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Authentic assessment let's do it!

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Authentic assessment let's do it!

  1. 1. AUTHENTIC ASSESSMENT: LET’S DO IT! Prepared by; Rizalyn C. Osio Nerisha H. Ceron BEEd IV-B
  2. 2. AUTHENTIC ASSESSMENT  Is a perceived as a holistic approach to evaluate student’s learning abilities. It considered varied aspects of student’s knowledge and understanding, skills like social and problem-solving and the like, and attitude necessary authentic assessment, the student’s are presented with a full array of engaging tasks making which requires the teacher to provide meaningful and relevant assessment.
  3. 3. AUTHENTIC ASSESSMENT  Is an evaluation process that involves multiple forms of performance measurement reflecting the student’s learning, achievement, motivation, and attitudes on instructionally-relevant activities.  A form of assessment in which student’s are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
  4. 4. HOW IS AUTHENTIC ASSESSMENT SIMILAR TO/DIFFERENT FROM TRADITIONAL ASSESSMENT?
  5. 5.  Mueller (2011) presented the following comparison between the two approaches to assessment from his article “Authentic Assessment Toolbox”.  Authentic and traditional assessment are grounded in educational philosophy that adopts the following reasoning and practice.
  6. 6. Traditional Assessment Authentic Assessment 1. A school’s mission is to develop productive citizen. 2. To be a productive citizen, an individual must possess a certain body of knowledge and skills 3. Therefore, school must teach the body of knowledge and skills. 4. To determine if it is successful, the school must then test the students to see if they acquired the knowledge and skills. 1. A school’s mission is to develop productive citizen. 2. To be a productive citizen, an individual must be capable of performing meaningful tasks in the real-world. 3. Therefore, school’s must helps student’s become proficient at performing the task they will encounter. 4. To determine if it is successful, the school must then asked the student’s to perform meaningful task that replicate real-world challenges to see if student’s are capable of doing so.
  7. 7. WHAT ARE SOME FORMS OF AUTHENTIC ASSESSMENT?
  8. 8. Various means are available for observing and for collecting student’s work for purposes of authentic assessment (Mc. Nergney, 2014) as enumerated and described below: Journals teachers can use student’s written collections of student’s reflection on learning. This is to increase their knowledge of their student’s needs and abilities. Portfolio a collection of student’s work that represents the best of his learning effort. It might include test papers, essays, diagram, arts project, audiotapes of musical of musical performances, videotapes of drama productions, computer programs and the likes.
  9. 9. Rubrics is a scoring key. Teachers create and use rubrics to help assess how well students have grasped important aspects of learning activities. These sometimes consist of a checklist that help teachers note the presence or absence of specific attributes in student’s performances or products. Rubrics can also be used to note the strength of various aspects of student’s work. The scale judgments replace the all-or-nothing characteristic of a checklist.
  10. 10. THERE ARE OTHER FORMS OF AUTHENTIC ASSESSMENT WHICH ARE COMMONLY USED (RULE, 2006).  Story or Text Retelling Students retell main ideas or selected details of text experienced through listening or reading.  Writing sample Students generate narrative, expository, or persuasive paper.  Projects/Exhibition Students work with other students as a team to create a project that often involves multimedia production, oral and written presentations and a display.
  11. 11.  Constructed-Response Items Students respond in writing to open-ended questions.  Teacher Observations Teachers observe and document the student’s attention and interaction in class, response to instructional materials, and cooperative work with other students.  Oral Interview Teachers ask student questions about personal background, activities, readings and other interests.
  12. 12. HOW TO CONSTRUCT A RUBRICS? Constructing a rubric is not an easy task. A clearly defined purpose is essential as each component is developed. The following steps should be followed (Moore, 2011). Step 1: Review the standards that the product or performance is meant to address. Step 2: Establish or review the criteria that will be used to judge the student’s product or performance and make sure they match the standards. Step 3: Design a frame by deciding on the major categories the rubric will address. Step 4: Describe the different levels of performance that match each criterion. Be sure to choose words or phrases that show the actual differences among the levels. Make sure they are observable.
  13. 13. SCORING RUBRIC FOR RESEARCH PAPER Criteria Exceptional (4) Excellent (3) Acceptable (2) Unacceptable (1) Purpose Explains the key purposes of paper in detail. Explains all key purposes of paper. Explains some of purposes but misses key purposes. Does not refer to the purposes. Content The student is extremely knowledgeable about the topic. The student has a good understanding of the topic. The student demonstrates some knowledge and understanding of the topic. The student shows no knowledge or understanding of the topic. Organization Well organized and easy to follow. Good organization and fairly easy to follow. Somewhat organized but hard to follow in places. Not organized at all and difficult to follow most of time. The Point Reveals profound insight about topic Reveals insight about the topic. Doesn’t show a central insight about topic. Doesn’t show any insight regarding subject. Mechanics There are few or no minor errors. Few careless mistakes. There are some minor errors. Overall the student’s writing is adequate. There are numerous major and minor errors, but meaning is still clear. Errors are so numerous and serious that they interfere with communication
  14. 14. 1. Education must be informed by critical thought and applied knowledge. A basis for the increased role of authentic assessment in classroom use is the belief that education is not simply a matter of memorization but must be informed by critical thought and connected and applied knowledge. 2. Authentic assessment allows for measuring meaningful and valid tasks. Authentic assessment can be a learning experience used in the context of students working on problems, projects, or products that genuinely engage and motivate them to do well. If students are not fully engaged in the assessment, it is less likely that any resulting inference will be valid. Erwing (1998) stresses that traditional assessments are limiting due to the following factors: 1. They establish what is thought. 2. Their inflexibility reduces possible content. 3. They tend to constrict learning to ‘multiple choice’. 4. The results are open to possible misuse and misunderstanding.
  15. 15. 3. Authentic Assessment allows for learner-specific evaluation. Traditional Assessment is often criticized for focusing on the disconnectedness between the limited range of skills taught in the classroom and what the student will face in the ‘real-world’. The ways in which teachers evaluate students is open to criticism on these grounds, as lacking validity and reliability. 4. Self-Assessment is built into authentic assessment tasks. Self-Assessment asks students to examine their strengths and weaknesses and to set their own goals to further their learning. When students make choices in setting goals about their learning, achievement can increase; when choices is absent, achievement can decrease.
  16. 16. 5. There are many types of authentic assessment tools. Many researchers advocate an increased use of authentic assessment tools. Authors such as Karge (1998), Morris, (2001), and Prestidge and Williams Glaser (2000) describe a variety of authentic assessment tools that are intended to increase students’ engagement and make learning more relevant. These include: 1. Role play and drama; 2. Concept maps; 3. Students portfolios; 4. Reflective journals; 5. Utilizing multiple information sources; 6. Group work in which team members design and build models Authentic assessment provides a measure by which student academic growth can be gauged over time while capturing the true depth of student learning and understanding.it moves beyond the practices of traditional tools and tasks and allows for a greater expression of students’ abilities and achievements.
  17. 17. 6. Authentic Assessment is criterion-referenced, as opposed to norm-referenced. Criterion-referenced assessments are designed to compare students’ performance against learning task standards. By contrast, norm-referenced test are designed to compare student performance against that of other students. Criterion-based standards are necessary to maintain authenticity (Tanner, (2001). 7. Assessment and evaluation are not the same thing. Moore (1998) attempts to clarify terminology used to determine the difference between assessment and evaluation. Assessment defined as a method for following a students advancement and demands the participation of the learner. Formative assessment a variety of approaches in a variety of contexts. It is done in an informal, sustained way to help students with their learning, and help teachers to improve their teaching. Evaluation is seen as making a judgment about the student’s advancement and can include self-evaluation.
  18. 18. THANK YOU!!!

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