This document discusses the use of authentic tasks in teaching and learning. It defines authentic tasks as activities that mirror real-world problems and are relevant to students' lives. The document advocates that authentic tasks promote meaningful learning by allowing students to apply new knowledge to current and future situations. It also notes that technology can help support authentic tasks by providing access to real-world data and simulations. Examples of how authentic tasks and assessments can be used in teaching economics are also provided.

1. By Mapaseka Ayanda Dube

2.  Assignment one
 NAME: MAPASEKA AYANDA
 SURNAME: DUBE
 STUDENT NO: 201049668
 CONTACT: 07848637063
 DUE DATE: 22 FEB 2012

3.  IT IS THE EXPERINCES OF PERSONAL RELEVANCE
THAT PERMIT LEARNERS TO PRACTISE SKILLS IN
WHICH THAT THE SKILL WILL BE USED.
 BROWN, COLLINS AND DUGUD HAVE DESCRIBED
AUTHENTIC TASK AS THE ORDINARY PRACTICES OF
THE CULTURE. (BROWN,COLLINS AND DIGUID:I989)
 IT HAS THE POTENTIAL TO FOSTER MEANINGFUL
INTELLECTUAL ACCOMPLISMENT AND LEARNING,
SINCE THE AUTHENTIC TASK IS RELATED TO THE
STUDENT’S REAL LIFE EXPERINCES.
 ACCORDING TO NEWMAN AND WEHLAGE THE
AUTHENTIC ACTIVITIES ARE THE REAL WOLRD TASK
THAT A PERSON CAN EXPECT TO ENCOUNTER ON
THE JOB, AT HOME OR OTHER SOCIAL
CONTEXTS.(NEWMAN,WEHLAGE:1993)

4.  AUTHENTIC TASK ALLOWS LEARNERS TO APPLY NEW LEARNING TO THEIR
CURRENT PRACTICES AND FUTURE ASSIGNMENT.
 STUDENTS CAN MAKE DIRECT CONNECTIONS BETWEEN NEW MATERIAL AND
THEIR PRIOR EXPERINCES.
 IT PROVIDES THE LEARNERS WITH THE OPPOURTUNITY TO COLLABORATE
WHICH CONTRIBUTES TO GROWTH AD LEARNING.
 IT PROVIDES ALSO PROVIDES AUTHENTIC ASSEMENT OF LEARNING WITHIN
THE TASKS.
 IT PROMOTES REFLECTION THAT ENABLE ABSTRACTIONS TO BE FORMED

5. • AN AUTHENTIC TASK IS PURPOSEFUL
AND ENGANGING.
• IT PUTS KNOWLEDGE TO WORK.
• IT SUPPORTS THE MULTIPLE
REPRESENTATION AND SOLUTION
STRATEGIES.
• IT SUPPORTS COLLABORATIVE
CONSTRUCTIVE LEARNING
• PROVIDES MULTIPLE ROLES AND
PERSPECTIVES.
• PROVIDES THE OPPOURTUNITY TO
REFLECT.
• AUTHENTIC TASK HAVE THE REAL
WORLD RELEVANCE

7.  TECHNOLOGY HAS BEEN USED TO SUPPORT BOTH LEARNING AND TAECHING
WITH LIMITED SUCCESS.
 TECHNOLOGY APPEARS TO HAVE GREAT POTENTIAL TO SUPPORT STUDENT
PERFOMANCE OF AUTHENTIC TASKS AND THEIR LEARNING.
 STUDENTS MUST BE CHALLENGED WITH AUTHENTIC TASKS THAT DRIVE THE
NEED TO USE, TRANSFORM, APPLY AND INTERPRETING INFORMATION.
 A WEB-BASED LEARNING ENVIRONMENT (WBLE), IF USED EFFECTIVELLY IT
ALLOWS, ENABLES AND PROMOTES CONSTRUCTIVE LEARNING USING THE
AUTHENTIC ACTIVITIES.

8.  TECHNOLOGY CAN PROVIDE STUDENT WITH ACCESS
TO INFORMATION, PRACTICAL SIMULATIONS OF
COMPLEX PHENOMENA AND OTHER FORMS OF REAL
WORLD SIMULATED DATA.
 FOR INSTANCE HERRINGTON ET AL. USED ONLINE
AUTHENTIC ACTIVITIES FOR A GRADUATE CERTIFICATE
COURSE IN ONLINE TEACHING AND LEARNING
PROGRAM.
 WITH TECHNOLOGY, STUDENTS CAN CONSTRUCT THEIR
OWN MEANING AND DEVELOP ROBUST SKILLS
RELATED TO SOLVING COMPLEX, ILL-STRUCTED
PROBLEMS
 FOR SOME INSTRUCTORS IT IS CHALLENGING TO USE
AUTHENTIC ACTIVITIES IN REAL- LIFE SETTINGS
BECAUSE OF THE LIMITATIONS OF THE SUBJECT
MATTER, TIME FINANCES, PRACTICAL CONSTRAINTS
AND THE RISK OF PHYSICALLY MOVING STUDENTS
FIELDS OF PRACTICE BUT WITH THE DEVELOPMENT OF
WEB TECHNOLOGY, SUCH LIMITATIONS HAVE EASED

10.  IT IS A FORM ASSESSMENT IN WHICH STUDENTS ARE ASKED TO PERFORM
REAL WORLD TASKS THAT DEMNONSTRATE MEANINGFUL APPLICATION
OF ESSENTIAL KNOWLEDGE AD SKILLS.
 AN AUTHENTIC ASSESSMENT USUALLY INCLUDES A TASK FOR STUDENTS
TO PERFORFORM AND A RUBRIC BY WHICH THEIR PERFOMANCE ON THE
TASK WILL BE EVALUATED.
 IT CAN BE USED UPON THE STUDENT TO DEMONSTRATE SPECIFIC SKILLS
AND COMPETENCIES, WHICH MEANS THAT THEY HAVE TO APPLY SKILLS
AND THE KNOWLEDGE THAT THEY HAVE MASTERED.(STIGGINS:1987)
 IT IS ENGAGING AND WORTHY PROBLEMS OR QUESTION IMPORTANCE, IN
WHICH STUDENT MUST USE KNOWLEDGE TO FASTIN PERFOMANCES
EFFECTIVELY AND CREATIVELY .(WIGGINS:1993)

11.  IT CONTAINS DIRECT MEASURES.
 IT CAPTURES THE CONSTRUCTIVE NATURE
OF LEARNING. (BRANSFORD&VYE:1989)
 IT INTERGRATES TEACHING, LEARNING
AND ASSESSMENT.
 IT PROVIDES MULTIPLE PATHS TO
DEMONSTRATION.

13.  LEARNING AREA IS ECONOMIC
MANAGEMENT SCIENCES.
 I HAVE CHOOSEN TO DISCUSS THE
ECONOMIC CYCLE WITH MY LEARNERS
 THIS TOPIC CONTAINSW DIAGRAMS THAT
HELP EXPLAIN THE WORK AND TO HELP MY
LEARNERS TO HAVE A BETTER
UNDERSTANDING.
 I HAVE MADE USE OF TRANSPERENCIES THAT
I USE ON THE OVER PROJECTOR INSTEAD OF
DRAWNONG ON THE BOARD.

14.  AS PART OF THE AUTHENTIC TASK I HAVE DECIDED TO GROUP THE
LEARNERS INTO GROUPS
 I DECIDED TO DO THE BASICS OF AUTHENTIC LOOKING AND FOR
EXAMPLES O HAVE USED THINGS THAT ARE PART OF THEIR LIVES.
 FOR HOUSEHOLDS I HAVE USED THEIR HOMES AS THEY ARE PARTICIPANTS
WITHIN THE ECONOMY.
 FOR BUSINESS ENTERPRISES I HAVE USED WELL KNOWN BUSINESSES TO
THEM>
 FOR BANKS I HAVE USED THEIR WELL KNOWN BANKS.

15.  IN GROUPS OF THREE THEY MUST DESIGN THE ECONOMIC CYCLE
ACCORDING TOTHEIR OWN UNDERSTANDING
 THROUGH THE DESIGNED CYCLE THEY MUST EXPLAIN THE FLOW OF
MONEY.
 THEY MUST DESIGN THE DIAGRAM OF THE ECONOMIC CYCLE USING THE
COMPTUR AND IT MUST BE PRINTED AND BROUGHT TO CLASS SO THAT I
CAN ASSESS IT.
 I WILL MAKE USE OF THE AUTHENTIC ASSESSMENT TO MARK IT.

16.  Bransford, J. D., & Vye, N. (1989). A perspective on cognitive research and its implications for
instruction. In L.B. Resnick & L.E. Klopfer (Eds.), Toward the thinking curriculum: Current
cognitive research (1989 Yearbook of the Association for Supervision and Curriculum
Development). Alexandria, VA: Association for Supervision and Curriculum Development
 A. Collins, J. S. Brown, and S. Newman, "Cognitive Apprenticeship: Teaching the Craft of Reading,
Writing, and Mathematics," in Knowing, Learning and Instruction: Essays in Honor of Robert
Glaser, L. B. Resnick, ed. (Hillsdale, N.J.: Erlbaum, 1989).
 J. Herrington and R. Oliver, "An Instructional Design Framework for Authentic Learning
Environments," Educational Technology Research and Development, Vol. 48, No. 3, 2000, pp. 23–48
 F. Newmann, and G. Wehlage, "Five Standards of Authentic Instruction," Educational Leadership,
Vol. 55, No. 2, 1993, pp. 72–75.
 Stiggins, R. J. (1987). The design and development of performance
assessments. Educational Measurement: Issues and Practice, 6, 33-42
 Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass Publishers.