Designing Authentic Assessments within Outcomes-based Teaching and Learning: Critical Reflections on Practice

Authors

  • Enriqueta D. Reston School of Education, University of San Carlos, Cebu City
  • Jaremilleta M. Arawiran College of Education, Holy Name University, Tagbilaran City

Keywords:

Authentic assessments, critical reflection, constructive alignment, five-dimensional framework, Outcomes-based teaching and learning

Abstract

Within the framework of Constructive Alignment in Outcomes-based Teaching and Learning (OBTL), we examined the connections between teaching practice and student outcomes in the implementation of authentic performance assessment in pre-service teacher education. Using the case study design, we described the interactions of teaching-learning and assessment in the implementation of an authentic assessment task based on a Five-Dimensional Framework. From the lens of critical reflections on teaching practice, we found that authentic assessment provided a holistic approach to classroom assessment where formative assessments are embedded within a summative performance task. Students found the activity a meaningful learning experience as they produced quality products and performances that relate to their future role as professional teachers. We conclude on the importance of authentic assessments in aligning teaching and assessment with student learning outcomes and recommend the use of organizing frameworks in both planning and reflection of teaching and assessment practices.

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Published

2018-07-31

How to Cite

Reston, E. D., & Arawiran, J. M. (2018). Designing Authentic Assessments within Outcomes-based Teaching and Learning: Critical Reflections on Practice. AsTEN Journal of Teacher Education. Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/837

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Section

Research Article