Suha R. Tamim, EdD
Michael M. Grant, PhD
Authentic
Assessment
• “Process of gathering and
discussing information…in
order to develop a deep
understanding of what
students
know, underst...
So…
gathering and discussing
information
• Ongoing process
• Formative and summative evaluation
• Product of learning
• Proces...
in order to develop a deep
understanding of
what students know, understand,
and can do with their knowledge
Evaluation
Syn...
in a believable manner that
conforms with the originality (or
authenticity) of the task that is
being assessed
• Assessmen...
Context
Student
factorsIndicators
Characteristics
of Authentic
Assessment
(Herrington & Herrington, 2006)
Task
Factors
Context
Student
factors
Task
Factors
Indicators
Characteristics
of Authentic
Assessment
(Herrington & Herrington, 2006)
• ...
Types of assessment
Evaluation
Synthesis
Analysis
Application
KnowledgeSelected responses
Product
Constructed responses
Pe...
Evaluation
Synthesis
Analysis
Application
KnowledgeSelected responses
Product
Constructed responses
Performance
Types of a...
Assessment methods
Formative
Multiple Indicators
Summative
Process Product
• During learning
• Collecting evidence of learning
• Provide feedback
• To adjust the next steps of instruction in order ...
for
as
of
• Journal entries
• Writing prompts
• Daily or weekly reports
• Blogs
• Others
Types of evidence
Product
Portfolio
Assessment tools
Rubrics
(Trauth-Nare, A., & Buck, G., 2011)
Analytical
1. State and maintain
position.
2. State references related
to hypothesis.
Learning Objectives
1. Position is clearly stat...
1. Explain position using
science concepts.
2. Provide at least three
reasons why chosen
hypothesis is most
plausible.
OR
...
(Trauth-Nare, A., & Buck, G.
2011)
Descriptors
Level of performance
Source: https://www.rcampus.com/rubricshowc.cfm?code=HA59AA&sp=true&nocache=1373217826644
(Mertler, Craig A., 2001)
Holistic
How to use a rubric
Rubric
Peer
assessment
Teacher
assessment
Self-
Assessment
Guides
performance
Collection of student work with a purpose
Working portfolios
• Work progress
• Thinking process
Best work portfolios
Portf...
• What to assess?
• How to assess?
• How frequently?
• Who is the audience?
Portfolio: Things to consider
• Assessing through multiple
indicators
• Unveiling different abilities
• Supporting the learning
process
• Adjusting inst...
Source: http://bit.ly/16jx4D2
In the classroom
Instruction
Assessment
Learning
Instruction AssessmentLearning
Alignment
Learning
Assessment
• Austin, J. (2010). Creating an academy of learning. Independent School, 69(3), 66–73.
• Britton, L. A., & Wissing, D. (2...
Authentic Assessment
Authentic Assessment
Authentic Assessment
Authentic Assessment
Authentic Assessment
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Authentic Assessment

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This presentation describes what authentic assessment is and explains its methods and characteristics.

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  • 7-8 grade MathHit the skills and the needs of the studentsNot get to a right answer but understand why they got the right answerWhat common mistakes are: learn from errors, dissecting, moving backwardCity building codesHow math connects to real lifeHere’s why the formula worksAs authentic as the 4 walls of the schoolApproach problems as experts doesMain goal not to get the right answer but how you got thereWhere they’re at and how I can get them to where I want them to be.
  • Learning task resembles assessment task
  • Learning task resembles assessment task
  • Authentic Assessment

    1. 1. Suha R. Tamim, EdD Michael M. Grant, PhD Authentic Assessment
    2. 2. • “Process of gathering and discussing information…in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences” Source: University of Oregon at http://bit.ly/11jNrn2 Assessment • Worthy of acceptance or belief • Conforming to an original so as to reproduce essential features • Genuine Authentic
    3. 3. So…
    4. 4. gathering and discussing information • Ongoing process • Formative and summative evaluation • Product of learning • Process of learning What?
    5. 5. in order to develop a deep understanding of what students know, understand, and can do with their knowledge Evaluation Synthesis Analysis Application Knowledge Why ?
    6. 6. in a believable manner that conforms with the originality (or authenticity) of the task that is being assessed • Assessment of real world tasks • In real-life context • Knowledge, skills, and attitudes needed to perform real world tasks • Collaborative and individual • The thinking process of experts How ?
    7. 7. Context Student factorsIndicators Characteristics of Authentic Assessment (Herrington & Herrington, 2006) Task Factors
    8. 8. Context Student factors Task Factors Indicators Characteristics of Authentic Assessment (Herrington & Herrington, 2006) • Problem solving skills • Higher order thinking • Production of knowledge (not reproduction) • Collaboration • Ill-structured • Multiple tasks • Assessment is integrated with the activity Resembles the context where the real-life task is performed • Multiple indicators of learning • Appropriate criteria
    9. 9. Types of assessment Evaluation Synthesis Analysis Application KnowledgeSelected responses Product Constructed responses Performance (Mueller, 2012)
    10. 10. Evaluation Synthesis Analysis Application KnowledgeSelected responses Product Constructed responses Performance Types of assessment (Mueller, 2012) Authentic Assessment
    11. 11. Assessment methods Formative Multiple Indicators Summative Process Product
    12. 12. • During learning • Collecting evidence of learning • Provide feedback • To adjust the next steps of instruction in order to guide further instruction • Meet the immediate needs of the students Process
    13. 13. for as of
    14. 14. • Journal entries • Writing prompts • Daily or weekly reports • Blogs • Others Types of evidence
    15. 15. Product Portfolio
    16. 16. Assessment tools
    17. 17. Rubrics
    18. 18. (Trauth-Nare, A., & Buck, G., 2011) Analytical
    19. 19. 1. State and maintain position. 2. State references related to hypothesis. Learning Objectives 1. Position is clearly stated and consistently maintained. 2. Clearly stated references relate to hypothesis. Rubric Criteria Criteria of performance
    20. 20. 1. Explain position using science concepts. 2. Provide at least three reasons why chosen hypothesis is most plausible. OR Explain why the chosen hypothesis is most plausible, using at least three reasons. Learning Objectives 1. Uses science concepts to clearly and fully explain the position. 2. Provides at least three reasons why chosen hypothesis is most plausible. Rubric Criteria Criteria of performance
    21. 21. (Trauth-Nare, A., & Buck, G. 2011)
    22. 22. Descriptors
    23. 23. Level of performance
    24. 24. Source: https://www.rcampus.com/rubricshowc.cfm?code=HA59AA&sp=true&nocache=1373217826644
    25. 25. (Mertler, Craig A., 2001) Holistic
    26. 26. How to use a rubric Rubric Peer assessment Teacher assessment Self- Assessment Guides performance
    27. 27. Collection of student work with a purpose Working portfolios • Work progress • Thinking process Best work portfolios Portfolio
    28. 28. • What to assess? • How to assess? • How frequently? • Who is the audience? Portfolio: Things to consider
    29. 29. • Assessing through multiple indicators • Unveiling different abilities • Supporting the learning process • Adjusting instruction as needed For teachers • Self-evaluation • Reflection • Creativity • Higher order thinking • Desire to learn • Life-long learners For students Why do authentic assessment?
    30. 30. Source: http://bit.ly/16jx4D2
    31. 31. In the classroom Instruction Assessment Learning
    32. 32. Instruction AssessmentLearning Alignment
    33. 33. Learning
    34. 34. Assessment
    35. 35. • Austin, J. (2010). Creating an academy of learning. Independent School, 69(3), 66–73. • Britton, L. A., & Wissing, D. (2006). Authentic assessment of learning outcomes. Respiratory Care Education Annual, 15(Summer), 21–30. • Butley, H., & Price, M. (2003). What works with authentic assessment. Educational Horizons, 81(4), 193–196. • Gulikers, J. T. ., Bastiaens, T. J., & Kirshner, P. A. (2003). A five-dimensional framework for authentic assessment. Educational Technology and Research Development Research, 52(3), 67–86. • Herrington, J., & Herrington, A. (2006). Aligning task and assessment. Authentic conditions for authentic assessment: Aligning task and assessment (pp. 146–151). Perth, Western Australia. • Mueller, J. (2012). Authentic assessment toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm • Palm, T. (2008). Performance assessment and authentic assessment : A conceptual analysis of the literature. Practical Assessment, Research and Evaluation, 13(4), 1–11. Retrieved from http://pareonline.net/getvn.asp?v=13&n=4 • Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=25. • Swaffield, S. (2011). Getting to the heart of authentic assessment for Learning. Assessment in Education : Principles , Policy & Practice, 18(4), 433–449. • Teacher Effectiveness Program, University of Oregon (2013). Definition of assessment. Retrieved from http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3), 281–294. doi:10.1080/09695940701591867 • Trauth-Nare, A., & Buck, G. (2011). Using formative assessment in problem- and project-based learning. The Science Teacher, January, 34–39. References

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