Authentic assessment encourages the integration ofteaching, learning and assessing.
Photo by: Runs with Scissors1. An authentic assessment 2. And a scoring includes an authentic task guide/rubric by which their for students to perform. performance on the task will be evaluated.
Think of authentic assessment development in four steps
Step 1: Indentifyyour Objectives(Outcomes)Objectives (Outcomes) are adescription of what a student isexpected to attain in order tomeet a specified learningoutcome or objective.Objectives (Outcomes) aretypically one-sentencestatements of what studentsshould know and be able to doat a certain point. Photo by: Pragmagraphr
An authentic task is an assignment toassess how learners apply objective-driven knowledge and skills to real-worldchallenges.We are less interested in how muchinformation students can acquire thanhow well they can use it.
ASK"What does good performanceon this task look like?" or"How will I know they havedone a good job on this task?"These questions identify thecriteria for good performanceon the task.The criteria is used to evaluatehow well students completedthe task, and how well theyhave met your objectives.
Give the criteria tostudents before theybegin a taskCriteria should be given tostudents before they begina task to:•Know the instructorsexpectations.•Recognize what a goodperformance should looklike.
Criteria Poor (1) Good (2) Excellent (3)A rubric, or scoring scale, istypically created to measurestudent performance against Number of Sources x1 1-4 5-9 10-12your set of criteria.The rubric contains the Historical Accuracy x3 Lots of historical Few inaccuracies No apparentessential criteria for the task inaccuracies inaccuraciesand appropriate levels ofperformance for each criterion. Organization x1 Can not tell from Can tell with Can easily tell whichExample which source difficulty where sources info wasThis rubric (scoring scale) information came information came drawn fromcovers the research portion of a fromproject. Bibliography x1 Bibliography Bibliography All relevant contains very little contains most information is information relevant included information
Levels of Performance Criteria Poor (1) Good (2) Excellent (3)A rubric is comprised of twocomponents: criteria andlevels of performance. Number of Sources x1 1-4 5-9 10-12•Every rubric has at least twocriteria and at least two levels Historical Accuracy x3 Lots of historical Few inaccuracies No apparentof performance. inaccuracies inaccuracies•The criteria, characteristics ofgood performance on a task, Organization x1 Can not tell from Can tell with Can easily tell whichare listed in the left-hand which source difficulty where sources info wascolumn in the rubric. information came information came drawn from from•For each criterion, determineto what degree the student hasmet the level of performance. Bibliography x1 Bibliography contains Bibliography All relevant very little contains most information is information relevant included information
Criteria Poor (1) Good (2) Excellent (3)In the second-to-left column ofa rubric a weight is assigned toeach criterion. Number of Sources x1 1-4 5-9 10-12Example•Students can receive 1, 2 or 3 Historical Accuracy x3 Lots of historical Few inaccuracies No apparentpoints for "number of sources." inaccuracies inaccuraciesBut historical accuracy isweighted three times (x3) asheavily. Organization x1 Can not tell from Can tell with Can easily tell which which source difficulty where sources info was•Students can receive 3, 6 or 9 information came information came drawn frompoints (i.e., 1, 2 or 3 times 3) for fromthe level of accuracy in theirprojects. Bibliography x1 Bibliography contains Bibliography All relevant very little contains most information is information relevant included information
Criteria Poor (1) Good (2) Excellent (3)Descriptors describe what isexpected of students at each Number of x1 1-4 5-9 10-12level of performance for each Sourcescriterion. Historical x3 Lots of historical Few inaccuracies No apparent•A descriptor tells students Accuracy inaccuracies inaccuraciesmore precisely whatperformance looks like at eachlevel and how their work may Organization x1 Can not tell from Can tell with Can easily tellbe distinguished from the work which source difficulty where which sources infoof others for each criterion. information came information came was drawn from from•Students will be more certainwhat is expected to reach eachlevel of performance on the Bibliography x1 Bibliography Bibliography All relevantrubric if descriptors are contains very little contains most information isprovided. information relevant included information•A descriptor helps theinstructor more precisely andconsistently distinguishbetween student work.
When you first construct anduse a rubric you might notinclude descriptors. Criteria Poor (1) Good (2) Excellent (3)For example, imagine we stripthe rubric of its descriptors and Number of Sources x1put in labels for each levelinstead. Historical Accuracy x3You might just include the Organization x1criteria and some type of labelsfor the levels of performance. Bibliography x1After you have used the rubricand identified student workthat fits into each level it willbecome easier to articulatewhat you mean by "good" or"excellent."
The criteria are characteristics of good performance on a task.• What are the 6 recommended guidelines for each criterion?• Write one criterion for one of your tasks by applying each of the 6 recommended guidelines.
Writing Good Descriptors for Each Level of Performance and Each Criterion is not Easy1. What do descriptors describe?2. How do descriptors help: a) Students b) Teachers3. Write one descriptor for the criterion you previously wrote.