AUTHENTIC ASSESSMENT VS.

TRADITIONAL ASSESSMENT

Authentic assessments refer to assessments wherein students are asked to perform real-world tasks that
demonstrate meaningful application of what they have learned.

Traditional assessments refer to conventional methods of testing, usually standardized and use pen and
paper with multiple-choice, true or false or matching type test items.

To better compare traditional vs. alternative assessments.

Traditional Assessment Authentic Assessment

Purpose: to evaluate if the students have learned Purpose: to measure students’ proficiency by
the content; to determine whether or not the asking them to perform real life-tasks; to provide
students are successful in acquiring knowledge; students many avenues to learn and demonstrate
to ascribe a grade for them; to rank and compare best what they have learned; to guide
them against standards or other learners instruction; to provide feedback and help
students manage their own learning; to also
evaluate students’ competency

Provides teachers a snapshot of what the Provides teachers a more complete picture of
students know what the students know and what they can do
with what they know

Measures students’ knowledge of the content Measures students’ ability to apply knowledge of
the content in real life situations; ability to
use/apply what they have learned in meaningful
ways

Requires students to demonstrate knowledge by Requires students to demonstrate proficiency by

selecting a response/giving correct answers; performing relevant tasks showing application of
usually tests students’ proficiency through paper what has been learned
and pencil tests
Students are asked to choose an answer from a
set of questions (True or False; multiple choice)
to test knowledge of what has been taught.

Provides indirect evidence of learning Provides direct evidence of learning/competency;

direct demonstration of knowledge and skills by
performing relevant tasks

Requires students to practice cognitive ability to Provides opportunities for students to construct
recall/recognize/reconstruct body of knowledge meaning/new knowledge out of what has been
that has been taught taught

Tests and strengthens the students’ ability to Tests and strengthens the students’ ability to
recall/recognize and comprehend content, but reason and analyze, synthesize, and apply
does not reveal the students’ true progress of knowledge acquired; Students’ higher level of
what they can do with the knowledge they cognitive skills (from knowledge and
acquired. Only the students’ lower level of comprehension to analysis, synthesis, application,
thinking skills, (knowledge and comprehension), and evaluation) are tapped in multiple ways.
are tapped.

Hides the test Teaches the test

Teachers serve as evaluators and students as the Involves and engages the students in the
evaluatees: teacher-structured teaching, learning and assessment process:
student structured

Assessment is separated from teaching and Assessment is integrated with instruction.

learning. Test usually comes after instruction to Assessment activities happen all throughout
evaluate if the students have successfully learned instruction to help students improve their
 the content. learning and help teachers improve their
teaching.

Provides limited ways for students to Provides multiple avenues for students to
demonstrate what they have learned demonstrate best what they have learned

Rigid and fixed Flexible and provides multiple acceptable ways of

constructing products or performance as
evidence of learning

Standardized; valid and reliable Needs well defined criteria/rubrics and standards
to achieve reliability and validity

Curriculum drives assessment. Assessment drives curriculum and instruction.

Examples: Examples:
True or False; multiple choice tests demonstrations
standardized tests hands-on experiments
achievement tests computer simulations
intelligence tests portfolios
aptitude tests projects
multi-media presentations
role plays
recitals
stage plays
exhibits

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Advantages of Traditional Assessment Over Authentic Assessment:

Traditional assessments do have advantages over authentic assessments:

Traditional Assessment Authentic Assessment

Advantages: Disadvantages:

Easy to score; Teachers can evaluate students Harder to evaluate

more quickly and easily.

Less time and easier to prepare; easy to administerTime consuming; labor intensive
Sometimes, time and effort spent exceed the
 benefits.

Objective, reliable and valid Susceptible to unfairness, subjectivity, lacking

objectivity, reliability, and validity if not properly
guided by well-defined/clear criteria or
rubrics/standards

Economical Less economical

Advantages of Authentic Assessment Over Traditional Assessment

On the other hand, here are the advantages of authentic assessment over the traditional assessment:

Traditional Assessment Authentic Assessment

Disadvantages: Advantages:

Provides teachers with just a snapshot of what Provides teachers with the true picture of how
the students have truly learned and where their students are in their learning;
gives more information about their students’
strengths, weaknesses, needs and preferences
that aid them in adjusting instruction towards
enhanced teaching and learning

Provides students limited options to Provides students many alternatives/ways to

demonstrate what they have learned, usually demonstrate best what they have learned; offers
limited to pencil and paper tests a wide array of interesting and challenging
assessment activities

Assessment is separate from instruction. Assessment is integrated with instruction.

Reveals and strengthens only the students’ low Reveals and enriches the students’ high level
level cognitive skills: knowledge and cognitive skills: from knowledge and
comprehension comprehension to analysis, synthesis, application
and evaluation

Assesses only the lower level thinking/cognitive Enhances students’ ability to apply skills and
skills: focuses only on the students’ ability to knowledge to real lie situations; taps high order
memorize and recall information cognitive and problem solving skills

Hides the test Teaches the test

Teacher-structured: teachers direct and act as Student-structured: students are more engaged
evaluators; students merely answer the in their learning; assessment results guide
assessment tool. instruction

Involves students working alone; promotes Oftentimes involves students working in groups
competitiveness hence promotes team work, collaborative and
interpersonal skills

Invokes feelings of anxiety detrimental to Reduces anxiety and creates a more relaxed
learning happy atmosphere that boosts learning

Time is fixed and limited; students are time- Time is flexible.

pressured to finish the test.

Focuses on one form of intelligence Focuses on the growth of the learner;

Learners express their understanding of the
learning content using their preferred multiple
forms of intelligences.
 Provides parents and community with more
observable products, proofs of the students’
learning which motivate them to support their
kids’ learning more

Assessment FOR Learning:

Informal-formative-alternative assessments can best serve the purpose of assessment FOR learning as they
continuously inform and guide instruction, and help students become better learners. Assessments are
integrated with instruction and help teachers monitor students’ progress, identify their learning needs and
adjust their instruction accordingly. They also give feedback to students and help them become self-
directed, metacognitive and successful learners.

Assessment AS Learning:

Informal-formative-alternative assessments can also very well serve the purposes of assessment OF and AS
learning. There are various informal-formative-alternative assessment strategies (e.g. journals, self and
peer assessments) that can help students become self-reflective and be good managers of their own
learning, making adjustments and developing more effective learning strategies, hence serving the purpose
of assessment AS learning.

Assessment OF Learning:

At the same time, there are also various informal-formative-alternative assessments (recitals, visual and
oral presentations, etc.) that can give a picture of what the students have actually learned after instruction,
providing evidence of learning and certifying competency, hence serving the purpose of assessment OF
learning.

Formal-summative-traditional assessments measure and strengthen the students’ cognitive abilities to

recall/memorize, comprehend and reconstruct knowledge, addressing the lower level cognitive skills (from
knowledge to comprehension), while the informal-formative-alternative assessments measure and
strengthen the students’ higher level of cognitive skills, from knowledge and comprehension to analysis,
synthesis, application and evaluation of what they have learned.

References:
Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. The Turkish Online
Journal of Educational Technology, 2(3) Article 2 [PDF document]. Retrieved
from http://www.tojet.net/articles/v2i3/232.
Kwako. A brief summary of traditional and alternative assessment. Retrieved
from www.stat.wisc.edu/~nordheim/Kwako_assessment4.doc
Traditional vs. Authentic Assessment. (2012). Retrieved
from http://www.cssvt.org/wp/wp-content/uploads/2012/05/Traditional-vs-Authentic-Assessment.pdf
Wiggins, G. (1990). The case for authentic assessment. Retrieved from http://pareonline.net/getvn.asp?
v=2&n=2