What is

Authentic
Assessme
nt
Prepared by: Synet O. Mendoza
BSED 3 - SCIENCE
 Table of contents

01 02 03
NATURE CHARACTERISTICS RELATED
TERMS
 “A form of assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills (Mueller, 2011)
 Performance Assessment
• is an assessment activity or set of activities that require students to
generate products or performances that provide direct (like showing
exactly what they learned) or indirect evidence (like clues about their abilities
based on what they produced) of their knowledge, skills, and abilities in an
academic content domain.
• It provides teachers with information about how well a student
understands and applies knowledge and goes beyond the ability to
recall information.
• It is used for assessing learning outcomes that involve designing or
creating projects or products such as research papers, art exhibits,
reflective essays, and portfolios
 Performance-
based Tasks
On the other hand, performance-based tasks include actual
performances of making those products, such as carrying out
laboratory experiments, exhibiting creative and artistic
talents, such as dancing, painting, and playing a musical
instrument, and demonstrating writing skills through
extemporaneous essay writing, article review, and reflective
papers.
 Performance-based Tasks
vs. Performance
• Assessment
Performance-based tasks are • Performance assessment is
specific activities or the process of evaluating the
assignments that require quality of students' work or
students to apply their performance based on how
knowledge and skills to well they complete
create a product or perform performance-based tasks.
a task.
• It involves using criteria,
• For example, writing a rubrics, or standards to judge
report, conducting an their understanding, skills,
experiment, or creating a and abilities
presentation.
 Introduction
Both product-based and performance-based assessments
provide information about how a student understands and
applies knowledge and involve hands-on tasks or activities
that students must complete individually or in small groups.
Examples of product-based and performance-based
assessments:
TYPES EXAMPLES

A. Product-Based Assessment

Visual Products charts, illustrations, graphs, collages,

murals, maps, timeline flows, diagrams,
posters, advertisements, video
presentations, art exhibits

Kinesthetic Products diorama, puzzles, games, sculpture,

exhibits, dance recital
Written Products journals, diaries, logs, reports, abstracts,
letters, thought or position papers, poems,
story, movie/TV scripts, portfolio, essay,
article report, research paper, thesis
 Examples of product-based and performance-based
assessments:
TYPES EXAMPLES

B. Performance-Based Assessment

Oral Presentations/Demonstrations paper presentation, poster presentation,

individual or group report on assigned topic,
skills demonstration such as baking.
teaching, problem solving

Dramatic/Creative Performances dance, recital, dramatic enactment, prose or

poetry interpretation, role playing, playing
musical instruments
Public Speaking debates, mock trial, simulations, interviews,
panel discussion, story- telling, poem
reading
Athletic Skills Demonstration/ Competition playing basketball, baseball, soccer,
volleyball, and other sports
Similar to performance assessment is the concept of
authentic assessment. Authentic assessment requires
students to actually demonstrate their skills in applying skills
and knowledge they have learned from class. It involves tasks
that resemble what people do in the real setting or context,
such as doing an actual research, making a case study, giving
a speech, or performing on a stage.
Characteristic
s of Authentic
Assessment
 Characteristics of Authentic
Assessment
With so many different types of performance assessment
tasks or tools that can be used to measure students' learning
outcomes, deciding which one to use can be confusing and
challenging. In choosing and designing the best performance
assessment, it is good to evaluate its suitability against the
following criteria:
Characteristics of Authentic
Assessment
1. It is authentic, that is, it includes performance
tasks that are meaningful and realistic.
○ Performance assessment should be meaningful and
applicable to real-life contexts.
○ it ensures that students see the purpose and
relevance of what they're learning. Such tasks should
not only assess knowledge but also skills that are
applicable to their personal experiences, academic
discipline, and societal needs, bridging the gap
between classroom learning and the real world.
Ex:
● In an Entrepreneur class wherein one of the learning
outcomes is the ability to develop a business plan,
instead of giving final exams to test students'
knowledge of concepts, principles, and processes of
developing a business plan, the students will be
required to submit a proposed business plan for a
putting up a new investment. This performance task
entails students to identify the market needs and
gaps, plan out the marketing mix (7Ps) and the 4Ms
of operations, and forecast the costs and revenues
of the business. This task allows students to have
hands- on experience in performing a task that is
done in the actual world.
Characteristics of Authentic
Assessment
2. It provides opportunities for students to show
both what they know and how well they can do
what they know.
○ Performance assessments should give students a
chance to show what they know and how well they
can use it. Since the goal of learning is to help
students gain and apply knowledge and skills,
assessments should answer, "Do they understand it?"
and "Can they use it effectively?"
Characteristics of Authentic
Assessment

○ For example, in a Practical Research 2 class, requiring

a research paper helps the teacher see if students
understand the parts of a research paper and can
create one by reviewing literature, gathering and
analyzing data, and making meaningful conclusions.
The key is for teachers to choose tasks that assess
both understanding and application, and even
creativity.
Characteristics of Authentic
Assessment
3. It allows students to be involved in the process of
evaluating their own and their peers performance and
output.
○ Performance assessment should involve students in
evaluating themselves and their peers. Self-
assessment helps students reflect on their learning,
track progress, and identify areas for improvement.
○ Peer assessment allows them to provide helpful
feedback to classmates, which can guide revisions and
improvements. Both types of assessment should use
agreed-upon criteria, with rubrics helping ensure fair
Characteristics of Authentic
Assessment
4. It assesses more complex skills.
○ Unlike traditional tests that focus on recalling
concepts or assessing one skill, performance
assessments involve applying knowledge to solve
real and meaningful problems. They encourage
higher-level skills like planning, decision-making,
problem-solving, critical thinking, communication,
and creativity.
Characteristics of Authentic
Assessment

4. It assesses more complex skills.

● For example, in a marketing class, instead of a final
exam, students might conduct market research,
create a marketing strategy, or market a product.
These tasks assess not just their understanding of
marketing concepts but also their creativity,
teamwork, planning, and communication skills.
Characteristics of Authentic
Assessment
5. It explains the task, required elements, and scoring
criteria to the students before the start of the activity
and the assessment.
○ At the start of the class, it’s important to explain
the subject requirements, including tasks,
activities, expected performance, assessment
criteria, and rubrics. Students should ideally be
involved in the assessment process from the
beginning.
Characteristics of Authentic
Assessment

5. It explains the task, required elements, and scoring

criteria to the students before the start of the activity
and the assessment.
○ This includes offering assessment options,
discussing and deciding on performance standards
and criteria, giving feedback on teacher-made
rubrics, suggesting revisions, and learning how to
use rubrics for self- and peer-assessment.
To guide you in designing performance assessments,
the following questions may be addressed:

1. What are the outcomes to be assessed?

2. What are the capabilities/skills implicit or explicit in the
expected outcornes (e.g., problem-solving, decision-
making, critical thinking, communication skills)?
3. What are the appropriate performance assessment
tasks or tools to measure the outcomes and skills?
 To guide you in designing performance assessments,
the following questions may be addressed:

4. Are the specific performance tasks aligned with the

outcomes and skills interesting, engaging, challenging,
and measurable?
5. Are the performance tasks authentic and representative
of real-world scenarios?
6. What criteria should be included to rate students'
performance level?
7. What are specific performance indicators for each
criterion?
Furthermore, the choice of teaching and learning
activities is also of utmost importance in choosing the
performance assessments to use. There should also be
an alignment among the learning outcomes, the
teaching learning activities, and assessment tasks.

For example, in a Physical Education-Dance class,

the following three-course components should be
explicitly clear and linked, as shown below:
Intended Learning Teaching-Learning Performance Assessment
Outcomes Activities Tasks

At the end of the course, the

students should be able to:

Perform dance routines and Lecture, class discussion, Culminating dance class
creatively combine variations movement exercises, dance recitals, practical test for
with rhythm, coordination, demonstration, actual each type of dance,
correct footwork technique, dancing with teacher and reflection papers, peer
frame, facial and body partners, collaborative evaluation rating
expression. learning

Participate in dance socials Required attendance and Actual dance performance in

and other community fitness participation in school and school or community
advocacy projects. community dance programs, reaction/ reflection
performances papers
How do you conduct performance assessment?

Unlike in most traditional tests wherein student

responses can be scored using an answer key,
performance assessments require the teacher's and
peers' judgment when evaluating the resulting products
and performances. This necessitates using a set of
predetermined criteria that are aligned with desired
targeted standards or desired learning outcomes.
How do you conduct performance assessment?

The following are the basic steps in planning

and implementing performance- based or
product-based assessments:
How do you conduct performance assessment?

1. Define the purpose of performance or

product-based assessment. The teacher may
ask the following questions?
 What concept, skill, or knowledge of the students should
be assessed?
 At what level should the students be performing?
 What type of knowledge is being assessed (e.g.,
remembering to create)?
How do you conduct performance assessment?

2. Choose the activity/output that you will

assess.
This means that the tasks or projects assigned to
students should be practical and possible to complete
within the available time and resources.
They should be engaging and challenging but not
overwhelming, ensuring that students can successfully
demonstrate their knowledge and skills. At the same
time, the tasks should be detailed enough to provide a
fair and accurate evaluation of what the students have
learned..
How do you conduct performance assessment?

3. Define the criteria.

Criteria are the guidelines for judging students'
work or performance. These should be set
before the assessment and agreed upon by
both the teacher and students.
How do you conduct performance assessment?

3. Define the criteria.

Criteria are the guidelines for judging students'
work or performance. These should be set
before the assessment and agreed upon by
both the teacher and students.
Criteria help students understand what is
expected and enable both teachers and
students to evaluate work fairly, objectively,
and consistently.
There are four types of criteria that can be
used for evaluating student performances:
 to evaluate the degree
of a student's
content criteria knowledge and
understanding of facts,
concepts, and principles
related to the topic/
subject;
Types of Criteria
 content criteria
to evaluate the
proficiency level of
performance of a skill or
process
process criteria Types of Criteria
 content criteria

process criteria Types of Criteria

quality criteria
to evaluate the
quality of a
product or
performance
 content criteria

process criteria Types of Criteria impact criteria

to evaluate the overall

quality criteria results or effects of a
product or
performance.
How do you conduct performance assessment?
4. Create the performance rubric. A rubric is an
assessment tool that indicates the performance
expectations for any kind of student work. It
generally contains three essential features:
1. criteria or the aspects of performance that will be
assessed,
2. performance descriptors or the characteristics associated
with each dimension or criterion, and
3. performance levels that identifies students' level of
mastery within each criterion..
 analytic rubric

holistic rubric Types of Rubrics general rubric

task-specific rubric
A. holistic rubric - in holistic rubric, student performance or output is
evaluated by applying all criteria simultaneously, thus providing a
single score based on overall judgment about the quality of
student's work
B. analytic rubric - in analytic rubric, student's work is
evaluated by using each criterion separately, thus
providing specific feedback about the student's
performance or product along several dimensions
C. general rubric - contains criteria that are general and can
be applied across tasks (e.g., the same rubric that can be
used to evaluate oral presentation and research output)
 There are different types of rubrics:
D. task-specific rubric - contains criteria that are unique
to a specific task (i.e., a rubric that can only be used
for oral presentation and another rubric applicable
only for research output)
How do you conduct performance assessment?
5. Assess student's performance/product.
When assessing a student's work, it’s essential to
follow the set criteria and rubric to make sure the
evaluation is fair, consistent, and accurate. This
avoids bias and ensures that every student is
judged equally.
Giving specific feedback helps students know what
they did well, what they need to work on, and how
they can improve, making the learning process
more effective and meaningful.
 CONCLUSION
What is authentic assessment and what is its impact on teaching and
learning?
-In sum, authentic assessments are valuable for students
and teachers alike. The complexity of tasks requires students to use
a variety of skills and knowledge to complete the assessment. They
are realistic because they simulate real-world situations that
students will encounter outside of school. And they provide a more
accurate picture of students' learning to help educators improve
their instruction and students to develop the skills they need to
succeed in the classroom, the workforce, and life.