Lesson 4: Types of Assessment

 A. Traditional vs. Authentic


Traditional assessment are single-occasion tests which measures what the learner can do at a particular time (Law & Eckes, 1995). It is an indirect measure of students learning outcomes and focus on low level of cognition skills or learner’s ability to memorize and information.

Authentic assessment are assessments which focus on analytical and creative thinking skills and promotes collaboration among learners and self-reflections. It deals with the measurement of performances and products which have realistic meaning or contextual realistic learning tasks. Liskin-Gasparo (1997), Mueller (2008) & Wren (2009)

 

B. Formative vs. Summative


Formative assessment refers to all the activities utilized by both the teachers and the students in the entire instructional process. It allows them to assess themselves vis-à-vis the learning outcomes. Results of which serves as feedback and basis to improve instruction and revise learning activities. It monitors learning progress by identifying students’ strengths and weaknesses in a given lesson.

Summative assessment is those being conducted at the end of a lesson or chapter to find out student achievement. It is used as basis for certification or giving of honors/awards and grades. It serves as an evaluative tool at the end of a unit, term or quarter.

 

C. Norm-referenced vs. Criterion-referenced

To assess students learning a certain standard should be established. Standards are basis of comparison to tell whether or not a certain learning goal is achieved by the students. Norm-referenced assessment gives information on what the student can perform by comparing to other students. Meanwhile criterion-referenced assessment describes the performance of students based on pre-set criteria.

 

D. Contextualized vs. Decontextualized

Contextualized assessment focus on the ability of learners to apply what they learned in real world situation. Contextual means real world. It uses performance-based tasks which are authentic in nature. Decontextualized assessments are those which deal with the assessment of declarative knowledge and do not have necessarily connection to real-life context.

 

E. Analytic vs. Holistic

Assessing learners can be in specific competency or in a broader range of multiple competencies cascaded by a more dominant one. An analytic assessment refers to the assessment process wherein the details of the learning task are scrutinized incorporated to a particular learning competency or several learning tasks are given for every particular competency to be observed and particular assessment was utilized. Meanwhile holistic assessment focuses on the observance of one competency mastery. That one competency encompasses all the other sub-competencies or low importance ones. Multiple evidences are one of the key features of which.


References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

Comments

Post a Comment

Popular posts from this blog

Lesson 7 Learning Styles and Multiple Intelligences

Image
  I. Learning-Thinking Styles In this lesson we are going to focus on two of the several perspectives about learning-thinking styles. Those are the sensory preference and the global-analytic continuum.   A. Sensory Preferences (Learning Styles) This refers on the students’ preferred way of taking information or stimulus from the environment using senses. It is generally broken down into three types. Visual Learning Style Individuals who learn best when ideas or subjects are presented in a visual format, whether that is written language, pictures, diagrams or videos are visual learners. Visual learners usually learn best when the teacher provides written study notes, writes on the chalkboard and uses an overhead projector to explain concepts. Visual learners frequently take detailed notes in class, when studying from a textbook or listening to lectures. They also create diagrams and use pictures to understand and remember concepts and ideas. If this sounds like you th...
Read more

Lesson 5 Metacognitive Strategies to Facilitate Learning

Image
  According to researchers like Fang and Cox, metacognition awareness was evident even in preschoolers and those students as young as eight years old. Children at young age may already have the capacity to be more aware and reflective of their own learning yet many of them are not taught and encouraged to apply metacognition.             This pose a challenge for teachers to integrate more activities that would build the students’ capacity to reflect on their own characteristics as learners (personal knowledge), the task they are to accomplish (task knowledge) and strategies that they can use to learn (strategic knowledge).   7 Strategies That Improve Metacognition (Excerpt from Metacognition: Nurturing Self-Awareness in the Classroom of Price-Mitchell, 2015) Teach students how their brains are wired for growth. The beliefs that students adopt about learning and their own brains will affect their performance. Rese...
Read more

Lesson 10 Information Processing Theory

Image
                Information processing theory (IPT) of cognitive development pertains to the study and analysis of what occurs in a person’s mind as he/she receives a bit of information (Miller, 1956). Information processing occurs in stages that intervene between receiving receiving a stimulus and and producing a response. The form of information, or how it is represented mentally , differs depending on the stage. The stages are qualitatively different form each other. Information processing is analogous to computer processing. The mind receives and represents/encodes the stimulus from the learning environment, processes the information, stores it locate/retrieves it, and gives response to it. Learning is a change/revision in the knowledge that has been stored by the memory (Bulusan, et al., 2019). Miller explained that the way person learns something new is important as there is a fixed pattern of events that take pl...
Read more