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Different teacher should use different kind of assessment to

their learners. If I were given a chance to re-teach the same lesson,


I would definitely use other method on assessing the learners. As a
teacher it would be a success on our part if the learners itself find it
very easy to grasp the lesson through a traditional or authentic
assessment.
Traditional Authentic
Selecting a Response Performing a Task
Contrived Real-life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence

The main difference between traditional assessment and
authentic assessment is, Traditional Assessment are developed and
administered to determine if acquisition of the curriculum
occurred. While Authentic Assessment, the teachers first determine
the tasks that students will perform to demonstrate their mastery
and then a curriculum is developed that will enable students to
perform those tasks well.
On my own point of view, I think that theres no such thing as best
method of assessment on the ground that all types of assessment method
has its own functions and own characteristics. In one thing to another
they are different, theres specific or appropriate when to use the assessment
method.
For example if theres only a limited time left then youll make use of
true-false type, not the multiple choice or even completion test because as
we all know it needs a lot of time to answer on that particular case.
Second, in every method theres intended purpose which means you only
input that kind of method if it is really suitable for your subject matter.
Third, as a future teacher you may use alternative assessment methods but
it must complement always to your goals and objectives.
Thus, for preparing an assessment method it must complement to the
learning objectives, but make sure that the assessment method to be used is
appropriate to its functions so that you will able to evaluate immediately
Assessment Method Appropriate use
(When to use it)
d. Short answer Appropriate to use when emphasizing
more on factual knowledge or only
remembering rather than higher order
thinking skills performance or
attitudes.
e. Completion test This is suitable for determining the
cognitive skills of the learners, and this
is a one way to enrich and nurture
their minds on facts.
f. Essay For relating real life situation this is
the most appropriate assessment
method.
d. Short answer Appropriate to use when emphasizing
more on factual knowledge or only
remembering rather than higher order
thinking skills performance or
attitudes.
2. Product Rating Scales
(for book reports,
projects, other creative
endeavors)

This is appropriately used when rating
projects, notebooks, written assignment
to be able to determine if the learners
really understood the lesson or not.
3. Performance tests (Using
microscope, solving
Math word Problem)
Used to determine how imaginative
they are in relating problems to real
life situation. More on application or
more on doing rather than simply
writing.
a. Performance Checklist Allows for testing of complex integrated
skills, to check whether they
comprehend or not.
4. Oral Questioning Appropriate to use during discussion
more specifically because this is to
determine the learners ability to
communicate ideas in a coherent
verbal sentence
5. Observation and self-
reports

It is useful as supplementary methods
when used in conjunction with oral
questioning and in performance test.

Principles of Learning Assessment
Teaching Behavior of the Teacher/Learning
Behavior of the Learner as Proof of the Application
of the Principle of Learning
3. The results of assessment
must be feedback to the
learners.
Transparency of grades is very important
for students for them to know and
measure their understanding to the
lesson. It helps them to assess themselves
how much effort they needed for them to
pass.
4. Teachers must consider
learners learning styles
and multiple intelligences
and so come up with a
variety of ways of assessing
learning.
Considering the strengths and weaknesses
of the students in terms of their
intelligences and individual differences
helps the teacher to find more effective
strategies and to apply appropriate
assessment for the learners
5. Give some positive feedback
with not so good ones.
Positive feedbacks given by the teacher
create a good relationship in classroom.
It motivates the students not to be afraid
in sharing their ideas on the given topic.
6. Emphasize on self
assessment.
Reflecting and evaluating yourself from
the previous strategies use and assessing
its effectiveness helps a lot in finding or
choosing the best way to teach you
students.
7. Assessment of learning
should never be used as
punishment or as
disciplinary measure.
The purpose of assessment must always be
positive for the learners; teachers must not
use it for punishment.
8. Emphasize on real world
application that favors
realistic performances over
out-of-context drills.
Application is more important rather
than facts; the manifestation of learning
is the students applications of the facts
theyve learn in solving real word or
reality based problems.
9. Results of learning
assessment must be
communicated regularly to
parents.
The teacher practice keeping accurate
records and communicate them to
parents in the best mean way possible.
Records of the students progress were sent
to the parents quarterly or every grading
period.






Principle of Learning Assessment Possible Consequence if Principle is NOT
Observed
1. Assessment is an integral part of the
teaching-learning process.
Students were not able to know how far is the
learning they acquired and which topic needs to
emphasize.
2. Assessment tool/activity should match with
performance objective.
The first implication is confusion in what are
the things that they must learn in the given
topic.
3. The results of assessment must be feedback to
the learners.
Being ignorant on knowing how far theyve
already learn from the subject.
4. Teachers must consider learners learning
styles and multiple intelligences and so
come up with a variety of ways of assessing
learning.
Poor learning in the part of the students, it will
not enhance their full capabilities and teachers
will not be able to motivate the students to study
and get interested from the subject.
5. Give some positive feedback with not so good
ones.
It may lower their self esteem and they will be
afraid to share their own ideas.
6. Emphasize on self assessment. Students will become dependent to others.
7. Assessment of learning should never be used
as punishment or as disciplinary measure.
Distortion of the true essence of assessment.
8. Emphasize on real world application that
favors realistic performances over out-of-
context drills.
Students level of understanding will be on the
lowest level.
9. Results of learning assessment must be
communicated regularly to parents.
The parents will not be able to know if there are
developments in the part of the students.



































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Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric
articulates levels of performance for each criterion so the teacher can assess student
performance on each criterion. Using the Research rubric, a teacher could assess whether
a student has done a poor, good or excellent job of organization and distinguish that
from how well the student did on historical accuracy. Holistic rubric
In contrast, a holistic rubric does not list separate levels of performance for each
criterion.
Instead, a holistic rubric assigns a level of performance by assessing performance across
multiple criteria as a whole. For example, the analytic research rubric above can be
turned into a holistic rubric.

Rubrics are best suited for use in situations where a wide range of variation
exists between what's considered very proficient and what's considered not yet
proficient. Rubrics are very useful in providing guidance and feedback to
students where skills and processes are the targets to be monitored. Examples of
skills or processes that adapt well to being rubric include: writing, applying the
method of scientific inquiry, thinking skills, and life-long learner skills.
Methods, such as tests, quizzes, checklists, etc., are more conducive to
monitoring quantities or amounts of factual information known by a learner.
1. Make a list of what you want the students to accomplish through your assignment.
2. Organize your list from most important to least important.
3. Decide on an overall point value for the assignment.
4. Assign each item on your ranked list a percentage value out of 100 percent.
5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at
the point value for that item.
6. On a fresh sheet of paper, write the name for each item on your list in order from most to
least important. Make sure to leave room in between each category.
7. Assign specific grading criteria for each main category from step six.
8. Distribute or display the rubric to the students when you are explaining the assignment.





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Many rubrics are still not instructionally useful because of inconsistencies
in the descriptions of performance criteria across their scale levels. The most
accessible rubrics, particularly those available on the Internet, contain design
flaws that not only affect their instructional usefulness, but also the validity of
their results. For scoring rubrics to fulfil their educational ideal, they must first
be designed or modified to reflect greater consistency in their performance
criteria descriptors.
Analytic rubrics identify and assess components of a finished product.
Holistic rubrics assess student work as a whole.
Neither rubric is better than the other. Both have a place in authentic
assessment, depending on the following: Who is being taught? Because there is
less detail to analyze in the holistic rubric, younger students may be able to
integrate it into their schema better than the analytic rubric. How many
teachers are scoring the product? How many teachers are scoring the product?
Different teachers have different ideas about what constitutes acceptable
criteria and used what and where they are more comfortable.
BOON
Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment.
Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing
students how to meet these expectations. The result is often marked improvements in the quality of student work and in
learning. Thus, the most common argument for using rubrics is they help define "quality." One student actually didn't like
rubrics for this very reason: "If you get something wrong," she said, "your teacher can prove you knew what you were supposed
to do!" (Marcus 1995).
A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own
and others' work. When rubrics are used to guide self- and peer assessment, students become increasingly able to spot and
solve problems in their own and one another's work. Repeated practice with peer-assessment, and especially self-assessment,
increases students' sense of responsibility for their own work and cuts down on the number of
"Am I done yet?" questions.
Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend to find that by the time a
piece has been self- and peer-assessed according to a rubric, they have little left to say about it. When they do have
something to say, they can often simply circle an item in the rubric, rather than struggling to explain the flaw or strength
they have noticed and figuring out what to suggest in terms of improvements. Rubrics provide students with more
informative feedback about their strengths and areas in need of improvement.
Fourth, teachers appreciate rubrics because their "accordion" nature allows them to accommodate heterogeneous classes.
The examples here have three or four gradations of quality, but there is no reason they can't be "stretched" to reflect the work
of both gifted students and those with learning disabilities.
Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on how both students and
parents responded to her use of rubrics:
Students were able to articulate what they had learned, and by the end of the year could be accurate with their
evaluations. Parents were very excited about the use of rubrics. During parent conferences I used sample rubrics to explain
to parents their purpose, and how they were used in class. The reaction of parents was very encouraging. They knew exactly
what their child needed to do to be successful.












The learners does not
happen in snap of your
hands. It requires time
and diligence. The
teacher and the learner
should be patient.
Learning will not take
place unless the learner
him/herself allows, in totality, in
his/her mind. It is not primarily
controlled by the teacher, rather
on the learners wants, interest
and motives to learn.