The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.

1. Authentic Assessment Alex Dugan TESOL Adventist International Institute of Advanced Studies [email_address]

2. 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

3. What is Authentic Assessment? Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. Richard J. Stiggins

4. 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.

10. Alternative Names for Authentic Assessment Performance Assessment Alternative Assessment Direct Assessment

11. Why Use Authentic Assessment Authentic Assessments are Direct Measures We do not just want students to know the content of the disciplines when they graduate. We, of course, want them to be able to use the acquired knowledge and skills in the real world. So, our assessments have to also tell us if students can apply what they have learned in authentic situations.

24. Holistic Rubric (Accent) The student’s accent is very much affected by L1 intonation and it is difficult to understand. 1 The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable. 2 The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation. 3 The student’s accent has no trace of first language influence. Accent is fairly Standard American. 4 Criteria Score Level

25. Analytic Rubric (Composition Writing) x1 x1 x2 x2 Wt Work is Illegible. Work has three or four areas that are sloppy. Work has one or two areas that are sloppy. Work is neatly done. Neatness Words don’t fit the context; hard to understand Adequate but repetitive ; invented words Fairly broad vocabulary; some errors Few errors; precise and appropriate Vocabulary Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with content and is able to demonstrate basic concepts. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required). Content Sequence of information is difficult to follow. Reader has difficulty following work because student jumps around. Student presents information in logical sequence which reader can follow. Information in logical, interesting sequence which reader can follow. Organization 1 2 3 4 Criteria

26. Designing a Rubric Wt No Yes, but Yes Yes and more 1 2 3 4 Criteria