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Archie C.

Teja Assignment
CPTE Assessment
1. Differentiate formal and informal assessments (give examples)
a. Formal assessments are the systematic, pre-planned data-based tests that measure what
and how well the students have learned. Formal assessments determine the students’
proficiency or mastery of the content, and can be used for comparisons against certain
standards.

i. standardized tests
ii. criterion referenced tests
iii. norm referenced test
iv. achievement tests
v. aptitude tests

b. Informal assessments are those spontaneous forms of assessment that can easily be
incorporated in the day-to-day classroom activities and that measure the students’
performance and progress. Informal assessments are content and performance driven.

i. checklist
ii. observation
iii. portfolio
iv. rating scale
v. time sampling
vi. event sampling
vii. anecdotal record

c. Formal Assessments VS Informal Assessments


i. Formal Assessment is structured while the Informal is flexible.
ii. Formal Assessment is static while the Informal is dynamic.
iii. Formal Assessment is standardized while the Informal is individualized.
iv. Formal Assessment is episodic while the Informal is continuous.
v. Formal Assessment is product-based while the Informal is process-based.
vi. Formal Assessment is knowledge testing while the Informal is progress
measuring.

2. Why is assessment is important?


a. For me assessment is the most important part of learning because here we can see if the
teaching and learning is effective between the learner and the teacher. The result of the
assessment is both reflects on the learner and teachers performance. This is also helps the
teacher to improve his teaching skills and helps the learners to improve his learning
technique.
3. Discuss authentic assessment? (give examples)
a. is one that requires application of what students have learned to a new situation, and that
demands judgment to determine what information and skills are relevant and how they
should be used. Authentic assignments often focus on messy, complex real-world
situations and their accompanying constraints; they can involve a real-world audience of
stakeholders or “clients” as well. According to Grant Wiggins (1998), an assignment is
authentic if it
i. is realistic.
ii. requires judgment and innovation.
iii. asks the student to “do” the subject.
iv. replicates or simulates the contexts in which adults are “tested” in the workplace or in
civic or personal life.
v. assesses the student’s ability to efficiently and effectively use a repertoire of
knowledge and skills to negotiate a complex task.
vi. allows appropriate opportunities to rehearse, practice, consult resources, and get
feedback on and refine performances and products.

Typical tests Authentic tasks Indicators of authenticity


Require a high-quality product or Correctness is not the only criterion;
Require correct responses performance, and a justification of the students must be able to justify their
solutions to problems encountered answers.
Must be unknown to the student in Should be known in advance to The tasks and standards for judgment
advance to be valid students as much as possible should be known or predictable.
Are tied to real-world contexts and The context and constraints of the task
Are disconnected from real-world
constraints; require the student to “do” are like those encountered by
contexts and constraints
the subject. practitioners in the discipline.
Are integrated challenges in which a
Contain items that isolate The task is multifaceted and complex,
range of skills and knowledge must be
particular skills or facts even if there is a right answer.
used in coordination
Involve complex tasks that for which
The validity of the assessment is not
Include easily scored items there may be no right answer, and that
sacrificed in favor of reliable scoring.
may not be easily scored
Students may use particular knowledge
Are “one shot”; students get one
Are iterative; contain recurring tasksor skills in several different ways or
chance to show their learning
contexts.
The assessment is designed to improve
Provide usable diagnostic information future performance, and students are
Provide a score
about students’ skills and knowledge important “consumers” of such
information.