reflections.
Among the three types of portfolios given below, the assessment/evaluation
portfolio is the one that relates to our concern on assessment of learning. An
assessment/evaluation portfolio can come in an electronic/digital (e-portfolio) or in a
manual form.
 Assessment
/ Evaluation
Portfolio
Best work /
Development
Showcase /
/ Growth
Portfolio Display
Portfolio
Types of
Portfolio /
E-Portfolio

Types of Portfolio

You need a rubric for a reliable scoring of products or processes or a portfolio of

these products and processes. If you intend to give a single score on the student, you
use a holistic rubric. If, on the other hand, you wish to give specific scores on the
different criteria for every dimension of the product or process or portfolio, you use an
analytic rubric.

Holistic Rubric Analytic Rubric

Rubric Used to
Assess Product
or Process

Types of Scoring Rubric

Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)

1. Confer with your cooperating teacher about the lessons for the week or better still
study your cooperating teacher’s lesson plans for the week. This may also be
done face-to-face or online.
2. Ask your cooperating teacher what you can do to assist him/her in the
assessment phase of the lesson, e.g. contribute/formulate assessment tasks,
supervise students as they do assessment tasks.

Notice
Take notice of:
 the alignment of the different assessment tasks both paper-and-pencil
(traditional) and non-paper-and-pencil tests (authentic) used to assess
the learning outcomes.
 the quality of both traditional and authentic assessment tasks used (if
constructed in accordance with principles of test construction/
assessment tasks development.
  the students’ comments/reaction/response/behavior while giving both
traditional and authentic assessment tasks.
 the CT’s comments/reaction/response/behavior while giving both
traditional and authentic assessment tasks
 the assessment tasks used for formative purposes (to ensure lesson
understanding and mastery) and for summative (grading) purposes
 your own feelings and thoughts as you assisted your CT:
o formulate the assessment tasks.
o administer the assessment.

Analyze
1. Are the assessment tasks aligned with the learning outcomes?
Yes, the assessment tasks aligned with the learning outcomes.

2. Did the teacher make use of both traditional and authentic assessment tasks?
Yes, the teacher make use of both traditional and authentic assessment tasks.

3. Are the traditional and authentic assessment tasks (written tasks) formulated in
accordance with principles of test construction?
Yes, the traditional and authentic assessment tasks like wrtten tasks formulated in
accordance with principles of test construction.

4. Were the assessment tasks for formative purposes also used for summative purposes?
Why or why not?
The assessment tasks for formative purposes also used for summative purposes because it will test if you
really learn from the lesson and serves as a post- test . It can help more in terms of the feedback and
feed-forward that is given as part of the formative process.

5. Where were assessment results students better – in the results of traditional or

authentic assessment?
Some students get better results un traditional assessments some excel in authentic
assessment. It was divided because my resource teacher use both traditional and
authentic assessment specially now the students are still coping and adjusting to the
environment.
6. Which assessment activity/ies did the students like more? Like least? Why?

The assessment activities did the students like more is the interactive activities or
games that input in the lesson. They least likely to have an oral recitation.

Reflect
How can I make the assessment process more meaningful to and more acceptable to
students?
Since every student is different, it is important to take into consideration their specific needs
and preferences when developing and using tests. You can improve students’ learning
experience and encourage their overall success by making the assessment process more
meaningful and acceptable to them. Clear expectations, student participation in assessment
design, a variety of assessment methods that accommodate various learning preferences
and styles, prompt and helpful feedback, the creation of a supportive learning environment,
and celebration of accomplishments are all important ways to make the assessment process
more meaningful and acceptable to students.

Write Action Research Prompts

OBSERVE
 1. One thing / Some things that went well is/are in the development / use /
administration of assessment tasks are . . .
Developing an oral recitation for students to do during the lesson’s discussion in
order to encourage their cooperation in the learning process. They participated in
order to express their opinions to the class and gain the teacher’s approval. By
going over and evaluating the information, students show that they have
mastered it in order to effectively complete the recitation.
2. One thing / Some things that did not go very well is/are in the development / use /
administration of assessment tasks are . . .
The presenting of the safe lifting activities by role-playing. Students are also less
inclined to engage since they can't understand how to do it correctly because
they approached it in a different way in their previous year.

REFLECT
This part of the assessment process went well because . . .
They are motivated to engage in the lesson because they receive positive
reinforcement from the teacher in the form of bonus points and praise. When
their names are mentioned, they collaborate much more because they feel
pressure from the teacher. They feel that they must answer the question.

This part of the assessment process did not go well because . . .

There are factors that must be taken into account, like the student's home
environment and internet connection. Because they lack more tools for
real-world demonstration in gardening, students may not perform to the
best of their abilities.
ACT
To ensure that the assessment process serves its purpose, to help students
learn, I will read researches on … or view video on …

how a teacher's evaluation and instructional tactics are impacted by the

targeted learning results. In order to guarantee that my students acquire
essential knowledge and let them know what learning outcomes are
required, I will also conduct research on the most useful and efficient
assessment instrument that can be used in the classroom.

PLAN
3. To help improve assessment practice, I would like to conduct an action research
on . . .
4.
results of using self- or peer-evaluation in place of teacher assessment. What form of
evaluation works best to gauge students’ progress and how it might help me grow as a teacher
intrigues me.
5.

Work on my Artifacts
Compile samples of traditional and authentic assessment tasks used in the
classes you observed. Include your annotations/improvements on the assessment tasks.