TYPES OF

ASSESSMENT
Chapter 2
ASSESSMENT OF LEARNING II
 ASSESSMENT

Is an essential and powerful tool in the teaching and learning process.

it is a process of obtaining data with which we could measure student

competence and learning outcomes.

its process begins with the identification of the specific target goals before
collecting and interpreting the information.

it refers to the variety of methods for evaluating and measuring student learning
progress and plays a significant role in effective teaching.
 TYPES OF ASSESSMENT
1. Traditional and Authentic Assessment
Traditional Assessment

Are indirect and inauthentic measures of student learning outcomes. This kind of
assessment is standardized and for some reason, they are one-shot speed based,
and norm referenced.
Often focus on learner’s ability of memorization and recalling. Which are
included on lower level cognitive skill

example of traditional assessment is paper-pencil test or quizzes which mainly

known in measuring learning outcomes.
 1. Traditional and Authentic Assessment

Authentic assessment

focuses on the analytical and creative thinking skills, students to work

cooperatively and that reflect student learning, student achievement, and
student attitudes of relevant activities.
measures performances or products which have realistic meaning that can be
attributed to the success in school.
 1. Traditional and Authentic Assessment

Three broad categories of authentic assessment

A. The Context of the Assessment

Realistic activity or context

The task is performance-based
The task is cognitively complex
 1. Traditional and Authentic Assessment

Three broad categories of authentic assessment

B. The role of the student

a defense of the answer or product is required

the assessment is formative
students collaborative with is other or with the teacher
 1. Traditional and Authentic Assessment

Three broad categories of authentic assessment

C. The scoring

the scoring criteria are known or student-developed

multiple indicators or portfolios are use for scoring
the performance expectation is mastery
 1. Traditional and Authentic Assessment

Four basic characteristics of authentic assessment:

1. The task should be representatives of performance in the field.
2. Attention should be paid to teaching and learning the criteria for assessment.
3. Self-assessment should play a great role.
4. When possible, students should present their work publicly and defend it.
 1. Traditional and Authentic Assessment

Best uses of authentic assessment

1. Authentic assessment are direct measures.
2. Authentic assessment capture constructive nature of learning.
3. Authentic assessment integrate teaching, learning, and assessment.
4. Authentic assessment provide multiple paths to demonstration.
Characteristics Traditional and Authentic Assessment

Attribute Traditional Assessment Performance Assessment

Assessment Activity Selecting a response Performing a task

Nature of Activity Contrived activity Activity emulates real life

Knowledge/ Application/analysis/
Cognitive Level
Comprehension synthesis

Development of
Teacher-structured Student-structured
Solution

Objectivity of Scoring Easily achieved Difficult to achieve

Evidence of Mastery Indirect evidence Direct evidence

 2. Formative Evaluation and Summative
Evaluation

Assessment for Learning

pertains to the use of formative evaluation to determine and improve students

learning outcomes.

Assessment for Learning

uses summative evaluation which provides evidence of students level achievement in
relation to curricular learning outcomes.
 2. Formative Evaluation and Summative
Evaluation

Formative Assessment

formative assessment promotes a reflective teaching process that results in

better teaching and better evaluations from students. High-quality feedback to
students can model the learning process, although it could also foster “learned
dependence” in which learning goals are subsumed under performance goals.

The result of formative assessment leads to identifying its goal in improving and
motivating the students to enhance achievement.
 2. Formative Evaluation and Summative
Evaluation

Formative Assessment

occurs at three points of instruction:

1.during instruction
2.between lessons
3.between units
 2. Formative Evaluation and Summative
Evaluation

Summative Assessment
summative assessments are conducted at the end of a section or unit to find out
student achievement.

Summary of evidence on the extent of learning achievement which can classify

or for certification or giving honor's/award.

Summative assessment are typically traditional paper-and-pencil measures such

as long test, unit tests, exams, essays or projects that form a portion of a
student’s final grade. These serve are evaluative function at the end of the unit or
term.
Characteristics of Formative Evaluation and Summative Evaluation

Characteristics Formative Summative

To provide on-going feedback and adjustment to To document student learning at the

Purpose
instruction. end of an instructional segment.

When Conducted During instruction and after instruction After instruction

Student Involvement Encouraged Discouraged

Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented

To provide immediate, specific feedback and To measure student achievement and

Teacher Role
instructional correctives. give grades.

Learning Emphasized Deep understanding, application and reasoning Knowledge and comprehension

Level of Specificity Highly specific and individual General and group-oriented

Structure Flexible, adaptable Rigid, highly structured

Techniques Informal Formal

Impact on Learning Strong, positive, long-lasting Weak and fleeting

 TYPES OF ASSESSMENT
3.Norm and Criterion-Referenced Assessment
Norm-Referenced assessment

gives information on what the student can perform by comparing to other student.
describes students performance in the class by comparing others.

Criterion-referenced assessment

describes the performance of the students without reference to the performance of

others which uses preset criteria of predefined and absolute standard or outcomes.
it usually describes students’ mastery of the course content, there is no competition for a
limited percentage for a high score.
 Characteristics Norm and Criterion-Referenced Assessment

Norm-Referenced Criterion-Referenced

Principal Use Survey Testing Mastery Testing

Major Emphasis Measures individual differences in achievement Describes tasks students can perform

Interpretation of Compares performance to a clearly specified achievement

Compares performance to that of other individual
Results domain

Content of Courage Typically covers a broad area of achievement Typically focuses on a limited set of learning tasks

Nature of Test Plan Table of specification is commonly used Detailed domain specifications are favoured

Items are selected that provide maximum

Includes all times needed adequately to describe performance.
Item Selection discrimination among individuals (to attain a reliable
No attempt is made to alter item difficulty or to eliminate easy
Procedures ranking). Easy items are typically eliminated from the
items to increase the spread of scores.
test

Level of performance is determined by relative Level of performance is commonly determined by absolute

Performance Standards position in some known group (ranks fifth in a group standards (demonstrate mastery by defining 90 per cent of
of 20) technical terms)
 TYPES OF ASSESSMENT
4. Contextualized and Decontextualized Assessment
Contextualized assessment
the focus is on the students’ construction of functioning knowledge and the students
performance in application of knowledge in the real world context of the discipline area.

Assessment tasks reflect the goal of learning. It uses performance-based tasks which are
authentic in nature.
Decontextualized assessment
includes written exams and term papers, which are suitable for assessing declarative
knowledge, and do not necessarily have a direct connection to a real-life context.
focuses on the declarative knowledge and/or procedural knowledge in artificial
situation detached from the real work context.
 TYPES OF ASSESSMENT
4. Contextualized and Decontextualized Assessment

Decontextualized assessment

Have no direct connection to real-life context.

Assessment do not involve the product. It tend to focus more on abstract

and conceptual areas.
 TYPES OF ASSESSMENT
5. Analytic and Holistic Assessment
Analytic assessment
refers to the specific approach in the assessment of learning outcomes.
students are given feedback on how well are they doing on each important aspect of
specific task that expected from them.

Holistic assessment
refers to a global approach in the assessment of a student-learning outcome.
the teacer or the assessor has to develop complex manual responses to a student’s work
and in evaluating the students work, the assessor provides a grade and supports it with a
valid justification for assigning the grade.
may be in form of reflection paper and journals, peer assessment, self-assessment, group
presentation and portfolio.
 5. Analytic and Holistic Assessment

Holistic assessment

positive implication of using this assessment is that the students are competent
to handle assessment tasks accurately.
through this assessment, the students are able to develop decisive and
investigative skills that permit the to handle assessment tasks effectively.