Project in Special Topics Submitted by: Jedh Esterninos

1. Objectives:
At the end of this module, the learners should be able to:
 differentiate defining characteristics of authentic and
traditional assessment;
design an engaging task appropriately aligned with a
learning standard ; and
 critic the criteria and levels of performance of a rubric
developed.

2. Introduction

 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
 "...Engaging and worthy problems or questions of
importance, in which students must use knowledge to
fashion performances effectively and creatively. The tasks
are either replicas of or analogous to the kinds of problems
faced by adult citizens and consumers or professionals in the
field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).
 "Performance assessments call upon the examinee to
demonstrate specific skills and competencies, that is, to
apply the skills and knowledge they have mastered." --
Richard

3. 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. Click the
following links to see many examples of authentic
tasks and rubrics.
 Examples from teachers in my Authentic
Assessment course

4. 
How is Authentic
Assessment similar
to/different from Traditional
Assessment?

5. Traditional Assessment

By "traditional assessment" (TA) I am referring
to the forced-choice measures of multiple-choice
tests, fill-in-the-blanks, true-false,
matching and the like that have been and
remain so common in education. Students
typically select an answer or recall information
to complete the assessment. These tests may be
standardized or teacher-created. They may be
administered locally or statewide, or
internationally.

6. Behind traditional and authentic assessments is a belief
that the primary mission of schools is to help develop
productive citizens. That is the essence of most mission
statements I have read. From 
this common beginning,
the two perspectives on assessment
diverge. Essentially, TA is grounded in educational
philosophy that adopts the following reasoning and
practice:
1. A school's mission is to develop productive citizens.
2. To be a productive citizen an individual must possess
a certain body of knowledge and skills.
3. Therefore, schools must teach this body of
knowledge and skills.
4. To determine if it is successful, the school must then
test students to see if they acquired the knowledge and
skills.

7. Authentic Assessment

In contrast, authentic assessment (AA) springs from the
following reasoning and practice:
1. A school's mission is to develop productive
citizens.
2. To be a productive citizen, an individual must be
capable of performing meaningful tasks in the real world.
3. Therefore, schools must help students become
proficient at performing the tasks they will encounter when
they graduate.
4. To determine if it is successful, the school must
then ask students to perform meaningful tasks that replicate
real world challenges to see if students are capable of doing
so.

8. Thus, in AA, assessment drives the
curriculum. That is, teachers first

determine the tasks that students will
perform to demonstrate their mastery,
and then a curriculum is developed
that will enable students to perform
those tasks well, which would include
the acquisition of essential knowledge
and skills. This has been referred to
as planning backwards (e.g., McDonald,
1992).

9.  If I were a golf instructor and I taught the skills
required to perform well, I would not assess my
students' performance 
by giving them a multiple
choice test. I would put them out on the golf course
and ask them to perform. Although this is obvious
with athletic skills, it is also true for academic
subjects. We can teach students how
to do math, do history and do science, not
just know them. Then, to assess what our students
had learned, we can ask students to perform tasks
that "replicate the challenges" faced by those using
mathematics, doing history or conducting scientific
investigation.

10. What are some forms of
authentic assessment?

Various means are available for
observing and collecting student
work for purposes of authentic
assessment

11. Journals

A notebook in which a student can write a
spontaneous response to literature and/or
assessment of personal progress with
reading skills and strategies.
Teacher can use student’s written
collections of the student’s reflections on
learning.
Students can use their journal to record
their feelings about the particular
assignment.

12. Portfolio

 A form of authentic assessment in which students collect
samples of their work in a portfolio to document their
progress over time. Different types of portfolios include:
 SHOWCASE, which celebrates students’ best work;
 DESCRIPTIVE, which demonstrates what students can
do; evaluative, which assesses students’ work against a
standard; and
 PROGRESS, which documents students’ work over time.
 Project/ Independent work created by the student or a
group of students.

13. RUBRICS

 contains the criteria or indicators that are used in
scoring students’ performances tasks and
portfolios.
- may be holistic or analytic

14. HOLISTIC SCORING

 Based on an overall impression of student work
considered as a whole
Produces a single number based on a
scale
Allows a relatively quick yet
consistent scoring

15. ANALYTIC SCORING

 Awards separate scores for different traits or
dimensions of a student’s work
Yields more information
More time-consuming
Used to evaluate curriculum and
instructional programs

16. Function of Scoring Rubrics

1. Provides uniform, objective criteria for judging a
performance assessment item.
2. Provides established expectations for teachers and
students that help them identify the relationships
among teaching, learning, and assessment.

17. Steps in Creating Rubric

1. Identify exactly what is to be scored.
2. Define the scale (point range) of the rubric.
3. Develop descriptors for each performance
level that describes unique characteristics.

18. 

19. What do we need to remember?

1. Education must be informed by critical thought and
applied knowledge.
2. Authentic assessment allows for measuring
meaningful and valid task.
3. Authentic assessment allows for learner-specific
evaluation.
4. Self-assessment is built into authentic assessment
task.

20. 5. There are many types of authentic assessment tools.
1. Role play and drama
2. Concept maps

3. Students portfolios
4. Reflecting journals
5. Utilizing multiple information source
6. Group work in which team members
design and build models.
6. Authentic assessment is criterion-referenced, as
opposed to norm-referenced.
7. Assessment and evaluation are not the same thing.

21. Defining Attributes of Traditional
and Authentic Assessment

Traditional ------------------------------------- Authentic
Selecting a Response ---------------------- Performing a Task
Contrived ---------------------------------------------------- Real-life
Recall/Recognition ---------------- Construction/Application
Teacher-structured ------------------------- Student-structured
Indirect Evidence -------------------------------- Direct Evidence

22. The mind is like
a parachute.
It functions best
when open.

23. 
Maraming Salamat po!