This document discusses authentic assessment and how to develop rubrics to evaluate student performance on authentic tasks. It defines authentic assessment as tasks that require students to construct their own responses and replicate real-world challenges. There are three main types of authentic tasks: constructed responses, products, and performances. The document provides examples of each and outlines the steps to develop rubrics, including identifying criteria, creating analytic and holistic rubrics, and checking the rubric. The goal is to develop rubrics that clearly define expectations and allow teachers to provide meaningful feedback to students.

1. Authentic Assessment
Learning
by: Gerome Mikhail C. Tipan

3. Objectives
Within the period, the students should be
able to:
identify the types of tasks in selecting an
Authentic Tasks;
organize and construct a criterion for a task and
rubric in measuring the students’ performance; and
participate actively in checking the rubrics
made by each student.

4. Authentic Assessment
Learning

5. Give an example of a task
that is being done in
an Authentic Assessment?

6. Selecting an Authentic Tasks
• second step in developing authentic
assessment for each student has to
accomplish.

7. Thus, a task we ask to students to
perform is considered authentic when:
Students are asked to construct
their own responses
The tasks replicates challenges
faced in the real world.

8. Authentic Assessment
includes task such as performances,
products and constructed-responses items
that typically require more direct application
of knowledge and skills.

9. Types of Tasks
1. Constructed Response
-
in response to a prompt, students
construct an answer out of old and new
knowledge.
- narrowly conceived, delivered at or
near the same time a response is
expected and are limited in length.
-some of their thinking must be revealed.

10. Examples

11. Types of Tasks
2. Product
-
in response to a prompt(assignment) or
series of prompts, students construct a
substantial, tangible product that reveals
their understanding of certain concepts and
skills
-more broadly conceived and allow more
time between the presentation of the
prompt and the student response.

12. Examples

13. Examples

14. Types of Tasks
3. Performance
-in response to a prompt
(assignment) or
series of prompts, students construct a
performance that reveals their understanding
of certain concepts and skills
-more substantial in depth and in length,
more broadly conceived and allow more time
between the presentation of the prompt and
the student response.

15. Examples

16. Identifying Criteria for the
Tasks
The third step in authentic assessment
“What does good performance on this task look
like?” or “How will I know they have done a good job on
this task?”

17. Identifying Criteria for the
Tasks
Example:
• There are six standards addressed to
some degree by this authentic task. The
standards are:
Students will be able to measure quantities using appropriate
units, instruments, and methods;
 set up and solve proportions;
 develop scale models;

18. estimate amounts and determine levels of
accuracy needed;
organize materials; and
explain their thought process.

19. Rearrange the Room
Procedure:
1). You first need to measure the
dimensions of the floor space in the room

20. you want to rearrange, incl. the location and
dimension of all doors and windows. You
also need to measure the amount of the floor
space occupied by each item of furniture and
dimension should all be explicitly listed.
2. Use the given proportion to find the scale
dimensions of the room and all the items.

21. 3). Make a scale blueprint of the
room labeling where all the
windows and doors are on poster
paper.
4). Make scale drawings of each
piece of furniture on a cardboard
sheet of paper and these models
need to be cut out.
5). Arrange the model furniture
where you want them on your
blueprint and tape them down.

22. 6). Finally write a brief explanation of
why you believe the furniture should be
arranged the way it is in your model.
7). Your models and explanations will
be posted in the room and the class will
vote on which setup is the best.

23. Criteria
which the teacher identified as
indicators of good performance of the said
activity:
• Accuracy of calculations;
• Accuracy of measurements on the scale
model;
• Labels on the scale models;
• Organization of calculations;
• Neatness of drawings; and
• Clear explanations.

24. Good Criterion
(Mueller, 2006)
•
•
•
•
•
•
•
clearly stated;
brief;
observable;
statement of behavior; and
worded in language students understand.
distinct
No overlapping of criteria (e.g. interpret the data and draw a
conclusion from the data

25. Creating the Rubrics
last step in the creation of authentic
assessment.
Creating an Analytic Rubric
performance is judged separately for
each criterion.
teachers assess how well students meet
a criterion on a task, distinguishing between
work that effectively meets the criterion and
work that does not meet it.

26. Example of Analytic Rubric in
Science
Criteria
Limited
Acceptable
Proficient
Made good
observation
Observations
are absent or
vague
Most
observations
are clear and
detailed
All observations
are clear and
detailed
Made good
predictions
Predictions are
absent or
irrelevant
Most predictions
are reasonable
All predictions
are reasonable
Appropriate
conclusion
Conclusion is
absent or
inconsistent with
observation
Conclusion is
consistent with
most
observations
Conclusion is
consistent

27. Example of Analytic Rubric in Social
Studies
(Oral Presentation)
Criteria
Never
Sometimes
Always
Makes eye
contact
0
4
4
Volume is
appropriate
0
2
4
Enthusiasm
is evident
0
2
4
Summary is
accurate
0
4
8

28. Creating a Holistic Rubric
a judgment of how well someone
has performed on a task considers all the
criteria together, or holistically, instead
of separately as in an analytic rubric.
each level of performance
reflects behavior across all the criteria.

29. Example of Oral Presentation Rubric
Mastery
• Usually makes eye contact
• Volume is always appropriate
• Enthusiasm present throughout presentation
• Summary is completely accurate
Proficiency
• Usually makes eye contact
• Volume is usually inappropriate
• Enthusiasm is present in most of presentation
• Only one or two errors in summary
Developing
• Sometimes makes eye contact
• Volume is sometime appropriate
• Occasional enthusiasm in presentation
• Some errors in summary
Inadequate
• Never or rarely makes eye contact
• Volume is inappropriate
• Rarely shows enthusiasm in presentation
• Many errors in summary

30. Rubric on Homework
Problem
++ (3 pts.)
• Most or all answers correct, AND
• Most or all work shown
+(1 pts.)
• At least some answers correct, AND
• At least some but not most work shown
- (0 pts.)
• Few answers correct, OR
• Little or no work shown

31. Checking your Rubric
last step in creating a rubric. Here
are the guidelines as a final check on
your rubric (Mueller, 2006):
• Let a colleague review it
• Let your students review it-is it clear to them?
• Check if aligns or matches up with your
standards
• Check if it is manageable.
• Consider imaginary student performance on
the rubric.

32. Comprehension Check-up
1. Why do we need to prepare a rubric on
students’ performance?
2. As future teachers, how important is
Authentic Assessment to your teaching
career?

33. Evaluation
Direction: On a ½ sheet of paper, answer the
following:
1. On the three (3) types of tasks, what is
the most vital in assessing learners’ diverse
skills and talents? Explain.
2. Select one (1) task below and make
criteria out of it.
a. Social Studies class- Essay on Pork Barrel
b. PE Class- Field Demonstration, Calisthenics

34. Assignment
Direction: On a short bond paper, choose one
(1) from the following activities and make a
rubric (Either Holistic or Analytic):
1.Debate
2. Group Presentation/ Dramatic performance
3.Art Exhibit
4. Portfolio
5. Research Report

35. Thank You!