This document discusses authentic assessment in the PYP (Primary Years Programme). It defines authentic assessment as assessment that is planned and structured so students understand the reasons for assessment tasks and are aware of learning intentions and success criteria. The document outlines three stages of authentic assessment: 1) identifying desired learning results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instructions. It provides examples of assessment strategies like checklists, rubrics, and student self-assessment. The purpose of assessment is to give feedback, improve student performance, and inform learning.

1. AUTHENTIC
ASSESSMENT
PYP Morning Tea
Fifi Anggraini, M.Pd
Early Kurnia Hapsari, S.Psi, M.Pd

3. PRIOR KNOWLEDGE:
PLACEMAT ACTIVITY
Assessment

4. PURPOSE
to give feedback on the learning process
to improve students’ performance
to inform learning
Through formative and summative
assessment

5. TEACHING, LEARNING AND
ASSESSMENT
Assessment is ongoing
Assessment is integral to
all teaching and learning
Assessment occurs both
formally and incidentally at
various points in a
learning

6. WHAT IS AUTHENTIC
ASSESSMENT?
Planned and structured so all
students can understand the
reasons behind the assessment
tasks
Students should be aware of
the desired results (learning
intentions) and the acceptable
evidence (criteria for success)
Done using different tools and
strategies
Students should have a clear
feedback

7. WHAT IS AUTHENTIC
ASSESSMENT?

8. WHAT DO WE ASSESS?
Knowledge
Understanding
Skills

10. STAGE 1: IDENTIFY DESIRED RESULTS
What should students
know, understand and be
able to do?
Consider our goals,
standards and curriculum
expectations.

11. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
How will we know if students
have achieved the desired
results and met the standards?
What will be the evidence of
students’ understanding?

12. STAGE 3: PLANNING AND LEARNING EXPERIENCES
AND INSTRUCTIONS
After identifying
results (stage1)
and appropriate
evidence (stage
2), now we can
plan the learning
experiences

13. COMPARE
AND
CONTRAST
Think back of your learning when you were in
Primary School..
How did your teacher assess you?

14. ASSESSMENT STRATEGIES AND TOOLS

15. Indicator
Independent Developing Needs help
Starting with a verb for the steps
(Dimulai dengan kata kerja untuk langkah-langkah)
Using at least 3 action verbs
(Menggunakan paling sedikit 3 kata kerja)
Using pictures to describe the steps
(menggunakan gambar untuk menjelaskan langkah-langkah)
Using a procedural format: title, materials, steps
(Menggunakan format penulisan prosedur: judul, bahan-bahan,
langkah-langkah)
Using simple present tense
CHECKLIST FOR
TODAY’S ACTIVITY

16. EXAMPLE

17. LET’S DO IT!
Write a procedural writing. It can be about
anything; how to cook a food, paint or create
art and craft. Don’t forget to meet all the
indicators!
Buatlah satu karangan prosedural mengenai
apa saja; masakan, lukisan atau karya seni.
Jangan lupa, harus sesuai indikator yang
diharapkan ya!

18. Indicator
Independent Developing Needs help
Starting with a verb for the steps
(Dimulai dengan kata kerja untuk langkah-langkah)
Using at least 3 action verbs
(Menggunakan paling sedikit 3 kata kerja)
Using pictures to describe the steps
(menggunakan gambar untuk menjelaskan langkah-langkah)
Using a procedural format: title, materials, steps
(Menggunakan format penulisan prosedur: judul, bahan-bahan,
langkah-langkah)
Using simple present tense
CHECKLIST FOR
TODAY’S ACTIVITY

19. VISUAL
ORGANIZERS

20. REPORTING
Conferences: Three-Way Conferences,
Student-Led Conferences, Parent-Teacher
Conferences
Report: Written Report and Portfolio

21. ACKNOWLEDGMENT
Wiggins, G.P and Mc. Tighe, J (2005), Understanding By Design,
Association for Supervision and Curriculum Development
Making PYP Happen, International Baccalaureate
Text Types for Primary Schools, Oxford Publishing