Asley C. Rabadon 2 nd yr.

BSED-Social Studies

CALM 2/CALS1ACTIVITY 1

What is authentic assessment in the classroom? Describe its nature,

characteristics, and 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…” – John Mueller (2011)
 “…Engaging and worthy problems or questions of importance, in which
students must use knowledge to fashion performances effectively and
creatively. The tasks are either replicas of or analogous to the kind of
problems faced by adult citizens and consumers or professionals in the field.”
– Grant Wiggins (1987)
 “Performance assessments call upon the examinee to demonstrate specific
skills and competencies; that is, to apply of the skills and knowledge they
have mastered.” – Richard Stiggins (1987)
 “Authentic assessments are products and/or performances correlated with
real life experiences.” – Newton Public Schools

Nature:
Authentic assessment is a way of assessing students’ learning that doesn’t use
standardized tests or checklists. The principal characteristic of authentic assessment is
that it is observation-based. Authentic assessments measure student learning through
real-world tasks or meaningful application of knowledge or skills. The following are the
characteristics of authentic assessments:
 Resemble real-world tasks and activities
 Can be structured as written or oral assessments completed individually, in pairs,
or in groups
 Often presented as ill-structured problems with no right answers
Characteristics of Authentic Assessment (AA) :
Authentic Assessment (AA) prioritizes clear performance criteria communicated to
students. Unlike norm-referenced assessments, AA is criterion-referenced, focusing on
identifying individual strengths and weaknesses rather than comparing students or
ranking performance. It demands original answers, utilizing higher-order thinking skills,
and emphasizes practical demonstrations of knowledge and skills in relevant contexts,
moving beyond simple fact recall or memorization.
Furthermore, AA fosters collaborative progress tracking between teachers and students
toward shared learning outcomes. It discourages rote learning and passive testing,
instead requiring students to showcase analytical skills, teamwork, and effective
communication (both oral and written). AA values both the learning process and the
final product, contrasting with traditional tests that offer limited insight into students'
ability to apply their knowledge and skills in real-world settings. These traditional tests,
often criticized for their limitations, provide only a snapshot of factual recall rather than a
comprehensive view of student capabilities. time but fail to provide a “moving picture” of
how they will perform in real-world situations which exist in the workplace
Related terms (definitions):
 Student Learning Outcomes (SLO). Every college program should have
a set of college-wide expectations from student learning which have been
previously agreed upon by the faculty of the program and which the
 students who pass the different courses under the college program are
expected to demonstrate. The individual teacher may add to his/her course
more student learning expectations but must adopt the agreed upon college
program expectations and reflect them on each course syllabus. The student
learning outcomes in the teacher education program are the skills,
competencies and values that the students are expected to demonstrate
at the end of every course/subject which are in turn, integrated into the
year-end formation of students as the progress towards becoming
professional teachers.
 Assessment. This refers to the process of gathering data and information
about what students know and can do. Such information may be sourced
through observation of students during their learning activities or testing their
knowledge and skills.
 Evaluation. This involves the task of interpreting, forming conclusions and
making judgments about the information which was gathered in the process of
assessment.
 Testing. This is an instrument of assessment. A test is an assessment tool that
reflects the records of the student’s learning outcomes.
 Marks. This are reports of the results of evaluating information obtained in the
assessment process .

CALM 2/CALS1S ACTIVITY 2

Create an appropriate graphic organizer to capture the main idea of what an

authentic assessment is.

CALM 2/CALS1S ACTIVITY 3

Discuss high-quality assessment. Include purpose, targets, methods, sampling, and

accuracy.
  It defines authentic assessment as assessing students' ability to perform
meaningful real-world tasks, as opposed to traditional assessment
which tests students' recall of facts.
High-quality assessment uses a variety of formative and summative
methods to provide feedback to students and teachers, certify student
achievement, and protect academic standards.
It should have clear learning targets, and appropriate assessment
methods, and be valid, reliable, fair, provide positive feedback, and be
practical
Purpose: Assessment for Learning (formative), Assessment as Learning,
Assessment of Learning
Assessment for Certification (Summative)
Protect Academic Standard
Feedback for Teaching
Targets: Assessment can be made precise, accurate, and dependable only if
what are to be achieved are clearly stated and feasible. The learning targets,
involving knowledge, reasoning, skills, products, and effects, need to be
stated in behavioral terms which denote something which can be observed
through the behavior of the pupils.
Methods:
1. Written – response instruments
objective tests
essays
checklists
2. Product rating scales
3. Performance tests- performance checklist
4. Oral questioning
5. Observation and self-reports
Sampling: High-quality assessments should provide adequate sampling of student
learning, which means:
 Representing a broad range of content: Assessments should cover the key
concepts and skills being taught.
 Measuring different levels of understanding: Assessments should assess
both basic knowledge and higher-order thinking skills.
 Providing opportunities for diverse forms of expression: Assessments
should allow students to demonstrate their learning in ways that suit their
individual strengths.
Accuracy:
Validity: The assessment measures what it is intended to measure.
  Reliability: The assessment provides consistent results over time and across
different administrations.
 Fairness: The assessment is free from bias and provides all students with an
equal opportunity to demonstrate their learning.

CALM 2/CALS2 ACTIVITY 4

Why use authentic assessment? Discuss the principles and compare traditional and
authentic assessment.
 Authentic assessment better reflects real-world application, promotes deeper
learning, and provides more meaningful feedback.
 Alignment with learning objectives, validity, reliability, fairness, and practicality.
 Traditional assessment often uses standardized tests focusing on memorization.
Authentic assessment uses performance-based tasks requiring application of
knowledge and skills in real-world contexts.
 Authentic assessment is preferred because it better reflects real-world
application, fosters deeper understanding, and provides more valuable feedback.
Its principles include alignment with learning objectives, validity, reliability,
fairness, and practicality. Unlike traditional assessment (which often relies on
standardized tests), authentic assessment uses performance-based tasks
reflecting real-world application of knowledge and skills.

CALM 2/CALS2 ACTIVITY

Create an appropriate graphic organizer to capture the differences between authentic
and traditional assessment.

CALM 2 / CALS 2 - Activity 6

Task 1:
 Research course design frameworks
 o Backward Design
o Integrated Course Design
 Create a graphic organizer to show how each framework works.

 Course design frameworks, such as backward and integrated design, provide

structured approaches to planning courses. Backward design, pioneered by
Wiggins and McTighe, starts with identifying desired student learning outcomes
and then works backward to design assessments and activities. Integrated
design, developed by Fink, also emphasizes student learning and aligns activities
and assessments with desired outcomes.
 Course Design Framework: A course design framework is a structured approach
to planning and creating a course. It provides a model for achieving learning
outcomes, crafting a syllabus, and redesigning courses. These frameworks offer
consistency in design and facilitate the integration of pedagogical best practices.

 Backward Design: Backward design is a course planning framework that

focuses on student learning and desired outcomes. It starts by identifying what
students should know and be able to do (learning outcomes) and then designs
assessments and activities to facilitate that learning. This approach ensures
alignment between learning goals, class activities, and assessments.

Learning
Learnings Goals Activities and
Assessments
or Objectives Instructional
Materials

 Integrated Design: Integrated design is a learner-centered approach that aligns

learning outcomes, assessments, and activities. Like backward design, it
emphasizes working backward from course outcomes to content and
assessments. It considers contextual and situational factors in the learning
environment. Fink's Integrated Course Design Model (ICD) is an example of this
approach.

Learning
Goals
Feedback Teaching
and and
Assessment Learning
s Activities

Situation
al Factors

Task 2: Research Class Design Frameworks

 Class design research frameworks are models and structures used to plan and
develop effective educational experiences, from individual class sessions to
 entire courses. They provide a roadmap for achieving learning outcomes,
creating engaging activities, and motivating students. These frameworks, often
based on educational theories and research, guide educators in designing
instruction that is aligned, purposeful, and learner-centered.

The 5E’s Model

The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study,
promotes collaborative, active learning in which students work together to solve
problems and investigate new concepts by asking questions, observing, analyzing, and
drawing conclusions.
Engage: Begin by assessing prior knowledge and sparking interest. Introduce the
concept.
Explore: Students actively explore the concept through hands-on activities and peer
interaction.
Explain : Teacher-led synthesis of new knowledge; students share their findings from
the Explore phase before formal instruction. Use of visual aids encouraged
Elaborate: Students apply their knowledge through presentations, investigations, or
other activities to deepen understanding.
Evaluate: Formal and informal assessment methods (observation, self/peer-
assessment, assignments, exams) to gauge concept mastery and problem-solving
approaches.

Engage Explore Explain

Evaluat Elaborat
e e

The Accelerated Learning Cycle

An accelerated learning cycle is a structured, cyclical approach to learning that aims to
improve student outcomes by focusing on specific stages and principles. It's a dynamic
process that emphasizes active engagement, reflection, and application to enhance
learning and retention.