KOLEHIYO NG PANTUKAN
COLLEGE OF TEACHER EDUCATION
Juan A. Sarenas Campus
Kingking, Pantukan, Davao de Oro
AUTHENTIC ASSESSMENT IN FLEXIBLE LEARNING
MODALITIES
A Term Paper
in
ASSESSMENT LEARNING II
MAILYNN L. ALEGADO
BTLED – HE I
Submitted to:
LYNARD BOBBY L. ASIRIT, Phd
Professor
A Term Paper in Assessment in Learning 2
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Title Page
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Abstract
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Table of Content
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Introduction
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Main Section
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Conclusion
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References
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A Term Paper in Assessment in Learning 2
INTRODUCTION
Assessment or evaluation in the process of teaching and learning activities online or offline
absolutely must be done to measure the success of a learning system run by a teacher.
Assessment is a learning process that begins with planning, implementation, and evaluation
or assessment (Farman et al, 2021).
Learning objectives for online courses differ than those of face-to-face courses because
of the differences in student-student, student-content and student-instructor interaction. As a
result, the assessment, as well as the measurement of those goals, must be different. While the
sorts of assessments (objective, subjective, performance, etc.) are all the same, they must be
implemented, applied, and interpreted in a different way. In addition to Wiggins and McTighe's
model of backward design (2005). An important aspect of the online classroom is assessment.
It gives students an indication of how far they’ve progressed in a course, identifies individual
strengths and weaknesses, and, in the end, determines whether or not they’ve met the course’s
learning objectives. Although each of these traits has a crucial educational or pedagogical role,
it’s also critical that assessments interest students and prepare them for future courses,
practicums, and even professions.
In the context of worldwide educational reforms, authentic assessment has played a
critical role in promoting curricular and instructional improvements. Many education systems
around the world have focused on the development of assessment literacy for teachers and
teacher candidates since the 1990s, which includes teacher competence in the design,
adaptation, and use of authentic assessment tasks or performance assessment tasks to engage
students in in-depth learning of subject matter and promote their mastery of 21st-century
competencies. Although many of the 21st-century talents are not new, they are becoming more
in demand in universities and workplaces as the focus shifts away from lower-level cognitive
and regular manual tasks and toward higher-level analytic and interactive tasks (e.g.,
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A Term Paper in Assessment in Learning 2
collaborative problem solving) (Darling Hammond & Adamson, 2010). Because of the advent
of digital technology, the volume of new information is growing at an exponential rate. As a
result, in today’s educational situations, rote learning and regurgitation of facts or procedures
are no longer appropriate. Students must instead be able to locate, organize, understand,
analyze, evaluate, synthesize, and apply new information or knowledge to solve non-routine
situations.
Magda and Aslanian (2018) found that 74 percent of online college students are
pursuing their program for career-related reasons, such as transitioning to a new career,
updating the skills required for their current job, increasing wages, or meeting employers’
requirements, in their survey of more than 1,500 past, present, and prospective online college
students.
All authentic assessments are performance assessments because they require students
to construct extended responses, to perform on something, or to produce a product. Formative
assessment, such as open questioning, descriptive feedback, self- and peer assessments, can
easily be incorporated into authentic assessments because both process and product matter in
authentic assessments. To put it another way, the process is just as vital as the final outcome.
As a result, real evaluations capture students’ mental habits, growth mindset, tenacity in
overcoming hard issues, resilience and grit, and self-directed learning. Two crucial components
of authentic evaluations are the use of scoring standards and human judgments (Wiggins,
1989).
For universities to stand out in the online landscape, courses and degree programs must
give such linkages to the real world because the bulk of online students are career-focused.
Assessment, given its importance in the online classroom, can be a wonderful place to start
when it comes to incorporating this type of relevancy into your course.
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A Term Paper in Assessment in Learning 2
Authentic assessment is the concept of putting students’ skills and knowledge to the
test in real-life settings utilizing innovative learning experiences. Authentic evaluation
evaluates students’ progress in ways that are relevant to the abilities they’ll need after
completing your course or degree program. We’ll go through the advantages and disadvantages
of authentic assessment in this post, as well as how to implement it into your online course.
MAIN SECTION
To be effective, assessments in online education must be dynamic and real-time. While there
are no universally accepted characteristics of an authentic assessment, one that simulates a reallife project or activity is typically regarded as authentic. Fray et al. (2012) did a literature review
to collect elements of authenticity and grouped them into three groups in order to develop a
criterion for distinguishing authentic evaluations. To begin, in order to be authentic, an
evaluation must be realistic, performance-based, and intellectually difficult. Second, students
must defend their responses and products, as well as learn to collaborate. Finally, the evaluation
should be formative.
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