Authentic Tasks

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Authentic Assessment

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Authentic Tasks

  1. 1. Authentic Assessment Learning by: Gerome Mikhail C. Tipan
  2. 2. Objectives Within the period, the students should be able to: identify the types of tasks in selecting an Authentic Tasks; organize and construct a criterion for a task and rubric in measuring the students’ performance; and participate actively in checking the rubrics made by each student.
  3. 3. Authentic Assessment Learning
  4. 4. Give an example of a task that is being done in an Authentic Assessment?
  5. 5. Selecting an Authentic Tasks • second step in developing authentic assessment for each student has to accomplish.
  6. 6. Thus, a task we ask to students to perform is considered authentic when: Students are asked to construct their own responses The tasks replicates challenges faced in the real world.
  7. 7. Authentic Assessment includes task such as performances, products and constructed-responses items that typically require more direct application of knowledge and skills.
  8. 8. Types of Tasks 1. Constructed Response - in response to a prompt, students construct an answer out of old and new knowledge. - narrowly conceived, delivered at or near the same time a response is expected and are limited in length. -some of their thinking must be revealed.
  9. 9. Examples
  10. 10. Types of Tasks 2. Product - in response to a prompt(assignment) or series of prompts, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills -more broadly conceived and allow more time between the presentation of the prompt and the student response.
  11. 11. Examples
  12. 12. Examples
  13. 13. Types of Tasks 3. Performance -in response to a prompt (assignment) or series of prompts, students construct a performance that reveals their understanding of certain concepts and skills -more substantial in depth and in length, more broadly conceived and allow more time between the presentation of the prompt and the student response.
  14. 14. Examples
  15. 15. Identifying Criteria for the Tasks The third step in authentic assessment “What does good performance on this task look like?” or “How will I know they have done a good job on this task?”
  16. 16. Identifying Criteria for the Tasks Example: • There are six standards addressed to some degree by this authentic task. The standards are: Students will be able to measure quantities using appropriate units, instruments, and methods;  set up and solve proportions;  develop scale models;
  17. 17. estimate amounts and determine levels of accuracy needed; organize materials; and explain their thought process.
  18. 18. Rearrange the Room Procedure: 1). You first need to measure the dimensions of the floor space in the room
  19. 19. you want to rearrange, incl. the location and dimension of all doors and windows. You also need to measure the amount of the floor space occupied by each item of furniture and dimension should all be explicitly listed. 2. Use the given proportion to find the scale dimensions of the room and all the items.
  20. 20. 3). Make a scale blueprint of the room labeling where all the windows and doors are on poster paper. 4). Make scale drawings of each piece of furniture on a cardboard sheet of paper and these models need to be cut out. 5). Arrange the model furniture where you want them on your blueprint and tape them down.
  21. 21. 6). Finally write a brief explanation of why you believe the furniture should be arranged the way it is in your model. 7). Your models and explanations will be posted in the room and the class will vote on which setup is the best.
  22. 22. Criteria which the teacher identified as indicators of good performance of the said activity: • Accuracy of calculations; • Accuracy of measurements on the scale model; • Labels on the scale models; • Organization of calculations; • Neatness of drawings; and • Clear explanations.
  23. 23. Good Criterion (Mueller, 2006) • • • • • • • clearly stated; brief; observable; statement of behavior; and worded in language students understand. distinct No overlapping of criteria (e.g. interpret the data and draw a conclusion from the data
  24. 24. Creating the Rubrics last step in the creation of authentic assessment. Creating an Analytic Rubric performance is judged separately for each criterion. teachers assess how well students meet a criterion on a task, distinguishing between work that effectively meets the criterion and work that does not meet it.
  25. 25. Example of Analytic Rubric in Science Criteria Limited Acceptable Proficient Made good observation Observations are absent or vague Most observations are clear and detailed All observations are clear and detailed Made good predictions Predictions are absent or irrelevant Most predictions are reasonable All predictions are reasonable Appropriate conclusion Conclusion is absent or inconsistent with observation Conclusion is consistent with most observations Conclusion is consistent
  26. 26. Example of Analytic Rubric in Social Studies (Oral Presentation) Criteria Never Sometimes Always Makes eye contact 0 4 4 Volume is appropriate 0 2 4 Enthusiasm is evident 0 2 4 Summary is accurate 0 4 8
  27. 27. Creating a Holistic Rubric a judgment of how well someone has performed on a task considers all the criteria together, or holistically, instead of separately as in an analytic rubric. each level of performance reflects behavior across all the criteria.
  28. 28. Example of Oral Presentation Rubric Mastery • Usually makes eye contact • Volume is always appropriate • Enthusiasm present throughout presentation • Summary is completely accurate Proficiency • Usually makes eye contact • Volume is usually inappropriate • Enthusiasm is present in most of presentation • Only one or two errors in summary Developing • Sometimes makes eye contact • Volume is sometime appropriate • Occasional enthusiasm in presentation • Some errors in summary Inadequate • Never or rarely makes eye contact • Volume is inappropriate • Rarely shows enthusiasm in presentation • Many errors in summary
  29. 29. Rubric on Homework Problem ++ (3 pts.) • Most or all answers correct, AND • Most or all work shown +(1 pts.) • At least some answers correct, AND • At least some but not most work shown - (0 pts.) • Few answers correct, OR • Little or no work shown
  30. 30. Checking your Rubric last step in creating a rubric. Here are the guidelines as a final check on your rubric (Mueller, 2006): • Let a colleague review it • Let your students review it-is it clear to them? • Check if aligns or matches up with your standards • Check if it is manageable. • Consider imaginary student performance on the rubric.
  31. 31. Comprehension Check-up 1. Why do we need to prepare a rubric on students’ performance? 2. As future teachers, how important is Authentic Assessment to your teaching career?
  32. 32. Evaluation Direction: On a ½ sheet of paper, answer the following: 1. On the three (3) types of tasks, what is the most vital in assessing learners’ diverse skills and talents? Explain. 2. Select one (1) task below and make criteria out of it. a. Social Studies class- Essay on Pork Barrel b. PE Class- Field Demonstration, Calisthenics
  33. 33. Assignment Direction: On a short bond paper, choose one (1) from the following activities and make a rubric (Either Holistic or Analytic): 1.Debate 2. Group Presentation/ Dramatic performance 3.Art Exhibit 4. Portfolio 5. Research Report
  34. 34. Thank You!

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