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Authentic Assessment

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Suha Tamim
Suha Tamim

This presentation describes what authentic assessment is and explains its methods and characteristics.

EducationTechnology
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Suha R. Tamim, EdD Michael M. Grant, PhD Authentic Assessment
• “Process of gathering and discussing information…in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences” Source: University of Oregon at http://bit.ly/11jNrn2 Assessment • Worthy of acceptance or belief • Conforming to an original so as to reproduce essential features • Genuine Authentic
So…
gathering and discussing information • Ongoing process • Formative and summative evaluation • Product of learning • Process of learning What?
in order to develop a deep understanding of what students know, understand, and can do with their knowledge Evaluation Synthesis Analysis Application Knowledge Why ?
in a believable manner that conforms with the originality (or authenticity) of the task that is being assessed • Assessment of real world tasks • In real-life context • Knowledge, skills, and attitudes needed to perform real world tasks • Collaborative and individual • The thinking process of experts How ?
Context Student factorsIndicators Characteristics of Authentic Assessment (Herrington & Herrington, 2006) Task Factors
Context Student factors Task Factors Indicators Characteristics of Authentic Assessment (Herrington & Herrington, 2006) • Problem solving skills • Higher order thinking • Production of knowledge (not reproduction) • Collaboration • Ill-structured • Multiple tasks • Assessment is integrated with the activity Resembles the context where the real-life task is performed • Multiple indicators of learning • Appropriate criteria
Types of assessment Evaluation Synthesis Analysis Application KnowledgeSelected responses Product Constructed responses Performance (Mueller, 2012)
Evaluation Synthesis Analysis Application KnowledgeSelected responses Product Constructed responses Performance Types of assessment (Mueller, 2012) Authentic Assessment
Assessment methods Formative Multiple Indicators Summative Process Product
• During learning • Collecting evidence of learning • Provide feedback • To adjust the next steps of instruction in order to guide further instruction • Meet the immediate needs of the students Process
for as of
• Journal entries • Writing prompts • Daily or weekly reports • Blogs • Others Types of evidence
Product Portfolio
Assessment tools
Rubrics
(Trauth-Nare, A., & Buck, G., 2011) Analytical
1. State and maintain position. 2. State references related to hypothesis. Learning Objectives 1. Position is clearly stated and consistently maintained. 2. Clearly stated references relate to hypothesis. Rubric Criteria Criteria of performance
1. Explain position using science concepts. 2. Provide at least three reasons why chosen hypothesis is most plausible. OR Explain why the chosen hypothesis is most plausible, using at least three reasons. Learning Objectives 1. Uses science concepts to clearly and fully explain the position. 2. Provides at least three reasons why chosen hypothesis is most plausible. Rubric Criteria Criteria of performance
(Trauth-Nare, A., & Buck, G. 2011)
Descriptors
Level of performance
Source: https://www.rcampus.com/rubricshowc.cfm?code=HA59AA&sp=true&nocache=1373217826644
(Mertler, Craig A., 2001) Holistic
How to use a rubric Rubric Peer assessment Teacher assessment Self- Assessment Guides performance
Collection of student work with a purpose Working portfolios • Work progress • Thinking process Best work portfolios Portfolio
• What to assess? • How to assess? • How frequently? • Who is the audience? Portfolio: Things to consider
• Assessing through multiple indicators • Unveiling different abilities • Supporting the learning process • Adjusting instruction as needed For teachers • Self-evaluation • Reflection • Creativity • Higher order thinking • Desire to learn • Life-long learners For students Why do authentic assessment?
Source: http://bit.ly/16jx4D2
In the classroom Instruction Assessment Learning
Instruction AssessmentLearning Alignment
Learning
Assessment
• Austin, J. (2010). Creating an academy of learning. Independent School, 69(3), 66–73. • Britton, L. A., & Wissing, D. (2006). Authentic assessment of learning outcomes. Respiratory Care Education Annual, 15(Summer), 21–30. • Butley, H., & Price, M. (2003). What works with authentic assessment. Educational Horizons, 81(4), 193–196. • Gulikers, J. T. ., Bastiaens, T. J., & Kirshner, P. A. (2003). A five-dimensional framework for authentic assessment. Educational Technology and Research Development Research, 52(3), 67–86. • Herrington, J., & Herrington, A. (2006). Aligning task and assessment. Authentic conditions for authentic assessment: Aligning task and assessment (pp. 146–151). Perth, Western Australia. • Mueller, J. (2012). Authentic assessment toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm • Palm, T. (2008). Performance assessment and authentic assessment : A conceptual analysis of the literature. Practical Assessment, Research and Evaluation, 13(4), 1–11. Retrieved from http://pareonline.net/getvn.asp?v=13&n=4 • Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=25. • Swaffield, S. (2011). Getting to the heart of authentic assessment for Learning. Assessment in Education : Principles , Policy & Practice, 18(4), 433–449. • Teacher Effectiveness Program, University of Oregon (2013). Definition of assessment. Retrieved from http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3), 281–294. doi:10.1080/09695940701591867 • Trauth-Nare, A., & Buck, G. (2011). Using formative assessment in problem- and project-based learning. The Science Teacher, January, 34–39. References

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Authentic Assessment

  • 1. Suha R. Tamim, EdD Michael M. Grant, PhD Authentic Assessment
  • 2. • “Process of gathering and discussing information…in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences” Source: University of Oregon at http://bit.ly/11jNrn2 Assessment • Worthy of acceptance or belief • Conforming to an original so as to reproduce essential features • Genuine Authentic
  • 4. gathering and discussing information • Ongoing process • Formative and summative evaluation • Product of learning • Process of learning What?
  • 5. in order to develop a deep understanding of what students know, understand, and can do with their knowledge Evaluation Synthesis Analysis Application Knowledge Why ?
  • 6. in a believable manner that conforms with the originality (or authenticity) of the task that is being assessed • Assessment of real world tasks • In real-life context • Knowledge, skills, and attitudes needed to perform real world tasks • Collaborative and individual • The thinking process of experts How ?
  • 8. Context Student factors Task Factors Indicators Characteristics of Authentic Assessment (Herrington & Herrington, 2006) • Problem solving skills • Higher order thinking • Production of knowledge (not reproduction) • Collaboration • Ill-structured • Multiple tasks • Assessment is integrated with the activity Resembles the context where the real-life task is performed • Multiple indicators of learning • Appropriate criteria
  • 9. Types of assessment Evaluation Synthesis Analysis Application KnowledgeSelected responses Product Constructed responses Performance (Mueller, 2012)
  • 12. • During learning • Collecting evidence of learning • Provide feedback • To adjust the next steps of instruction in order to guide further instruction • Meet the immediate needs of the students Process
  • 14. • Journal entries • Writing prompts • Daily or weekly reports • Blogs • Others Types of evidence
  • 18. (Trauth-Nare, A., & Buck, G., 2011) Analytical
  • 19. 1. State and maintain position. 2. State references related to hypothesis. Learning Objectives 1. Position is clearly stated and consistently maintained. 2. Clearly stated references relate to hypothesis. Rubric Criteria Criteria of performance
  • 20. 1. Explain position using science concepts. 2. Provide at least three reasons why chosen hypothesis is most plausible. OR Explain why the chosen hypothesis is most plausible, using at least three reasons. Learning Objectives 1. Uses science concepts to clearly and fully explain the position. 2. Provides at least three reasons why chosen hypothesis is most plausible. Rubric Criteria Criteria of performance
  • 21. (Trauth-Nare, A., & Buck, G. 2011)
  • 25.
  • 26.
  • 27.
  • 28.
  • 29. (Mertler, Craig A., 2001) Holistic
  • 30. How to use a rubric Rubric Peer assessment Teacher assessment Self- Assessment Guides performance
  • 31. Collection of student work with a purpose Working portfolios • Work progress • Thinking process Best work portfolios Portfolio
  • 32. • What to assess? • How to assess? • How frequently? • Who is the audience? Portfolio: Things to consider
  • 33. • Assessing through multiple indicators • Unveiling different abilities • Supporting the learning process • Adjusting instruction as needed For teachers • Self-evaluation • Reflection • Creativity • Higher order thinking • Desire to learn • Life-long learners For students Why do authentic assessment?
  • 39.
  • 40. • Austin, J. (2010). Creating an academy of learning. Independent School, 69(3), 66–73. • Britton, L. A., & Wissing, D. (2006). Authentic assessment of learning outcomes. Respiratory Care Education Annual, 15(Summer), 21–30. • Butley, H., & Price, M. (2003). What works with authentic assessment. Educational Horizons, 81(4), 193–196. • Gulikers, J. T. ., Bastiaens, T. J., & Kirshner, P. A. (2003). A five-dimensional framework for authentic assessment. Educational Technology and Research Development Research, 52(3), 67–86. • Herrington, J., & Herrington, A. (2006). Aligning task and assessment. Authentic conditions for authentic assessment: Aligning task and assessment (pp. 146–151). Perth, Western Australia. • Mueller, J. (2012). Authentic assessment toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm • Palm, T. (2008). Performance assessment and authentic assessment : A conceptual analysis of the literature. Practical Assessment, Research and Evaluation, 13(4), 1–11. Retrieved from http://pareonline.net/getvn.asp?v=13&n=4 • Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=25. • Swaffield, S. (2011). Getting to the heart of authentic assessment for Learning. Assessment in Education : Principles , Policy & Practice, 18(4), 433–449. • Teacher Effectiveness Program, University of Oregon (2013). Definition of assessment. Retrieved from http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3), 281–294. doi:10.1080/09695940701591867 • Trauth-Nare, A., & Buck, G. (2011). Using formative assessment in problem- and project-based learning. The Science Teacher, January, 34–39. References

Editor's Notes

  1. 7-8 grade MathHit the skills and the needs of the studentsNot get to a right answer but understand why they got the right answerWhat common mistakes are: learn from errors, dissecting, moving backwardCity building codesHow math connects to real lifeHere’s why the formula worksAs authentic as the 4 walls of the schoolApproach problems as experts doesMain goal not to get the right answer but how you got thereWhere they’re at and how I can get them to where I want them to be.
  2. Learning task resembles assessment task
  3. Learning task resembles assessment task