BEST PRACTICES: <br />AUTHENTIC ASSESSMENT<br />
The question is …<br />… how do THEY know they know?<br />And … how do WE know they know?<br />
What are we REALLY trying to do here?<br />Another question is …<br />
Encourages contact between students and faculty<br />Develops reciprocity and cooperation among students<br />Encourages a...
Enables students to self-monitor progress<br />Gives regular feedback to students<br />Supports peer learning and assessme...
Traditional<br /><ul><li> Selecting a Response
 Contrived
 Recall / Recognition
 Teacher-structured
 Indirect Evidence</li></ul>Authentic<br /><ul><li> Performing a Task
 Real-life
 Construction / Application
 Student-structured
 Direct Evidence</li></ul>Assessment Characteristics<br />
What is Measurable?<br />
Questions to Ask:<br />1) What should students know and be able to do?This list of knowledge and skills becomes your . . ....
Authentic Task:  An assignment given to students designed to assess their ability to apply standard-driven knowledge and s...
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Best practices authentic assessment

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How do learners know they know? How do educators know that learners know?

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Best practices authentic assessment

  1. 1. BEST PRACTICES: <br />AUTHENTIC ASSESSMENT<br />
  2. 2. The question is …<br />… how do THEY know they know?<br />And … how do WE know they know?<br />
  3. 3. What are we REALLY trying to do here?<br />Another question is …<br />
  4. 4. Encourages contact between students and faculty<br />Develops reciprocity and cooperation among students<br />Encourages active learning<br />Gives prompt feedback on performance<br />Emphasizes time on task<br />Communicates high expectations<br />Respects diverse talents and ways of learning----A.W. Chickering & Z.F. Gamson, 1987. AAHE. <br />Best Practice in Education<br />
  5. 5. Enables students to self-monitor progress<br />Gives regular feedback to students<br />Supports peer learning and assessment<br />Designs self-assessment practice. <br />---- Penn State University in association with Lincoln University (Innovation in Distance Education, 1999)<br />Best Practice in Assessment<br />
  6. 6. Traditional<br /><ul><li> Selecting a Response
  7. 7. Contrived
  8. 8. Recall / Recognition
  9. 9. Teacher-structured
  10. 10. Indirect Evidence</li></ul>Authentic<br /><ul><li> Performing a Task
  11. 11. Real-life
  12. 12. Construction / Application
  13. 13. Student-structured
  14. 14. Direct Evidence</li></ul>Assessment Characteristics<br />
  15. 15. What is Measurable?<br />
  16. 16. Questions to Ask:<br />1) What should students know and be able to do?This list of knowledge and skills becomes your . . .<br />STANDARDS<br />2) What indicates students have met these standards?To determine if students have met these standards, you design or select relevant . . .<br />AUTHENTIC TASKS<br />3) What does good performance on this task look like?To determine if students have performed well on the task, you identify and look for characteristics of good performance called . . <br />CRITERIA<br />4) How well did the students perform?To discriminate among student performance across criteria, you create a . . .<br />RUBRIC<br />What Needs to be Measured?<br />
  17. 17. Authentic Task:  An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges<br />In other words, a task we ask students to perform is considered authentic when <br />1) students are asked to construct their own responses rather than select from ones presented and <br />2) the task replicates challenges faced in the real world.<br />Authentic Assessment<br />
  18. 18. Identify your standards for your students.<br />For a particular standard or set of standards, develop task(s) your students perform to indicate that they have met these standards.<br />Identify the characteristics of good performance on task(s), the criteria, that, if present in your students’ work, indicates that they have performed well on the task(s), i.e., they have met the standards.<br />For each criterion, identify two or more levels of performance along which students can perform which sufficiently discriminate among student performance for that criterion. The combination of the criteria and the levels of performance for each criterion are your rubric for that task (assessment).<br />How Do We Do This?<br />
  19. 19. All the time<br />Ongoing<br />From beginning to end<br />Throughout<br />At every opportunity<br />Whenever!<br />Assessment is an ongoing process!<br />When to Assess<br />
  20. 20. As nurses …<br />As teachers …<br />Vital Signs<br />
  21. 21. As nurses …<br />As teachers …<br />Evidence<br />
  22. 22. Testing or Teaching<br />What are we REALLY trying to do here?<br />
  23. 23. Tell learners EXACTLYwhat they need to DO, SHOW, DEMONSTRATE, PRODUCE from the very beginning and on an ongoing basis<br />Course Objectives<br />Unit Objectives<br />Standards<br />Criteria<br />Testing AS Teaching<br />
  24. 24. Tell learners EXACTLYhow they need to DO, SHOW, DEMONSTRATE, PRODUCE from the very beginning and on an ongoing basis<br />Participation in discussions<br />Individual assignments<br />Group assignments<br />Whatever!<br />Testing AS Teaching<br />
  25. 25. FEEDBACK<br />It don’t mean a thing if it ain’t got that …<br />
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