SCHOOL PHILOSOPHY

Holy Cross College believes in the holistic

development of individuals by providing quality
education through active participation in the
teaching-learning process.
 SCHOOL MISSION
To become a leading God-centered learning
institution focused on holistic education that
forms and educates individuals to become
conscious, competent, compassionate, and
committed persons towards the development of a
just and humane society.
 SCHOOL VISION

Holy Cross College is an institution for academic

and values formation offering relevant, learner-
centered, and values-oriented programs that
produces competent persons of character in the
service of society.
 Traditional
and
Performance-
based
Assessments
Prepared by: Kent E. Garcia, LPT
 objectives
At the end of the lesson, the students should be able to:

a) characterize traditional assessment strategies in science;

b) examine the advantages and disadvantages of traditional forms of
assessment in science;
c) provide alternative forms of assessment for give competencies and
traditional assessment forms;
d) characterize effective use of performance tasks in classroom instruction;
e) discuss guidelines in designing and implementing performance tasks; and
f) examine samples of performance tasks.
 Traditional Assessment in Science

• Traditional assessment is the classic way of

testing and evaluating the students' learning
with the use of standardized pen and paper.

• It makes use of multiple-choice, true or

false, or matching type test items.

• Assessment is often separate from the

instruction, and the curriculum drives the
traditional assessment (Abdao, 2015).
 Traditional Assessment in Science

• The main purpose of traditional assessment is to evaluate if the

students have truly learned the content or to determine if the students
are successful in acquiring the necessary knowledge from the class
lecture/discussions or activities.

• The students are ranked or given grade according to standards or other

learners.

• This form of assessment gives the teacher a snapshot of the students'

knowledge of the content as the students demonstrate what they know
through paper-and-pen tests.
 Traditional Assessment in Science
• The students often display lower level of thinking skills because they
are asked to recall and comprehend body of knowledge that has been
taught to them. It is easy to prepare, administer, and score. It is
practical, product-oriented, reliable, valid and summative (Abdao,
2015).

• The students are evaluated easily and quickly.

• Other examples of this method of assessment are standardized tests,

aptitude tests, intelligence tests, and achievement tests.
 Traditional Assessment in Science

Standardized tests - a method

of assessment built on the
principle of consistency: all test
takers are required to answer the
same questions and all answers
are graded in the same,
predetermined way.
 Traditional Assessment in Science

Aptitude tests – An aptitude test is designed to assess what a person is

capable of doing or to predict what a person is able to learn or do given
the right education and instruction.

• The goal of an aptitude test is to predict the ability to learn new skills.
It represents a person's level of competency to perform a certain type
of task.

• Students encounter a variety of aptitude tests throughout school as

they think about what they might like to study in college or do as a
career.
 Traditional Assessment in Science

Intelligence tests - assess a person's overall mental capabilities,

including their ability to think abstractly, reason, solve problems, and
learn new information.

• An intelligence quotient (IQ) test is an assessment that measures a

range of cognitive abilities and provides a score that is intended to
serve as a measure of an individual's intellectual abilities and
potential.

• IQ tests are among the most administered psychological tests.

 Traditional Assessment in Science

These
classifications
come from the
Wechsler series
of IQ tests for
children and
adults.
 Traditional Assessment in Science
Achievement tests - measures
how an individual has learned
over time and what the
individual has learned by
analyzing his present
performance.

• It also measures how a

person understands and
masters a particular
knowledge area at the
present time.
 Traditional Assessment in Science
• With this method of assessment, the students are not evaluated as to
what they can do with the knowledge that they have acquired.

• It is rigid and fixed because it provides limited ways of assessing the

students' knowledge and comprehension.

• The students are asked to memorize and recall information.

• They do not necessarily practice their higher-order thinking skills. It

may also stimulate feelings of anxiety that are not helpful for the
students. Most of the time, the students work alone during activities,
thereby promoting competitiveness. They are pressured to finish the
exam/test in a fixed time.
 Traditional Assessment in Science
Multiple Choice Tests

• Multiple choice test items can be used to test factual recall, levels of
understanding, and ability to apply learning (analyzing and evaluating).

• Multiple choice tests can also provide an excellent pre-assessment

indicator of student knowledge as well as a source for a post-test
discussion.

• A class discussion can address why the incorrect responses were wrong
as well as why the correct responses were right. Unfortunately, multiple
choice questions are difficult to construct and can be challenging to
select when using a test bank.
 Traditional Assessment in Science
Multiple Choice

• A multiple-choice question
(MCQ) is composed of two
parts: a stem that identifies
the question or problem, and a
set of alternatives or possible
answers that contain a key
that is the best answer to the
question, and several
distractors that are plausible
but incorrect answers to the
question.
 Traditional Assessment in Science
Multiple Choice

General strategies
and tips for
designing stems
and distractors.
 Traditional Assessment in Science
Multiple Choice

General strategies
and tips for
designing stems
and distractors.
 Traditional Assessment in Science
Advantages and Disadvantages of Multiple Choice Questions
Advantages

• Quick and easy to score, by hand or electronically.

• Can be written so that they test a wide range of higher-order thinking

skills.

• Can cover lots of content areas on a single exam and still be answered
in a class period.
 Traditional Assessment in Science
Advantages and Disadvantages of Multiple Choice Questions
Disadvantages
• Often test literacy skills: “if the student reads the question carefully, the
answer is easy to recognize even if the student knows little about the
subject” (p. 194).

• Provide unprepared students the opportunity to guess, and with guesses

that are right, they get credit for things they don’t know.

• Expose students to misinformation that can influence subsequent

thinking about the content.

• Take time and skill to construct (especially good questions).

 Traditional Assessment in Science
True or False Tests

• In a traditional true/false question, students are asked to judge whether

a factual statement is either true or false. True/false questions are best
suited to assessing surface level knowledge, but can be crafted to assess
higher order thinking.

• Like multiple choice, students can process and respond to true/false

quickly, allowing the test designer to assess more content areas in an
exam. They are also easy and quick to mark.
 Traditional Assessment in Science
True or False Tests

• However, traditional multiple choice is thought to be superior to

true/false for several reasons, including:

• Students have a higher probability of guessing the right answer in

True/False responses.

• True/false questions offer little insight into why students may answer
incorrectly.

• True/false questions are necessarily absolute; it can be difficult to write

questions that are unambiguously true or false.
 Traditional Assessment in Science
True or False Tests
 Traditional Assessment in Science
Tips for developing True/False questions
1. Avoid negative and double-negative statements. These can
unnecessarily confuse students.

2. Keep the proportion of false statements slightly higher than true

statements. Students tend to guess “true” on uncertain questions.

3.A void trivia. Make sure that your true/false questions directly assess
learning goals.

4. Many of the disadvantages of true/false questions can be eliminated by

asking students to explain their answer. However, this approach has its
own disadvantages (e.g., workload).
 Traditional Assessment in Science
Advantages and Disadvantages of True or False Questions
Advantages
• Quick and easy to score.

Disadvantages

• Considered to be “one of the most unreliable forms of assessment” (p.

195).

• Often written so that most of the statement is true save one small, often
trivial bit of information that then makes the whole statement untrue.

• Encourage guessing, and reward for correct guesses.

 Traditional Assessment in Science
Matching Type Tests
• Matching questions generally involve pairing a set of stems or premises
(e.g., causes) with a set of responses (e.g., effects).

• Matching questions are best suited for assessing recognition and recall,
although well-crafted matching questions can be used to assess higher-
order thinking.

• For example, students might be asked to match constructs with new

examples, or principles with new applications. Matching questions
have several advantages. Because all items have the same set of
options, matching questions tend to be quick to write and easy to
process for the test takers. They are also efficient to mark, reducing
back-end workload.
 Traditional Assessment in Science
Tips for developing Matching Type questions

1. Avoid a 1:1 match between stems and responses. Consider allowing

students to use the same response multiple times, or add dummy responses
that have no match. This reduces the effectiveness of response-elimination
strategies.

2. Ensure matching set options are homogeneous and that all possible
responses are plausible matches for the stems. Otherwise, test-savvy
students will eliminate unlikely matches.

3. Ensure your options are arranged in logical order to increase readability

and reduce the chances of accidental error.
 Traditional Assessment in Science
Tips for developing Matching Type questions

4. Give clear, unambiguous directions in an introductory sentence. Let

students know that options may be used more than once. Identify the key
relation between stems and responses (e.g., “Match the brain structures
with their functions”).

5. Keep it simple. Avoid unnecessarily lengthy stems or responses.

Consider limiting the number of items to 10 or less.
 Traditional Assessment in Science
Matching Type Tests
 Traditional Assessment in Science
Matching Type Tests
 Traditional Assessment in Science
Advantages and Disadvantages of Matching Type Questions
Advantages

• Best “the amount of course material covered to the amount of time

spent to construct the questions” ratio.
• Allow for great flexibility and accuracy in counting the learners’
scores.
• Give an objective assessment of the learners’ knowledge.
• At their most useful when used in areas mostly dealing with facts.
• Least chance of guessing the correct answer compared to other
question types.
 Traditional Assessment in Science
Advantages and Disadvantages of Multiple Choice Questions
Disadvantages

• Ill-suited for gauging the learners’ higher understanding (analysis and

synthesis levels).

• Answering matching questions is time-consuming for learners.

• Introducing too many options can make it so that the question tests the
ability to search first, relevant knowledge second.
 Performance-based Assessment
in Science

• Performance-based assessment is the

assessment of a student’s ability to apply
knowledge, skills, and understanding,
usually in authentic, real-life settings that
are similar to those encountered in the world
outside the lassroom (Murchan & Shiel,
2017)
 Performance-based Assessment
in Science

• Performance-based assessment can be used

to measure a broad range of learning
outcomes, including more complex
outcomes that cannot be assessed using
indirect measure, such as multiple choice
test and written examinations.
 What are some key attributes of performance-
based approaches to teaching, learning, and
assessment?

• Performance-based approaches can be designed

to incorporate real-world problems and tasks,
giving students opportunities to develop and
apply knowledge and skills in settings that
resemble authentic, real-life situations.

• Such approaches to teaching, learning, and

assessment can be used to promote students’
deeper learning and higher-order thinking skills
and have been shown to prepare students for
college and the workplace.
 Performance-based Assessment
in Science
Some examples of performance- based assessments include:
1. Student reflection;
2. Representing a character from a drama or play;
3. Keeping a portfolio of artwork,
4. Demonstrating a routine, movement, or dance,
5. Making a video to dramatize a historical theme, editing a story, term
paper, or essay;
6. Conducting a science experiment, working with a group of students to
design a student attitude survey;
7. Using equipment/machine to complete a task, preparing a meal/baking
pastries or cakes in a culinary subject, and
8. Reporting on a project by delivering a multimedia presentation.
 Performance-based Assessment in Science
Other examples of performance- based assessments include:

1. Analyzing and proposing solutions to real-world problems

2. Analyzing literary or historical documents in an essay

3. Building a prototype, device, or structure

4. Conducting and analyzing a laboratory investigation

5. Creating a work of art

6. Demonstrating a technique (e.g., welding or pipetting)

 Performance-based Assessment in Science
Other examples of performance- based assessments include:

7. Designing and delivering a multi-media presentation

8. Developing a computer program

9. Game-play assessments

10. Participating in a debate

11Performing in a theatrical, dance, or music production or video

12. Researching a topic and writing a report