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    Flind Evardome
    This document discusses authentic assessment and how it differs from standardized multiple choice tests by measuring meaningful intellectual accomplishments. It defines assessment as an ongoing process of gathering evidence of what students can do, while evaluation interprets that evidence to make judgments. The purposes of assessment include improving student learning, identifying strengths and weaknesses, and assessing curriculum and teaching effectiveness. Assessment sets standards, monitors quality, identifies priorities, and helps determine grades and policies. Different types of assessment are diagnostic, formative, and summative evaluations. Performance assessments and portfolios are instruments for authentic assessment. Rubrics measure attribute completeness while checklists indicate attribute presence or absence.

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    Fact Sheets

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    Flind Evardome
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    This document discusses authentic assessment and how it differs from standardized multiple choice tests by measuring meaningful intellectual accomplishments. It defines assessment as an ongoing process of gathering evidence of what students can do, while evaluation interprets that evidence to make judgments. The purposes of assessment include improving student learning, identifying strengths and weaknesses, and assessing curriculum and teaching effectiveness. Assessment sets standards, monitors quality, identifies priorities, and helps determine grades and policies. Different types of assessment are diagnostic, formative, and summative evaluations. Performance assessments and portfolios are instruments for authentic assessment. Rubrics measure attribute completeness while checklists indicate attribute presence or absence.

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    FACTSHEETS HARD COPY

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    This document discusses authentic assessment and how it differs from standardized multiple choice tests by measuring meaningful intellectual accomplishments. It defines assessment as an ongoing process of gathering evidence of what students can do, while evaluation interprets that evidence to make judgments. The purposes of assessment include improving student learning, identifying strengths and weaknesses, and assessing curriculum and teaching effectiveness. Assessment sets standards, monitors quality, identifies priorities, and helps determine grades and policies. Different types of assessment are diagnostic, formative, and summative evaluations. Performance assessments and portfolios are instruments for authentic assessment. Rubrics measure attribute completeness while checklists indicate attribute presence or absence.

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    Download as docx, pdf, or txt
    26 views1 page

    Fact Sheets

    Uploaded by

    Flind Evardome
    This document discusses authentic assessment and how it differs from standardized multiple choice tests by measuring meaningful intellectual accomplishments. It defines assessment as an ongoing process of gathering evidence of what students can do, while evaluation interprets that evidence to make judgments. The purposes of assessment include improving student learning, identifying strengths and weaknesses, and assessing curriculum and teaching effectiveness. Assessment sets standards, monitors quality, identifies priorities, and helps determine grades and policies. Different types of assessment are diagnostic, formative, and summative evaluations. Performance assessments and portfolios are instruments for authentic assessment. Rubrics measure attribute completeness while checklists indicate attribute presence or absence.

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    of 1

    REPORTER: EVARDOME, FLIND C.

    MODULE 11

    AUTHENTIC ASSESSMENT

    Authentic Assessment - is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as
    contrasted to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the student by
    engaging student voice.

    Assessment and Evaluation

    1. Assessment is the ongoing process of gathering and analyzing evidence of what a student can do. Evaluation is the process of
    interpreting evidence and making judgments and decisions based on it.
    2. Assessment is the systematic way which teachers use to collect data. On the other hand, Evaluation is a way of making a decision
    about the value of something based on some systematically organized data.

    Purposes of Assessment:

    1. To assess and improve student learning.


    2. To identify children’s strengths and weaknesses.
    3. To assess the effectiveness of a particular instructional strategy.
    4. To assess and improve the effectiveness of curriculum programs.
    5. To assess and improve teaching effectiveness.
    6. To involve and communicate to parents and guardians student’s learning.

    Significance of Assessment:

    1. Assessment sets standards which serve as the bases in evaluating learning.


    2. Assessment monitors the quality of education and the effectiveness of a program.
    3. Assessment identifies the strengths and weaknesses of programs and priorities.
    4. Assessment helps in making group decisions, gives feedback, and determines grades.
    5. Assessment helps in formulating policies.

    Assessment as an Instructional Process:

    1. Diagnostic Evaluation – it is also called preassessment, is usually administered at the beginning of a unit of study, orientation of a
    training program, or the start of a course, semester or year, to assess the skills, abilities, interests, levels of achievement, and areas of
    difficulties of students.
    2. Formative Evaluation – this refers to the ongoing assessments conducted continually by schools throughout the year or semester and
    classroom questioning.
    3. Summative Evaluation – this refers to the evaluation that occurs at the end of the study of a unit, activity, course, or training
    program.

    Instruments for Authentic Assessment

    1. Performance Assessment – is a form of testing that requires students to demonstrate their level of competence or knowledge by
    creating a product or response.
    2. Portfolio Assessment – A portfolio is a collection of the student’s works that exhibits to the student and other student’s efforts,
    progress, or achievement in one or more areas.

    Scoring Rubrics Versus Checklists

    Rubric is a rating scale, measures degrees of completeness of attributes; identifies all the needed attributes of quality or
    development in a process, product, or performance. As a scoring guide, rubrics identify the characteristics of student work at different levels of
    quality.

    Checklists indicate the presence or absence of an attribute. These are written descriptions that must be present in an acceptable
    performance and extended systematic observation.

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