1. The document discusses the framework and steps for designing authentic assessment. It involves defining the skills and knowledge to be learned, designing real-world tasks to demonstrate them, and developing evaluation criteria. 2. Authentic assessments mirror real work contexts through tasks, physical and social environments, and demonstration of competencies. Appropriate preparation and management is needed when using real world learning contexts. 3. When implementing authentic assessments, it is important to clearly define learning outcomes, set limits on submission size to manage workload, and provide students with performance standards and criteria for self-assessment.

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2. Diah Lisna
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3. Hartini
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4. Novi Restu
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5. Ide idola
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DESIGNING AUTHENTIC
ASSESSMENT

2. Design authentic has 3 step:
1. List the skills and knowledge you wish to have
students learn as a result of completing a task.
2. Design a performance task which requires the
students to demonstrate these skills and
knowledge.
3. Develop explicit performance criteria which
measure the extent to which students have
mastered the skills and knowledge.

3. Framework design authentic
assesment
1. The task : has to be one that involves the students in
carrying out activities that reflect what is done in
professional practice.
2. A physical context : real places of work are different from
institutional learning environments, so the assessment
should mirror the way knowledge, skills and attitudes
are used in real contexts.

4. CONT
3. A social context : an authentic assessment task
should involve social processes that are
equivalent to those in real life situations. These
may or may not include teamwork and
collaboration depending on whether these
characteristics are demanded in the real
context.
4. The assessment result or form : has to involve a
product or performance, demonstration of
competencies, array of tasks, and oral and/or
written presentation to others
5. Criteria and standards : How does what you
have done have to be evaluated or judged?

5. Designing authentic
assessment
1. . Clearly articulating the expected learning
outcomes of the unit
Basically, any assessment can be authentic if
it is grounded in well-articulated learning outcomes
reflecting real world contexts. Based on these the
unit designer will then establish clear criteria and
performance standards. Students require these
learning outcome statements and performance criteria
and standards to understand what is being asked of
them and so to devise and undertake the learning
activities to produce evidence of their achievements.
These statements are also needed to assist students
self-assess and to ask others, peers and external
experts, to observe, assess and verify their
performances.

6. cont
 2. Designing the real world conditions
It is important to recognize that
placements in “real world” learning contexts
have a higher chance of “risk” for both the
student and those in the context with whom
they will interact. Appropriate duty of care
must be exercised in terms of preparation and
on-going management of students under these
circumstances. The needs of all parties must
be recognized, especially where outside groups
are involved. The more “natural” the
learning context is, the greater will be the
risks involved.

7. cont
3. Managing the assessment load
In authentic assessment
situations, students may be over-
zealous, producing very large
portfolios or very long reports. It
is important to set limits on the size
of the submission, if for no other
reason than to manage students’ and
staff workloads. If students are to
keep journals, rather than have them
submit the journals, ask them to write
periodic learning statements based