1. Traditional Vs. Authentic Assessment

2. Traditional Assessment Definition: is commonly associated with pre- determined choice measures of assessment such:  multiple choice tasks  fill-in-the-blanks  True or false  Matching type and others is commonly associated with pre- determined choice measures of assessment such:  multiple choice tasks  fill-in-the-blanks  True or false  Matching type and others

3. Traditional Assessment Definition: Traditional assessment are the conventional methods of testing which usually produce a written document, such as quiz, exam, or paper. Ex: Standardized tests, most state achievement test, and high school graduation examination Traditional assessment are the conventional methods of testing which usually produce a written document, such as quiz, exam, or paper. Ex: Standardized tests, most state achievement test, and high school graduation examination

4. TRADITIONAL ASSESSMENT Students typically recall or select the answers. Essentially, Traditional Assessment springs from the educational philosophy involves the following principles and practices:

5. The principles and practices are: 1. A school’s mission is to develop useful citizens; 2. To be useful citizen, one must possess a certain body of knowledge and skills; 3. The school is entrusted to teach this body of knowledge and skill; 4. To determine if the students have acquired these knowledge and skills; the school must test the students on these knowledge and skills. 1. A school’s mission is to develop useful citizens; 2. To be useful citizen, one must possess a certain body of knowledge and skills; 3. The school is entrusted to teach this body of knowledge and skill; 4. To determine if the students have acquired these knowledge and skills; the school must test the students on these knowledge and skills.

6. Authentic Assessment Definition: An assessment that is performance- oriented, the thinking goes, with the assessment that aims to measure not only the correctness of the response, but also the thought process involved in arriving at the response. encourage students to reflect their own learning in both depth and breadth, the belief is that instruction will be pushed into a more thoughtful, more reflexive, richer mode as well. An assessment that is performance- oriented, the thinking goes, with the assessment that aims to measure not only the correctness of the response, but also the thought process involved in arriving at the response. encourage students to reflect their own learning in both depth and breadth, the belief is that instruction will be pushed into a more thoughtful, more reflexive, richer mode as well.

7. AUTHENTIC ASSESSMENT Grounded on the following principles and practices: 1. A school’s mission is to develop useful citizens; 2. To be useful citizen, one has to be capable of performing useful tasks in the real-world: 3. The school's duty is to help students develop proficiency in performing the tasks that they will be required to perform after graduation in the workplace; 4. The school must then require students to perform tasks that duplicate or imitate real-world situations. Grounded on the following principles and practices: 1. A school’s mission is to develop useful citizens; 2. To be useful citizen, one has to be capable of performing useful tasks in the real-world: 3. The school's duty is to help students develop proficiency in performing the tasks that they will be required to perform after graduation in the workplace; 4. The school must then require students to perform tasks that duplicate or imitate real-world situations.

8. Alternative Names for Authentic Assessment Performance Assessment Alternative Assessment Direct Assessment

9. Traditional Assessment vs. Authentic Assessment: Traditional Assessment (TA) Multiple choice Gap fill True-false Matching

10. Traditional Assessment vs. Authentic Assessment: Authentic Assessment (AA) Inventories Peer rating / Self rating Journals Portfolios Discussions Interviews

11. Traditional Assessment vs. Authentic Assessment: Traditional (TA) To develop productive citizens Must possess a body of knowledge and skills Schools must teach this body of knowledge and skills Test the students if they acquired the knowledge and skills Authentic (AA) To develop productive citizens Must be capable of performing real tasks Schools must help students become proficient at performing tasks Have the students perform meaningful tasks

12. Traditional Assessment vs. Authentic Assessment: Traditional (TA) The curriculum drives assessment. 1. body of knowledge is determined first 2. design the curriculum 3. assess to determine if acquisition of the curriculum occurred. Authentic (AA) Assessment drives the curriculum. 1. tasks are determined first 2. students perform to demonstrate their mastery 3. design the curriculum

13. ATTRIBUTESTRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT 1.Action/ options Selecting a response Performing a task 2. SettingContrived/ imaginedSimulation/ Real-life 3. MethodRecall/ recognitionConstruction/ Application 4. FocusTeacher – structuredStudent – structured 5. OutcomeIndirect evidenceDirect evidence

14. AUTHENTIC ASSESSMENT COMLEMENTS TRADITIONAL ASSESSMENT In conclusion, teachers do not have to select between authentic assessment and traditional assessment. Mastery of knowledge and skills must be encouraged among students to form the foundation on which will be built the activities to demonstrate and perform task in the real world. In conclusion, teachers do not have to select between authentic assessment and traditional assessment. Mastery of knowledge and skills must be encouraged among students to form the foundation on which will be built the activities to demonstrate and perform task in the real world.

15. AUTHENTIC ASSESSMENT TOOLS

16. Authentic assessment make use of three modes of assessment: Observations – which include date and information that the teacher collect from daily work with students. Performance samples – which are tangible results that demonstrate student achievements. Test and measures of student’s actual performance at a specific place and time.

17. I. OBSERVATION-BASED ASSESSMENT TOOLS To make observation-based assessment systematic and objective, Diane Hart (1994) suggested the ff. guidelines: Guidelines

18. 1. Observe not only one but all the students. 2. Observation must be frequent and as regular as possible. 3. Observation must be recorded in writing. 4. Observations should cover both routine and exceptional occurrences. 5. Reliability of observation records is enhanced if multiple observations are gathered and synthesized. 1. Observe not only one but all the students. 2. Observation must be frequent and as regular as possible. 3. Observation must be recorded in writing. 4. Observations should cover both routine and exceptional occurrences. 5. Reliability of observation records is enhanced if multiple observations are gathered and synthesized.

19. Developmental Checklist – is an observation tool which requires the teacher recorder to describe the traits of learning behaviors being assessed.

20. Example of Individual Developmental Checklist Name: Year & Section: Oral Communication Stage 1 Stage 2 Stage 3 Stage 4 Speak’s with Speaks in Speaks Volunteers to hesitation complete sentences extemporaneously participates in speaking activities Date: Date: Written Communications Stage 1 Stage 2 Stage 3 Stage 4 Writes with Writes with some Writes with correct Submits essays Difficulty improvement grammar and syntax and reports Date: Date:

21. Example of Group Developmental Record Sheet Name Prepares lesson plan before teaching Writes outcome based objectives Motivates class And sustains interests Students actively participate in class activities Cateda, TennyMar 7/10 7/15 7/18 Dymos, Tyrah Jemimah 7/12 7/17 Hagi, Mary Wish 7/8 7/12 Monsajo, Glenda7/87/127/207/26 Naog, Jugina 7/20 7/25 Walang-awa, Daniel 7/8 7/10 7/21 For Student Teachers with major in Biology Sciences

22. Example of Observational Checklist Name: Topic/ Activity: Attributes 1.Clarity of presentation 2. Opportunity for class interaction 3. Organization 4. Grammar and syntax 5. Provision of summary TOTAL:

23. The Interview Sheet – is another observation tool which is also called the conference recording form.

24. Research Proposal Interview Sheet Student’s Name: Date: Interviewer’s Name: Course/Subject Topic 1. Why did you select the topic? 2. What are the sources of your materials? 3. What is the theoretical basis of your research topic? 4. How do you plan to gather data for your research? 5. What research instruments do you intend to use? 6. What is your timetable for the completion of your research? 7. How much do you expect to spend for this research? Research Proposal Interview Sheet Student’s Name: Date: Interviewer’s Name: Course/Subject Topic 1. Why did you select the topic? 2. What are the sources of your materials? 3. What is the theoretical basis of your research topic? 4. How do you plan to gather data for your research? 5. What research instruments do you intend to use? 6. What is your timetable for the completion of your research? 7. How much do you expect to spend for this research?

25. II – PERFORMANCE SAMPLES ASSESSMENT TOOLS A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas, interests, and accomplishments. The portfolio serves the ff. purposes:

26. (a) The teacher can assess the growth and development of the students at various levels. (b) Parents are informed of the progress of their children in school. (c) Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program.

27. What can be included on a portfolio?

29. Graduating students should be able to prepare employability such as the following: Employability Competencies Portfolio Academic Competencies 1. can understand printed materials 2. can use research and library skills 3. Can use technology in preparing oral presentations 4. Can use scientific method in solving problems 5. Can write and speak effectively in English and Filipino Personal Management Competencies 1.Attends school work daily punctually 2. meets school deadlines 3. knows personal strengths and weaknesses 4. demonstrates self-control 5. can follow oral and written instructions 6. can work without supervision 7.Can learn new skills

30. Team Work Competencies 1. can participate actively in group 2. knows and respects group’s values 3. listens to other group members 4. can express ideas to other group members 5. can be either leader or member of a team 6 can adjust in changing settings and people Team Work Competencies 1. can participate actively in group 2. knows and respects group’s values 3. listens to other group members 4. can express ideas to other group members 5. can be either leader or member of a team 6 can adjust in changing settings and people

31. III – PERFORMANCE ASSESSMENT TOOLS Students achievements at a specific place and time are actual student performance that deserve to be assessed. Performance Checklist – consists of a list of behaviors that make up a certain type of performance. e.g. Using a microscope, preparing a letter, solving a mathematics performance, etc.

32. Example : Performance checklist in Solving Mathematics problems. Behavior: 1.Identifies the given information. 2. Identifies what is asked. 3.Uses variables to replace the unknown 4.Formulates the equations 5.Performs algebraic operations 6.Obtains an answers 7. verifies if the answer is correct. Performance checklist in Solving Mathematics problems. Behavior: 1.Identifies the given information. 2. Identifies what is asked. 3.Uses variables to replace the unknown 4.Formulates the equations 5.Performs algebraic operations 6.Obtains an answers 7. verifies if the answer is correct.

33. Oral Questioning is an appropriate assessment method for actual performance. Observations and self-reports – need a tally sheet as a device when used by the teacher to record the frequency of student behaviors, activities or remarks. A self- checklist is a list of several characteristics or activities presented to the subjects of study. Oral Questioning is an appropriate assessment method for actual performance. Observations and self-reports – need a tally sheet as a device when used by the teacher to record the frequency of student behaviors, activities or remarks. A self- checklist is a list of several characteristics or activities presented to the subjects of study.

34. “I may know many things but I do not know everything.”