Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
A ppt about Properties of Assessment Method presented in our Assessment for Student Learning.
For students, teachers and other people who wants to know about the topic.
The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
A ppt about Properties of Assessment Method presented in our Assessment for Student Learning.
For students, teachers and other people who wants to know about the topic.
The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Is a perceived as a holistic approach to evaluate
student’s learning abilities. It considered varied aspects of
student’s knowledge and understanding, skills like social
and problem-solving and the like, and attitude necessary
authentic assessment, the student’s are presented with a
full array of engaging tasks making which requires the
teacher to provide meaningful and relevant assessment.
3. • Is an evaluation process that involves multiple forms of
performance measurement reflecting the student’s learning,
achievement, motivation, and attitudes on instructionally-
relevant activities.
• A form of assessment in which student’s are asked to perform
real-world tasks that demonstrate meaningful application of
essential knowledge and skills.
4.
5. • Mueller (2011) presented the following comparison
between the two approaches to assessment from his
article “Authentic Assessment Toolbox”.
• Authentic and traditional assessment are grounded
in educational philosophy that adopts the following
reasoning and practice.
6. 1. A school’s mission is
to develop productive
citizen.
2. To be a productive
citizen, an individual
must possess a certain
body of knowledge
and skills
3. Therefore, school
must teach the body
of knowledge and
skills.
4. To determine if it is
successful, the school
must then test the
students to see if they
acquired the
knowledge and skills.
1. A school’s mission is to
develop productive citizen.
2. To be a productive citizen,
an individual must be
capable of performing
meaningful tasks in the real-
world.
3. Therefore, school’s must
helps student’s become
proficient at performing the
task they will encounter.
4. To determine if it is
successful, the school must
then asked the student’s to
perform meaningful task
that replicate real-world
challenges to see if
student’s are capable of
doing so.
Traditional Assessment Authentic Assessment
7.
8. Various means are available for observing and for collecting
student’s work for purposes of authentic assessment (Mc. Nergney,
2014) as enumerated and described below:
Journals
teachers can use student’s written collections of student’s
reflection on learning. This is to increase their knowledge of their
student’s needs and abilities.
Portfolio
a collection of student’s work that represents the best of his
learning effort. It might include test papers, essays, diagram, arts
project, audiotapes of musical of musical performances, videotapes
of drama productions, computer programs and the likes.
9. Rubrics
is a scoring key. Teachers create and use
rubrics to help assess how well students have
grasped important aspects of learning activities.
These sometimes consist of a checklist that help
teachers note the presence or absence of specific
attributes in student’s performances or products.
Rubrics can also be used to note the
of various aspects of student’s work. The scale
judgments replace the all-or-nothing characteristic
of a checklist.
10. There are other forms of authentic
assessment which are commonly
used (rule, 2006).
• Story or Text Retelling
Students retell main ideas or selected details of
experienced through listening or reading.
• Writing sample
Students generate narrative, expository, or
persuasive paper.
• Projects/Exhibition
Students work with other students as a team to create
project that often involves multimedia production, oral
and written presentations and a display.
11. • Constructed-Response Items
Students respond in writing to open-ended
questions.
• Teacher Observations
Teachers observe and document the student’s
attention and interaction in class, response to
instructional materials, and cooperative work with
other students.
• Oral Interview
Teachers ask student questions about personal
background, activities, readings and other interests.
12. How to construct a
Rubrics?Constructing a rubric is not an easy task. A clearly defined purpose is essential as each component is
developed. The following steps should be followed (Moore, 2011).
Step 1: Review the standards that the product or performance is meant to address.
Step 2: Establish or review the criteria that will be used to judge the student’s product or performance
and make sure they match the standards.
Step 3: Design a frame by deciding on the major categories the rubric will address.
Step 4: Describe the different levels of performance that match each criterion. Be sure to choose words
or phrases that show the actual differences among the levels. Make sure they are observable.
13. Scoring Rubric for Research Paper
Criteria Exceptional (4) Excellent (3) Acceptable (2) Unacceptable (1)
Purpose Explains the key
purposes of paper in
detail.
Explains all key
purposes of paper.
Explains some of
purposes but misses
key purposes.
Does not refer to the
purposes.
Content The student is
extremely
knowledgeable
about the topic.
The student has a
good
understanding of
the topic.
The student
demonstrates some
knowledge and
understanding of the
topic.
The student shows no
knowledge or
understanding of the
topic.
Organization Well organized and
easy to follow.
Good organization
and fairly easy to
follow.
Somewhat organized
but hard to follow in
places.
Not organized at all and
difficult to follow most
of time.
The Point Reveals profound
insight about topic
Reveals insight
about the topic.
Doesn’t show a
central insight about
topic.
Doesn’t show any
insight regarding
subject.
Mechanics There are few or no
minor errors. Few
careless mistakes.
There are some
minor errors.
Overall the
student’s writing
is adequate.
There are numerous
major and minor
errors, but meaning is
still clear.
Errors are so numerous
and serious that they
interfere with
communication
14. 1. Education must be informed by critical thought and applied
knowledge.
A basis for the increased role of authentic assessment in
classroom use is the belief that education is not simply a matter of
memorization but must be informed by critical thought and
connected and applied knowledge.
2. Authentic assessment allows for measuring
meaningful and valid tasks.
Authentic assessment can be a learning experience used in
the context of students working on problems, projects, or
that genuinely engage and motivate them to do well. If students
are not fully engaged in the assessment, it is less likely that any
resulting inference will be valid.
Erwing (1998) stresses that traditional assessments are
limiting due to the following factors:
1. They establish what is thought.
2. Their inflexibility reduces possible content.
3. They tend to constrict learning to ‘multiple choice’.
4. The results are open to possible misuse and
15. 3. Authentic Assessment allows for learner-specific evaluation.
Traditional Assessment is often criticized for focusing on the
disconnectedness between the limited range of skills taught in the
classroom and what the student will face in the ‘real-world’. The ways
in which teachers evaluate students is open to criticism on these
grounds, as lacking validity and reliability.
4. Self-Assessment is built into authentic assessment tasks.
Self-Assessment asks students to examine their strengths and
weaknesses and to set their own goals to further their learning. When
students make choices in setting goals about their learning,
achievement can increase; when choices is absent, achievement can
decrease.
16. 5. There are many types of authentic assessment
tools.
Many researchers advocate an increased use of authentic
assessment tools. Authors such as Karge (1998), Morris, (2001), and
Prestidge and Williams Glaser (2000) describe a variety of authentic
assessment tools that are intended to increase students’ engagement
and make learning more relevant. These include:
1. Role play and drama;
2. Concept maps;
3. Students portfolios;
4. Reflective journals;
5. Utilizing multiple information sources;
6. Group work in which team members design and build models
Authentic assessment provides a measure by which student
academic growth can be gauged over time while capturing the true
depth of student learning and understanding.it moves beyond the
practices of traditional tools and tasks and allows for a greater
expression of students’ abilities and achievements.
17. 6. Authentic Assessment is criterion-referenced, as opposed to
norm-referenced.
Criterion-referenced assessments are designed to compare
students’ performance against learning task standards. By contrast,
norm-referenced test are designed to compare student performance
against that of other students. Criterion-based standards are necessary
to maintain authenticity (Tanner, (2001).
7. Assessment and evaluation are not the same thing.
Moore (1998) attempts to clarify terminology used to
determine the difference between assessment and evaluation.
Assessment defined as a method for following a students
advancement and demands the participation of the learner.
Formative assessment a variety of approaches in a variety of
contexts. It is done in an informal, sustained way to help students with
their learning, and help teachers to improve their teaching.
Evaluation is seen as making a judgment about the student’s
advancement and can include self-evaluation.