Authentic tasks
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Authentic tasks

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Authentic tasks Authentic tasks Presentation Transcript

    • An authentic task is an assignment to assess how learners apply objective-driven knowledge and skills to real-world challenges.
    • We are less interested in how much information students can acquire than how well they can use it.
    Authentic Task
  • Authentic Task
  • When presented with a real-world problem to solve
  •  
    • The same authentic task used to measure the students' ability to apply the knowledge or skills is used for student learning.
    Photo by: joaobambu Authentic Tasks are seamlessly integrated with assessment
  • Constructed-Response
    • In response to a prompt , students construct an answer from old and new knowledge.
    • Since there is no one right answer, students are constructing new knowledge that differs from other students.
    • Typically, constructed response prompts are narrowly conceived, delivered at or near the same time and limited in length.
    • However, the fact that students must construct new knowledge means that at least some of their thinking must be revealed. As opposed to selected response items, the teacher gets to look at what the learner is thinking.
    Photo by: Nicholas Gray
  • Constructed-Response Examples
    • Product-like:
    • Short-answer essay questions
    • Journal response
    • "Show your work" Concept maps Figural representation (e.g., Venn diagram)
    • Performance-like:
    • Typing test
    • Complete a step in a science lab
    • On demand demonstrated or construct
    • a short musical a dance   a dramatic response an athletic skill
    •  
    Photo by: Luke Redmond
  • Performance
    • In response to an assignment, students construct a performance that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills.
    • Since there is no one right answer, students are required to construct new knowledge and not just select a response.
    • Performances typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the assignment and the student response than constructed-response items.
    Photo by: jeremy.wilburn
  • Performance Examples
    • Examples include
    • Conducting an experiment
    • Musical, dance or dramatic performances
    • Debates
    • Athletic competition
    • Oral presentation
    Photo by: Shenghung Lin
  • Product Examples
    • Essays, stories or poems
    • Research reports
    • Extended journal responses
    • Art exhibit or portfolio
    • Lab reports
    • Newspaper
    • Poster
    •  
    Photo by: Brit.
  • Products
    • In response to an assignment or series of prompts, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills.
    • Since there is no one right answer, students are required to construct new knowledge and not just select a response.
    • Product assessments typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items.
    Photo by: The Pulitzer
  • Task Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
  • Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
  • Task Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
  • Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
  • Task Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.