LESSON 3

TYPES OR KINDS OF AUTHENTIC ASSESSMENT TOOLS

OVERVIEW

This lesson presents different types or kinds of authentic assessment tools which
can be considered by teachers.

LEARNING OBJECTIVES

At the end of this lesson, you are expected to:

1. Identify the different types of authentic assessment tools;
2. Determine how to practically use the authentic assessment tools; and
3. Appreciate the use of different authentic tools.

LEARNING CONTENT

There are different kinds of authentic assessment and tools which teachers may
use. Just be reminded that the selection of assessment strategies to be used depends on
the learning objectives. Hence, whichever that practically measures the intended
learning outcomes (ILO) and describes the learning milestones and achievements of the
learners should be considered by the teacher. Using combinations of any of the samples
of authentic assessment is also a good practice as long as the use will justify the
alignment to the learning objectives.

Scott (n.d.) presented the kinds of performance activities as seen in the Figure 1
which can serve as basis for developing authentic assessments to transform assessment
practices from summative and teacher-directed to formative and student-centered.

1. Graphic Organizers and Concept Mapping

Graphic organizers are visual representations of mental maps using important

skills such as sequencing, comparing, contrasting, and classifying. They involve
students in active thinking about relationships and associations and help students make
their thinking visible. Many students have trouble connecting or relating new
information to prior knowledge because they cannot remembers things. Graphic
organizers help them remember because they make abstract ideas more visible and
concrete. This is particularly true for visual learners who need graphic organizers to
help them organize information and remember key concepts.

Teachers can help students use graphic organizers by modelling and using topics
that can be easily understood. Students can develop skills in developing graphic

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organizers if they are allowed to work first in small groups and can select a topic of
their choice related to the lesson content.

Although graphic organizers are learning tools, they can also effectively be used
as authentic assessment tools. Teachers who involve students with graphic organizers
need to develop exemplary models that can be used for assessment. Criteria describing
what content and relationships should be visually shown in student work need to be
developed and used in rubric (scoring) form to make assessments more objective.
Similar to essay questions, which require written expression in a connected manner,
graphic organizers require students to present information in written and visual format.
Graphic organizers also can be used as a test item format to assess student learning. this
provides students with a creative and engaging way of expressing what they know and
are able to do.

Figure 1 shows a set of examples of Graphic Organizers and Concept Mapping

Figure 1 Authentic Assessment Tools/Performance Activities: Graphic Organizers and Concept

Mapping

The following are some of the many models of graphic organizers and concept
mapping.

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 Flow Chart

Venn Diagram

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 Bubble Map Diagram

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INSTRUCTIONAL MATERIALS IN EDUC 30093: ASSESSMENT IN LEARNING 2 / L. R. REBUSQUILLO / 2023
Hamburger Diagram

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 PMI Strategy Report

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 2. Performance Products
Many of the performance activities are end-products of learning that can
be assessed by rubrics (scoring forms) and other assessment tools designed to
measure both processes and product quality.

Teachers who use authentic performance products provide students with

opportunities to construct knowledge in real-world contexts so they can understand
what they have learned. These products serve as a culminating experience in which
students can retrieve previous learning, organize important information, and
complete as assigned activity showing mastery of what they have learned.

The key to assessing performance products is to set the standards and

criteria in advance. Students who know the criteria that will be used to assess their
work receive valuable instructional guidance in completing their products so they
meet and/or exceed expectations.

As teachers recognize the importance of engaging students in making

performance products, they will learn how to structure the learning environment to
facilitate the process. They will also plan ahead to develop the tools needed to
assess both the process of developing the product as well as the completed product.
Scoring rubrics are one of the key assessment tools used for performance products.

Figure 2 shows a set of examples of Performance Products

Figure 2 Authentic Assessment Tools/Performance Activities: Performance Products

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 3. Live Performances and Presentation

As with performance products, the key to effective assessment of live

performances and presentations is establishing the criteria and performance indicators
in advance. Criteria and performance indicators effectively organized into scoring
rubrics provide examples of what students must do to demonstrate what they have
learned at a specific level. The most important assessment strategy with live
performances and presentations is to engage students in assessing their own
performance first, followed by teacher assessment and an opportunity for students and
teachers to interact over assessment findings. Live presentations involve two major
assessment factors. One is the quality of the assigned work and the second is the
demonstration of presentation skills. Scoring rubrics must include both of these
factors.

Figure 2 Authentic Assessment Tools/Performance Activities: Live Performances and

Presentations

4. Performance-based Assessments (PBA)

In PBA, students are asked to perform an authentic task that simulates a real-life
experience and imitates real-world challenges. Hence, PBA encourages students to
synthesize their knowledge and apply their skills to circumstances that are likely to
occur in the real-world that is beyond the four walls of a classroom setting. Some
examples of PBA include designing and constructing a model, developing,
conducting, and reporting on a survey, carrying out a science experiment, creating
and testing a computer program, and outlining, researching, and writing an
in-depth report (Price, et. al, 2011). PBA is more student-centered and is better to
assess HOTS. Scoring rubrics are used to measure a PBA.

5. Role-plays and scenario-based learning

Role-plays allow students to take on the role of a persona and to respond as that
persona in a scenario constructed by the teacher. They are designed as authentic
learning and assessment activities. Students can interact with other students (through
their personas) to collaborate, collude, negotiate, or debate an issue. Both role-plays and
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scenario-based learning provide students with decision points and branching
opportunities (Crisp, 2011).

6. Portfolio Assessment

Portfolios highlight student effort, development, and achievement over a

certain period because it requires students to document a collection of their works
gathered over time, hence, it is primarily used as a summative evaluation method. It
measures a student’s ability to apply knowledge and is considered both
student-centered and authentic assessments of learning.

Through technology, space limitations normally associated with paper

portfolios are eliminated through e-portfolio. E-portfolio gives ease of storage,
creativity of presentation, and facilitation of collaboration. Like PBA, portfolios or
e-portfolios are measured using scoring rubrics.

Several components of effective portfolios are:

✔ A thoughtful student-developed introduction to the portfolio;

✔ Reflection papers behind each major assignment of the portfolio;

✔ Scoring rubrics for portfolio entries that enable students to self-assess

their work;
✔ Established models, standards, and criteria that enable students to select
their best work to be included in the portfolio;
✔ Student oral presentation of their portfolios to significant others such as
peers, teachers and parents.

Portfolio assessment offers many advantages:

✔ Allow student the opportunity to evaluate their own work;

✔ Offers students a way to take charge of their learning

✔ Encourages ownership, pride and high self-esteem.

✔ Can be maintained over several years and can be used as “passports” as

students move from one level of education to another.
✔ Portfolio passports can also be used as valuable tools for obtaining jobs in
business and industry.

7. Learning Logs and Journals

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 Learning logs and journals are tools designed to cause students to reflect on what
they have learned or are learning. When used properly, they encourage student
self-assessment and provide a mechanism for making connections across the various
subject matter areas. Journals have been used widely in English classes for many years
but they are now being adopted in other subjects to develop communication skills and
to help students to make connections, examine complex ideas and think about ways to
apply what they have learned over an extended period of time. Learning logs and
journals allow students to communicate directly with the teacher regarding individual
progress, particular concerns, and reflections on the learning process.

There is a distinction between learning logs and journals. Learning logs usually
consist of short, objective entries under specific heading such as problem solving,
observations, questions about content, homework assignments, or other categories
designed to facilitate recordkeeping. Example log stems include the following:
One thing I learned yesterday was…..
One questions I still have is ……
One thing I found interesting was …..
One application for this is……
I need help with…..

By contrast, journals typically include more extension information and are

usually written in narrative form. They are more subjective and focus more on feelings,
reflections, opinions, and personal experiences. Journal entries are more descriptive,
more spontaneous, and longer than logs. They are often used to respond to situations,
describe events, reflect on personal experiences and feelings, connect what is being
learned with past learning, and predict how what is being learned can be used in real
life. As with learning logs, stem statements can be used to help students target
responses. Example lead-ins are as follows:
May way of thinking about this is….
My initial observation is…
Upon reflection, I….

Learning logs and journals can be used in the following ways:

● Record key ideas from a lecture, video, presentation, field trip, or reading
assignment;
● Make predictions about what will happen next in a story, video, experiment,
event, situation, process, or lesson
● Record questions and reflects on the information presented
● Summarize main ideas of a lesson, article, paper, video, or speech
● Connect the ideas presented to previous learning, or to other subjects or events in
a person’s life,
● Monitor change in an experiment or event over time
● Brainstorm ideas about potential projects, papers, presentation, assignments, and
problems,

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 ● Help identify problems and record problem-solving techniques, or
● Track progress in solving problems, readings, homework assignments, projects,
and experiences

8. Projects

Many different types of projects can be developed to challenge students to

produce something rather than reproduce knowledge on traditional tests. Projects allow
students to demonstrate a variety of skills including communication, technical,
interpersonal, organizational, problem-solving, and decision-making skills. Projects also
provide students with opportunities to establish criteria for determining the quality of
the planning and design processes, the construction process, and the quality of the
completed project.

There are four major sections of a project:

● Plan – a process that helps the students design the project
● Evidence of Progress – Pieces of evidence that show the students’ progress
toward developing the final product
● Final Product – a final product that is the result of student’s work
● Oral Presentation – an oral presentation in which the student describes the
project, explain what skills were applied, and evaluates his or her work.

9. Self-assessment
Self-assessment is generally viewed as a formative strategy that promotes
self-regulation and helps students to judge their work, to reflect on their progress, and
to determine revisions and improvements on a task to meet specific criteria (Price, et.
al, 2011). For self- assessment to be truly effective, four (4) conditions must be in placed
(Ross, in Price, et. al 2011):

● students and teacher agree on the self-assessment criteria to be used by the

former;
● students are taught how to apply the self-assessment criteria;
● teachers provide feedback on the students’ own assessments; and,
● teachers help students use assessment data to enhance greater learning and
to meet the learning objectives.

10. Peer Assessment

Peer assessments can be used with different authentic tasks such as papers,
presentations, performances, projects, among others. In peer assessment, learners assess
the work of other learners and the feedback obtained provides information about the
quality of their work or output. While peer assessment is a good teaching strategy, it can
also be considered a part of the grading system. For example, peer editing may be done
on a draft report but the teacher evaluates the final draft or peers may provide part of

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the score on a student’s performance but the rest of the score comes from the teachers’
assessment. (Prince, et. al, 2011).

REFERENCE:
● Scott, J. (n.d). Authentic Assessment.
https://ilearn.marist.edu/access/content/group/bb30edbb-84eb-4d65-8292-ff8ac52de2
e3/Readings%20and%20Information/custer5.pdf

● Price J.K., Pierson, E., and Light, D. (2011). Using Classroom Assessment to
st
Promote 21 Century Learning in Emerging Market Countries.
http://cct.edc.org/sites/cct.edc.org/files/publications/Using%20Classroom%20Assess
ment.pdf

ASSESSMENT:

Test Assessment No. 2. (Covering Lesson 2 and Lesson 3). Take as scheduled.

Output 3

Using any topic in the field of your specialization, prepare an e-portfolio containing the
following:
a. Five (5) different forms of graphic organizer or concept map that you find appropriate
(presented or not in this lesson) in the field of your specialization.
b. 250-word Reflection per group member: What are your key take-aways from the
experience? What are the challenges that your group has experienced? How did you contribute
for output 3?
c. Documentation of your group activity

Take note of the criteria in evaluating your output:

Criteria Highest Possible
Points
Presentation of the GO/CM 10
Insights/Reflections 10
Organization and Presentation of E-Portfolio 10

Total 30

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