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Authentic  Assessment Alex Dugan TESOL Adventist International Institute of Advanced Studies [email_address]
What is Authentic Assessment? A form of assessment in which students are asked to  perform real-world tasks  that demonstr...
What is Authentic Assessment? Performance assessments call upon the examinee to  demonstrate  specific skills and competen...
What does Authentic Assessment look like? An authentic assessment usually includes a  task  for students to perform and a ...
Traditional Assessment vs. Authentic Assessment <ul><li>Traditional Assessment ( TA ) </li></ul><ul><ul><li>Multiple choic...
Traditional Assessment vs. Authentic Assessment <ul><li>Authentic Assessment ( AA ) </li></ul><ul><ul><li>Inventories </li...
Traditional Assessment vs. Authentic Assessment <ul><li>Traditional ( TA )  </li></ul><ul><ul><li>To develop productive  <...
Traditional Assessment vs. Authentic Assessment <ul><li>Traditional ( TA )  </li></ul><ul><li>The curriculum drives assess...
Traditional Assessment vs. Authentic Assessment <ul><li>Traditional ( TA )  </li></ul><ul><li>Selecting a response </li></...
Alternative Names  for Authentic Assessment Performance Assessment Alternative Assessment Direct Assessment
Why Use Authentic Assessment Authentic Assessments are Direct Measures We do not just want students to  know   the content...
Why Use Authentic Assessment <ul><li>Authentic Assessments  are Direct Measures </li></ul><ul><li>Can you think of profess...
Why Use Authentic Assessment <ul><li>Authentic Assessments  Capture Constructive Nature of Learning   </li></ul><ul><li>We...
Why Use Authentic Assessment <ul><li>Authentic Assessments Integrate Teaching, Learning and Assessment </li></ul><ul><li>I...
Why Use Authentic Assessment <ul><li>Authentic Assessments Integrate Teaching, Learning and Assessment </li></ul><ul><li>W...
Why Use Authentic Assessment <ul><li>Authentic Assessments  Provide Multiple Paths  to Demonstration </li></ul><ul><li>We ...
How to Create Authentic Assessments <ul><ul><li>Step 1: Identify the  standards </li></ul></ul><ul><ul><li>Step 2: Select ...
STEP 1:  Identify the Standards <ul><li>Standards, like goals, are statements of what students should know and be able to ...
STEP 2:  Select an Authentic Task <ul><li>Find a way students can demonstrate that they are fully capable of meeting the s...
STEP 3:  Identify the Criteria for the Task <ul><li>Ask &quot;What does good performance on this task look like?&quot; or ...
STEP 3:  Identify the Criteria for the Task <ul><li>Characteristics  of a Good Criterion </li></ul><ul><ul><li>clearly sta...
STEP 3:  Identify the Criteria for the Task <ul><li>Standard </li></ul><ul><li>The student will conduct banking transactio...
STEP 4:  Create the Rubric <ul><li>Once you have identified  the criteria you want to look for as indicators of good perfo...
Holistic Rubric (Accent) The student’s accent is very much affected by L1 intonation and it is difficult to understand.  1...
Analytic Rubric (Composition Writing) x1 x1 x2 x2 Wt Work is Illegible.  Work has three or four areas that are sloppy.  Wo...
Designing a Rubric Wt No  Yes, but Yes Yes and more 1 2 3 4 Criteria
Experts Say… <ul><li>For many students, assessment is not an educational experience in itself, but a process of ‘guessing ...
Thank You <ul><li>Best wishes  with your assessment practices! </li></ul>
Contact Information <ul><li>Alex Dugan </li></ul><ul><li>TESOL </li></ul><ul><li>Adventist International Institute  of Adv...
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Authentic Assessment

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  • Transcript of "Authentic Assessment"

    1. 1. Authentic Assessment Alex Dugan TESOL Adventist International Institute of Advanced Studies [email_address]
    2. 2. What is Authentic Assessment? A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller
    3. 3. What is Authentic Assessment? Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. Richard J. Stiggins
    4. 4. What does Authentic Assessment look like? An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.
    5. 5. Traditional Assessment vs. Authentic Assessment <ul><li>Traditional Assessment ( TA ) </li></ul><ul><ul><li>Multiple choice </li></ul></ul><ul><ul><li>Gap fill </li></ul></ul><ul><ul><li>True-false </li></ul></ul><ul><ul><li>Matching </li></ul></ul>
    6. 6. Traditional Assessment vs. Authentic Assessment <ul><li>Authentic Assessment ( AA ) </li></ul><ul><ul><li>Inventories </li></ul></ul><ul><ul><li>Peer rating / Self rating </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Portfolios </li></ul></ul><ul><ul><li>Discussions </li></ul></ul><ul><ul><li>Interviews </li></ul></ul>
    7. 7. Traditional Assessment vs. Authentic Assessment <ul><li>Traditional ( TA ) </li></ul><ul><ul><li>To develop productive </li></ul></ul><ul><ul><li>citizens </li></ul></ul><ul><ul><li>Must possess a body of knowledge and skills </li></ul></ul><ul><ul><li>Schools must teach this body of knowledge and skills </li></ul></ul><ul><ul><li>Test the students if they acquired the knowledge and skills </li></ul></ul><ul><li>Authentic ( AA ) </li></ul><ul><ul><li>To develop productive </li></ul></ul><ul><ul><li>citizens </li></ul></ul><ul><ul><li>Must be capable of performing real tasks </li></ul></ul><ul><ul><li>Schools must help students become proficient at performing tasks </li></ul></ul><ul><ul><li>Have the students perform meaningful tasks </li></ul></ul>
    8. 8. Traditional Assessment vs. Authentic Assessment <ul><li>Traditional ( TA ) </li></ul><ul><li>The curriculum drives assessment.   </li></ul><ul><li>1. body of knowledge is determined first  </li></ul><ul><li>2. design the curriculum </li></ul><ul><li>3. assess to determine if acquisition of the curriculum occurred. </li></ul>Authentic ( AA ) Assessment drives the curriculum.  1. tasks are determined first 2. students perform to demonstrate their mastery 3. design the curriculum
    9. 9. Traditional Assessment vs. Authentic Assessment <ul><li>Traditional ( TA ) </li></ul><ul><li>Selecting a response </li></ul><ul><li>Contrived </li></ul><ul><li>Recall / Recognition </li></ul><ul><li>Teacher-structured </li></ul><ul><li>Indirect evidence </li></ul>Authentic ( AA ) Performing a task Real-life Construction / Application Student-structured Direct evidence
    10. 10. Alternative Names for Authentic Assessment Performance Assessment Alternative Assessment Direct Assessment
    11. 11. Why Use Authentic Assessment Authentic Assessments are Direct Measures We do not just want students to  know   the content of the disciplines when they graduate. We, of course, want them to be able to  use   the acquired knowledge and skills in the real world. So, our assessments have to also tell us if students can apply what they have learned in authentic situations.
    12. 12. Why Use Authentic Assessment <ul><li>Authentic Assessments are Direct Measures </li></ul><ul><li>Can you think of professions which require some direct demonstration of relevant skills before someone can be employed in that field? </li></ul>
    13. 13. Why Use Authentic Assessment <ul><li>Authentic Assessments Capture Constructive Nature of Learning </li></ul><ul><li>We cannot simply be fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences with the world (Bransford & Vye, 1989) </li></ul>
    14. 14. Why Use Authentic Assessment <ul><li>Authentic Assessments Integrate Teaching, Learning and Assessment </li></ul><ul><li>In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning. </li></ul>
    15. 15. Why Use Authentic Assessment <ul><li>Authentic Assessments Integrate Teaching, Learning and Assessment </li></ul><ul><li>When presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts. </li></ul>
    16. 16. Why Use Authentic Assessment <ul><li>Authentic Assessments Provide Multiple Paths to Demonstration </li></ul><ul><li>We all have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate   what we have learned. T esting favors those who are better test-takers. </li></ul>
    17. 17. How to Create Authentic Assessments <ul><ul><li>Step 1: Identify the standards </li></ul></ul><ul><ul><li>Step 2: Select an authentic task </li></ul></ul><ul><ul><li>Step 3: Identify the criteria for the task </li></ul></ul><ul><ul><li>Step 4: Create the rubric   </li></ul></ul>
    18. 18. STEP 1: Identify the Standards <ul><li>Standards, like goals, are statements of what students should know and be able to do. However, standards are typically more narrow in scope and more amenable to assessment than goals.  </li></ul><ul><li>Students will be able to add two-digit numbers correctly. </li></ul>
    19. 19. STEP 2: Select an Authentic Task <ul><li>Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it.  </li></ul>
    20. 20. STEP 3: Identify the Criteria for the Task <ul><li>Ask &quot;What does good performance on this task look like?&quot; or &quot;How will I know they have done a good job on this task?&quot; </li></ul><ul><li>Criteria:  Indicators of good performance on a task </li></ul>
    21. 21. STEP 3: Identify the Criteria for the Task <ul><li>Characteristics of a Good Criterion </li></ul><ul><ul><li>clearly stated </li></ul></ul><ul><ul><li>brief </li></ul></ul><ul><ul><li>observable </li></ul></ul><ul><ul><li>statement of behavior </li></ul></ul><ul><ul><li>written in a language students understand </li></ul></ul>
    22. 22. STEP 3: Identify the Criteria for the Task <ul><li>Standard </li></ul><ul><li>The student will conduct banking transactions. </li></ul><ul><li>Task </li></ul><ul><li>make deposits, withdrawals or cash checks at a bank </li></ul><ul><li>Criteria </li></ul><ul><li>Selects needed form (deposit, withdrawal), Fills in form with necessary information, Endorses check, Locates open teller, States type of transaction </li></ul>
    23. 23. STEP 4: Create the Rubric <ul><li>Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically. </li></ul>
    24. 24. Holistic Rubric (Accent) The student’s accent is very much affected by L1 intonation and it is difficult to understand. 1 The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable. 2 The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation. 3 The student’s accent has no trace of first language influence. Accent is fairly Standard American. 4 Criteria Score Level
    25. 25. Analytic Rubric (Composition Writing) x1 x1 x2 x2 Wt Work is Illegible. Work has three or four areas that are sloppy. Work has one or two areas that are sloppy. Work is neatly done. Neatness Words don’t fit the context; hard to understand Adequate but repetitive ; invented words Fairly broad vocabulary; some errors Few errors; precise and appropriate Vocabulary Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with content and is able to demonstrate basic concepts. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required). Content Sequence of information is difficult to follow. Reader has difficulty following work because student jumps around. Student presents information in logical sequence which reader can follow. Information in logical, interesting sequence which reader can follow. Organization 1 2 3 4 Criteria
    26. 26. Designing a Rubric Wt No Yes, but Yes Yes and more 1 2 3 4 Criteria
    27. 27. Experts Say… <ul><li>For many students, assessment is not an educational experience in itself, but a process of ‘guessing what the teacher wants.’ </li></ul><ul><li>(McLaughlin & Simpson, 2004) </li></ul>
    28. 28. Thank You <ul><li>Best wishes with your assessment practices! </li></ul>
    29. 29. Contact Information <ul><li>Alex Dugan </li></ul><ul><li>TESOL </li></ul><ul><li>Adventist International Institute of Advanced Studies </li></ul><ul><li>[email_address] </li></ul>
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