TRADITIONAL VS.

traditional assessment
AUTHENTIC compares the
ASSESSMENT performance of students to
others.
FEATURES: 5. Authentic assessment
1. FOCUS develops the students’
2. METHOD- outcome based responses while traditional
3. EVALUATION- assessment requires the
4. EMPHASIS students to choose the options
5. RELEVANCE prepared by the
6. DEVELOPMENT OF SKILLS teacher.
7. TIME AND RESOURCES 6. Authentic assessment
8. STANDARDIZATION make use of the performance
test in real-world
1. Authentic assessment is situation and portfolio
personalized natural and assessment while traditional
flexible relevant to the assessment involves paper and
students’ level of difficulty, skill pencil test in which the students
and abilities, while traditional are required to choose the
assessment is correct answer among the
impersonal and absolute owing options prepared by the
to uniformity of test without teacher.
regards to the STEPS IN DEVELOPING
skills and abilities of the AUTHENTIC
students. ASSESS
2. Authentic assessment is 1. IDENTIFY STANDARD
fair because the skill and - • determine the academic or
abilities are appropriate to performance standard that the
the learners, while in traditional assessment will address.
assessment learners are forced • standards provide a clear
to accept the context of the test framework for what students
even if these are inappropriate should know and be able to do
to them. at a particular grade level or
3. Authentic assessment give within a subject area.
the student (self) and peer • by grounding the assessment
(classmate) the in established standards,
chance to evaluate their own educators ensure
work and work of their that it is meaningful and
classmate respectively, while relevant to students' academic
tradition assessment only the progress.
subject teachers evaluate the 2. DEVELOP LEARNING
performances of the students OBJECTIVES
and there is tendency of • learning objectives define
subjectivity. what students should achieve
4. Authentic assessment by the end
identifies the strengths and of the lesson, unit, or course.
weaknesses of the students’ • well-constructed learning
skills and abilities while objectives help teachers design
meaningful tasks that reflect using a scale (e.g., 1-4 or 1-5),
real-world scenarios. and describes what each level
3.IDENTIFY TARGET looks like.
PERFORMANCE • it allows teachers to give
- • target performance refers to detailed feedback that
the specific task or highlights strengths and areas
demonstration that will for improvement.
allow students to showcase FRAMEWORK OF AUTHENTIC
their understanding and skills. ASSESSMENT
• the performance should be an 1. TASK
authentic representation of how • the task in authentic
the skill or knowledge would be assessment refers to the real-
applied in real life. world activity or challenge that
• by identifying the target students’ must complete to
performance, educators create demonstrate their learning.
opportunities for students to • these tasks are often open-
engage in hands-on, meaningful ended, allowing for creativity,
learning. This step ensures problem-solving, and critical
that assessments go beyond thinking.
recall and instead focus on 2. CONTEXT
higher-order thinking skills. • refers to the real-life setting or
situation in which the task takes
4. DEVELOP PERFORMANCE place. An authentic assessment
CRITERIA places students in a context
• performance criteria establish similar to what they might
the expectations for student experience outside the
work, defining classroom, making learning
what success looks like in the more relevant and engaging.
assessment. 3.RESULT
• these criteria should be clear, • result in authentic assessment
specific, and aligned with the is the tangible outcome or
learning product that students create as
objectives. evidence of their learning.
• they often include aspects
such as accuracy, creativity,
organization, and depth of 4. FORM
analysis. • refers to how the assessment
• by clearly outlining is structured and presented.
performance criteria, teachers • the form should align with the
provide students with a road learning objectives and allow
map for success and ensure students to best showcase their
consistency in grading abilities.
5. CREATE A SCORING 5. CRITERIA
RUBRIC • criteria define the standards
- • a scoring rubric is a tool used by which student work is
to assess student performance evaluated.
based on the established • clear, specific, and
criteria. It breaks down different transparent criteria help ensure
levels of achievement, typically
fairness and consistency in • it is concerned with the actual
grading. task performance rather than
FEATURES OF AUTHENTIC the output or product of an
ASSESSMENT activity.
• AUTHENTIC TASKS • it evaluates the actual task
• CRITERION-REFERENCED performance.
GRADING • it does not emphasize on the
• COLLABORATION output or product of the activity.
• PORTFOLIOS • this assessment aims to know
• INTEGRATED WITH LEARNING what processes a person
• CREATES POLISHED undergoes when given a task
PRODUCTS (Pesidas, 2014).
MEANING AND PURPOSE OF PRODUCT- BASED
PERFORMANCE ASSESSMENT ASSESSMENT
• kind of assessment where in
PERFORMANCE ASSESSMENT the assessor views and scores
• It is a form of testing that the final product made and not
requires students to perform a on the actual performance of
task rather than select an making that product.
answer from a ready-made list • product assessment focuses
(Mills et al.,1993). on evaluating the result or
• According to Linn (1995), outcome of a process. (Pesidas,
performance assessments 2014).
provide a basis of teachers to CHARACTERISTICS OF 21st
evaluate both the effectiveness CENTURY
of the process or procedure ASSESSMENT
used (e.g. approach to data • RESPONSIVE
collection, manipulation of • FLEXIBLE
instruments) and the product • INTEGRATED
resulting from performance of a • INFORMATIVE
task (e.g. completed report of • MULTIPLE METHODS
results, completed art work). • COMMUNICATED
PURPOSE OF PERFORMANCE • TECHNICALLY SOUND
ASSESSMENT • SYSTEMIC
• This assessment measures Definition and
how well students apply their characteristics of authentic
knowledge, skills, and abilities assessment
to authentic problems. It 1. Real-World Relevance
requires the student to produce - Tasks are designed to reflect
something, such as a report, real-life challenges and
experiment, or performance, situations that students might
which is scored in a specific encounter outside of school,
criteria (Leather et.al,2019). making learning more
meaningful.
2.Higher-Order Thinking
TYPES OF PERFORMANCE - Authentic assessments require
ASSESSMENT students to apply critical
PROCESS BASED thinking, problem-solving, and
analytical skills rather than just - Developing an authentic
recalling facts. assessment involves identifying
3. Collaboration clear learning objectives,
- Authentic assessments selecting realistic task that
encourage teamwork and mirrors-world applications,
collaboration, reflecting how defining specific criteria for
work is often done in evaluation, creating a detailed
professional settings. rubric, and ensuring the
4.Ongoing Feedback assessment engages students in
Authentic assessments typically applying their knowledge and
involve continuous feedback skills to complex situations,
from teachers and peers, which often with opportunities for
helps students improve over reflection and feedback
time rather than relying solely throughout the process.
on a final grade. Steps in developing
5. Reflection and Self- authentic assessment
Assessment Identify Learning Goals and
Students are often asked to Standards
reflect on their learning process - Define what students should
and outcomes, fostering meta know and be able to do.
cognition and self-awareness. Design relevant task
Authentic Assessment Vs. - Choose tasks that mirror real-
Traditional Assessment life scenarios or professional
TRADITONAL ASSESSMENT applications.
- refers to standardized testing Establish clear criteria
that uses questions with a Create a rubric outlining
limited number of answer expectations for different
choices. performance levels.
Example: Provide context and
 Multiple Choice instructions
 True or False -Clearly explain the task, its
Authentic Assessment purpose, and any relevant
-where students thoughtfully background information to
apply their acquired skills to a ensure students understand the
new situation or environment expectations.
- Assessment are authentic if Facilitate student
they are realistic, require engagement
judgement and innovation and - Encourage active participation,
assess students ability to collaboration, and critical
effectively use their knowledge thinking throughout the
or skills to complete a task. assessment process.
Example: Integrate Reflection and
 Role play Feedback
 Experiments - Provide regular feedback to
 Problem Solving students during their work to
 Writing Essays and guide their learning and
Reflections improvement.
Process of developing Evaluate students
authentic assessment performance
- Use the established criteria to IMPORTANCE OF PBA
assess students work, BALANCED IN LITERACY
considering the quality of their - not only read and write
process as well as the final effectively but also demonstrate
product. comprehension.
FRAMEWORK FOR CONTENT KNOWLEDGE
AUTHENTIC ASSESSMENT - it goes beyond rote
- Authentic assessment memorization.
evaluates student learning by
measuring their ability to apply PROCESS SKILLS
knowledge and skills in realistic, - emphasizes the steps involved
real-world contexts, rather than in learning rather than just the
just testing memorization or final answer.
relying on standardized PERFORMANCE TASK
measures. - Provide hands-on opportunities
Five-Dimensional making it more applicable and
Framework for Authentic practical.
Assessment
1. Task WORK HABITS
-The specific activity or - Encourages responsibility in
challenge that students are completing tasks with expected
asked to complete. deadlines.
2. Physical context FEATURES OF
- The real-world environment AUTHENTIC ASSESSMENT
and setting in which students CRITERION-REFERENCED
will apply what they have - Authentic assessment are
learned. based on criteria that have been
developed with, or negotiated
with students to ensure they
3.Social context understand the nature of the
- Assessment design task and what constitutes
determines whether students quality in terms of the outcome.
work individually or ACTIVE LEARNING
collaboratively, -Authentic task are not only
4. Result or form used to measure the students
- The product or outcome that ability to apply the knowledge
students create to demonstrate or skills but are also used as a
their learning . vehicle for students learning.
5. Criteria -Students are learning in the
- The standards used to process of the developing a
evaluate the quality and solution.
authenticity of student learning. COLLABORATIVE IN
PERFORMANCE BASED DETERMINING PROGRESS
ASSESSMENT -Often incorporates self, peer,
- Measures students skills based and client assessment in
on authentic tasks such as conjunction with academic
activities, exercise or problem teacher assessment.
that require students to show USE OF HIGHER ORDER
what they can do. THINKING SKILLS - Authentic
assessment emphasize the use goals and objectives to
of critical thinking and problem- students.
solving skills. 5. Multiple Methods
PERFORMANCE-BASED - A wide range of assessment
- Authentic assessment are strategies is employed to
performance-based on a require capture a comprehensive
students to demonstrate understanding of student
mastery of professional learning.
practices. 6. Communicated
- It provides clear evidence that - Assessment results are shared
students have achieved the transparently with all
desired learning otcomes. stakeholders, including
PROCESS-ORIENTED students, parents, teachers,
- Authentic task focus on administrators, and
assessing students learning and policymakers.
performance particularly on the 7. Technically Sound
steps or progresses the - 21st-century assessment is
students uses in order to designed to be fair, accurate,
resolve a problem or finish a valid, and reliable.
task in the real-life or simulated 8. Systematic
stteng. - 21st-century assessment is
-That is why, authentic part of a comprehensive and
assessments require timely well-aligned system that
feedback. supports continuous
-The closer the tasks are the improvement at all levels.
real practice, the greater the
degree the authenticity. TYPES OF PERFORMANCE
Characteristics of 21st ASSESSMENT
Century Learning Process-Based Assessment
Assessment - Evaluates a student’s learning
1. Responsive by focusing on their process of
- Assessment is responsive acquiring knowledge and
when it provides valuable skills. It’s a dynamic assessment
feedback that informs that focuses on the ongoing
curriculum and instruction. process rather than the final
2. Flexible result.
- 21st-century assessment Product-Based Assessment
embraces adaptability and - a method of evaluation that
versatility. focuses on the final product
3.Integrated created by a student. It’s a way
- Assessments are integrated to measure how well a student
into the daily learning process, has learned and applied their
rather than being isolated knowledge and skills.
events at the end of a unit or PRINCIPLES OF
semester. PERFORMANCE ASSESSMENT
4. Informative 7 Principles of Performance
- 21st-century assessment Assessment
clearly communicates learning According to Haynes (2005)
 PRINCIPLE 1
- Multiple assessment for each
Power Standard and related
indicators.
 PRINCIPLE 2
- Spectrum of task- basic to
enrichment.
 PRINCIPLE 3
- Essential for differentiated
instruction and effective
classroom management.
 PRINCIPLE 4
- Not all students may be
working on the same task at
the same time
 PRINCIPLE 5
- Students as collaborators,
peer-and-self evaluators.
 PRINCIPLE 6
- Group process, individual
accountability.
 PRINCIPLE 7
- Traditional tests used as
“concurrent validity”
measure.

DESIGNING PERFORMANCE
TASK