This document discusses authentic and performance-based assessment. Authentic assessment involves evaluating students' abilities to perform real-world tasks by applying their knowledge and skills. It aims to evaluate students in real-world contexts through activities like science experiments, research, writing, and solving applied math problems. Performance assessment is an alternative assessment that requires students to perform meaningful tasks. There are five major types of performance samples discussed: performance assessments, short investigations, open-response questions, portfolios, and self-assessment. Benefits of performance assessment include recognizing different ways students can demonstrate their knowledge, evaluating progress over time, and involving students in assessing their own growth.

1.  Authentic and Performance
Based Assessment

2. 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)
 An authentic assessment usually includes a task for students
to perform and a rubric by which their performance on the task
will be evaluated.
 Aims to evaluate students’ abilities in “real-world” contexts.

3. In Authentic Assessment, students:
 Do science experiments
 Conduct social-science research
 Write stories and reports
 Read and interpret literature
 Solve math problems that have real-world
applications

4. Alternative Names for Authentic
Assessment
 Performance Assessment- students are asked to perform a
meaningful tasks.
 Alternative Assessment- is an alternative to traditional
assessments.
 Direct Assessment- provides more direct evidence of
meaningful application of knowledge and skills.

5. How can I use Authentic Assessment in my classroom?
Authentic assessment utilizes performance
samples- learning activities that encourage
students to use higher-order thinking skills.
There are Five Major Types of
performance samples:

6. 1. Performance Assessment
Performance assessments test students’ ability to use skills in a
variety of authentic contexts. They frequently require students to
work collaboratively and to apply skills and concepts to solve
complex problems. Short- and long-term tasks include such
activities as:
 Writing, revising, and presenting a report to the class.
 Conducting a week-long science experiment and analyzing
the results.
 Working with a team to prepare a position in a classroom
debate.

7. 2. Short Investigations
To assess how well students have mastered basic
concepts and skills.
3. Open-Response Questions
Present students with a stimulus and ask them to
respond. Respond include:
 A brief written or oral answer
 A mathematical solution
 A drawing, a diagram, chart or graph.

8. 4. Portfolios
A portfolio documents learning over time. This long-
term perspective accounts for student improvement
and teaches students the value of self-assessment,
editing and revision. A student portfolio can include:
 Journal entries and reflective writing
 Peer reviews
 Artwork, diagrams, charts and graphs
 Group reports
 Student notes and outlines
 Rough drafts and polished writing

9. 5. Self-Assessment
Requires students to evaluate their own
participation, process, and products. Evaluative
questions are the basic tools of assessment.

10. Performance Assessment
 This method of assessment requires the
student to create answers or products which
demonstrate his/her knowledge or skills.

11. Components of Performance assessment
 Developmental Checklists -checklists covering
domains such as language and literacy,
mathematical thinking, and physical development,
are designed to reflect developmentally appropriate
practices.
 Portfolios -these purposeful collections of
children’s work illustrate their efforts, progress and
achievements over time.

12. • Summary report -consists of a brief narrative
summary of each child’s classroom performance.
It is based on teacher observations and records
that are kept as part of the system.

13. Benefits of Performance Assessment
 Recognize that children can express what they know
and can do in many different ways.
 Evaluate progress as well as performance.
 Evaluate the “whole child”
 Involve children in the process of assessing their
own growth.
 Establish a framework for observing children that is
consistent with the principles of child development.
 Contribute to meaningful curriculum planning and
the design of developmentally appropriate
educational inventions.

14.  Give parent specific, direct, and understandable
information about their child.
 Collaborate with other teachers, thus enhancing
your own professional skills.

15.  Portfolio Assessment with
Functional Behavior
Assessment

16.  A purposeful collection of student work that
exhibits the student’s efforts, progress and
achievements in one or more areas.
 In the Portfolio Assessment,
 students’ best work or efforts
 Student-selected samples of work experiences
 Documents according to growth and
development toward mastering identified
outcomes.