Internal Assessment (short test)- Traditional type of Assessment
- One assessment that I have designed: Mid Term Assessment
- Comparison: The assessment that I designed is tradition.
- Thoughts: I am a lower primary teacher. My assessments are usually traditional. But I can always assessment authentic through presentation. Here, learners can do group discussion and later present which can be assessed as part of Literacy curriculum.
Recently I assisted my Junior Grade 11 History Teacher to provide feedback on a formative midterm test. The assignment designed was a traditional from of assessment which was basically using Lower Order Questions for a Quiz test.
I posed few questions on how to design more authentic assessment where it is student-centred assignment using skills oriented questions to relate the historical dates, events, people and iconic features that reflect colonial impact in the Pacific and PNG. Rather than focus on facts only teachers can create activities that students are challenged to apply skills of critical analysis and problem solving. Collaboration and creativity are crucial for teacher to translate their metacognition skills to the students to empower them in the use of their social skills. Co -teaching is a good strategy to use to empower teachers to use differentiated teaching skills for the diverse learners
Excellent assessment task!! Yes, it sounds like it is an authentic task and it involves a hands-on activity by learners. These are the kinds of assessment forms we should use; they also make our learners think more innovatively as they solve practical challenges.
I have prepared exam papers which is a traditional form of assessment that is also known as Assessment of learning in which students are to sit for the papers as per the timetable and finish the paper at a given time frame.Traditional assessment is a method of assessment in which the students results are analyzed and graded according to their marks gained. This assessment is taken in the forms of tests, quizzes and homeworks to evaluate the performances.
- Reading Assessment
- Learner Structured-Authentic
- For the above assessment -Reading assessment was used to assess different reading levels of different learners. Learners were provided with books suitable to their abilities to assess their reading levels irrespective of their abilities and capabilities.
The assessment of learners is designed through different activities which is conducted during the lesson or as formative and summative assessment. The lesson activities are constructed to be student centered where they describe the topic based on their prior knowledge. When students describe about the topic they are learning they apply that knowledge to develop their understanding. It enables students understand about the importance of that topic to their daily lives where they also analyze the knowledge before and after the lesson through activities. The questions are asked so that students can reflect on their understanding and apply that knowledge while doing the activity questions for lesson or examination.
The comparison table of traditional and authentic assessment can relate the assessment strategies to authentic assessment. When authentic assessment is conducted it enables a learner to apply the knowledge to solve real life problems. It is also learner structured where direct evidence of learning can be determined by the teacher. During the lesson students do inquiry-based learning where they construct their knowledge and apply it to solve the activity questions which is based on their real-life examples. The strategies incorporated from the different forms of assessment enables the learners to know the importance of assessment where they also reflect on their understanding. During the recap phase of the lesson students apply their knowledge and describe about the lesson topic with ways it can be used for their daily lives.
I prepared Term End, Mid Term and Annual paper and it is traditional assessment.
- Currently involved in conducting post assesment for new revised primary curriculum.
- Traditional form of asessment.
- In the post assessment for new revised curriculum, the students have to select an answer
from the list given (multiple choice - for Literacy assessment). For Numeracy the students
have to recall, remember the answers. Only few questions are application sort of questions.
Assessment Task: Storytelling and Illustration
Based on this comparison, the assessment task “Storytelling and Illustration” appears to be more authentic than traditional. It engages students in higher-order thinking, encourages creativity, and simulates a real-world situation where individuals discuss and share their interpretations of a text with others.
I have designed Mid-Year Examination for my learners and it falls under traditional assessment as students have to choose and write a correct answer on the paper rather than any practical work.
- Summative Assessment - Mid Year or Annual Examination
- It was traditional
During a week break for the Government External Exams (SPELL/SNAPE). I designed and put together assignments for my students since our class wasn’t part of this external examination. Here were some of the assessments that I’ve put together.
Here’s an authentic assessment that were given to my Year 5 students.
Instructions:
- Read the provided material or watch videos related to 3-dimensional and 2-dimensional shapes.
- Complete the following tasks:
Task 1: Shape Sort
a) Collect a variety of objects from your surroundings (e.g., cereal boxes, balls, paper clips, picture frames).
b) Sort the objects into two groups: 3-dimensional shapes and 2-dimensional shapes.
c) Create a list of the objects in each group.
d) Explain why each object belongs to its respective group, considering their dimensions and properties.
Task 2: Build 3-Dimensional Shapes
a) Using materials such as playdough, toothpicks and marshmallows, or straws and clay, create different 3-dimensional shapes, such as cubes, cylinders, pyramids, and prisms.
b) Take pictures or make sketches of your creations.
c) Label each shape and write down the number of faces, edges, and vertices it has.
d) Explain the properties of each shape and how they relate to their dimensions.
Task 3: Drawing 2-Dimensional Shapes
a) Using a ruler, compass, and protractor (if available), draw at least five different 2-dimensional shapes, such as triangles, rectangles, squares, pentagons, or hexagons.
b) Label each shape and write down the number of sides and angles it has.
c) Explain the properties of each shape and how they differ from the 3-dimensional shapes you created.
- Prepare a presentation or report summarizing your findings. Include the following:
- Introduction: Explain the difference between 3-dimensional and 2-dimensional shapes.
- Task 1: Present your sorted list of objects and explain why each object belongs to its respective group.
- Task 2: Display pictures or sketches of your 3-dimensional shapes, label them, and explain their properties.
- Task 3: Show your drawings of 2-dimensional shapes, label them, and explain their properties.
- Conclusion: Summarize the main differences and similarities between 3-dimensional and 2-dimensional shapes.
- Annual examination blueprint is Section A Multiple Choices (20 marks), Section B Short Answers (60 marks), and Section C (20 marks) to be sat in 3 hrs.
- Traditional assessment using: Choosing an answer, Recall / remember / recognise (know) and is Teacher structured.
One assessment that I have designed for my learners in computer studies is a project in which students create their own website. This assessment task is authentic because it:
- Requires students to apply their knowledge and skills to a real-world task.
- Allows students to be creative and to express their own individuality.
- Provides students with an opportunity to reflect on their learning and to identify areas for improvement.
Here is a comparison of traditional and authentic assessments:
Characteristic Traditional assessment Authentic assessment
Focus On memorization and recall of knowledge On application of knowledge and skills
Type of task Typically closed-ended and repetitive Typically open-ended and complex
Purpose To measure student achievement To help students learn and to develop their skills
My assessment task is aligned with the authentic assessment approach because it focuses on the application of knowledge and skills to a real-world task. It is also open-ended and complex, which allows students to be creative and to express their own individuality. Additionally, the assessment task provides students with an opportunity to reflect on their learning and to identify areas for improvement.
I believe that authentic assessments are more effective than traditional assessments because they help students to learn and to develop their skills. Authentic assessments also help to prepare students for the real world, where they will be required to apply their knowledge and skills to solve complex problems.
-Annual Examination at the end of the Term.
This is a summative assessment and a Traditional type of assessment
-However I believe that authentic assessments are more effective because it will help students to develop their skills. .
I design my assessment through to visual art lesson so that students should understand the path way of being creative through designing of their own culture costume and the way they monitor it.
I am a Primary School teacher and I teach all the subjects . I have prepared exam papers for all the subjects which is a traditional form of assessment that is also known as Assessment of learning .Traditional assessment is a method of assessment in which the students results are analyzed and graded according to their marks gained. This exam are taken once in a term for find out the level of understanding of students.
I teach H/economics and design a task where my students were to cook a recipe of their own choice. The samples of ingredients were provided and students were to select which one to use.
Teacher to guide the students during the session.
I think this assessment is an authentic one because it involves learner doing a real life activity which is a direct result of Learning.
1Here’s an example of the assessment I had my students work on while on 1 week break for Government External Exams;
- Science Assessment: Forces and Motion Investigation
- Three Tasks were given to work:
- making experiments,
- making observations
- recording results- and write conclusions
Then they have to record their findings on a poster and presented in-front of the class.
- and write conclusions