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Assessment-of-Learning

The document discusses authentic assessment, highlighting its nature, characteristics, and importance in education. It differentiates authentic assessment from traditional assessment, emphasizing real-world tasks and higher-order thinking. Additionally, it outlines the benefits of authentic assessment for student learning and engagement, while providing examples and comparisons to traditional methods.

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7 views

Assessment-of-Learning

The document discusses authentic assessment, highlighting its nature, characteristics, and importance in education. It differentiates authentic assessment from traditional assessment, emphasizing real-world tasks and higher-order thinking. Additionally, it outlines the benefits of authentic assessment for student learning and engagement, while providing examples and comparisons to traditional methods.

Uploaded by

Phylize
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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1. discuss the nature and characteristics


of authentic
assessment and related terms;
2. differentiate authentic and traditional
assessment;
3. reflect on the importance and
applications of authentic
3
assessment
4
ADD A FOOTER 5
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

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"...Engaging and worthy problems or
questions of importance, in which
students must use knowledge to fashion
performances effectively and creatively.
The tasks are either replicas of or
analogous to the kinds of problems faced
by adult citizens and consumers or
professionals in the field." -- Grant
Wiggins -- (Wiggins, 1993, p. 229)

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Why use authentic
assessment?

• Because it involves addressing ‘ill-structured’,


unpredictable challenges, it helps students rehearse for
the complex ambiguities of working and professional
life, and allows them to visualize themselves as real
professionals.
• It requires students to construct unique responses
rather than to select responses from pre-existing
options and focuses student activity on complex higher
order reasoning, and independent and creative thinking.
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Why use authentic
assessment?

• It provides opportunities for students to reflect on and


assess their own work and effort, and reveals to them
meaningfully in situation how effectively they are able to
apply conceptual learning.

• It responds to the demands of external stakeholders, such


as industry groups and professional bodies, for universities
to offer more relevant experiences that enhance graduate
employability through the development of ‘workreadiness’
capabilities.
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Why use authentic
assessment?
• It can provide an opportunity for disrupting the
traditional power balance in assessment by involving
external markers to contribute in giving feedback and/or
grading students’ work, and by involving students more
actively in assessing their own and their peers’ efforts.

• Authentic assessment addresses Boud and Falchikov’s


(2005) calls for ‘sustainable assessment’ to equip
learners with skills and competencies needed to succeed
in today’s workplace and prepare students for life-long
learning 10
In general , some of the best uses of authentic
assessments ( Mueller, 2010)
1. Authentic assessments are direct measures.
2. Authentic assessments capture constructive nature of
learning
3. Authentic assessments integrate teaching, learning
and assessments.
4. Authentic assessments provide multiple paths to
demonstrations.

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Authentic assessment generally accomplishes the
following goals:
✓ Emphasizes what students know, rather than what they do not know
✓ Requires students to develop responses instead of selecting them from
predetermined options o Directly evaluates holistic projects
✓ Uses samples of student work collected over an extended period of time
✓ Stems from clear criteria made known to students and parents
✓ Elicits higher-order thinking
✓ Allows for the possibility of multiple human judgments
✓ Relates more closely to classroom learning
✓ Teaches students to evaluate their own work
✓ Considers differences in learning styles, language proficiencies, cultural
and educational backgrounds, and grade level

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Examples
• Conduction research and writing a report
• Character analysis
• Student debates (individual or group)
• Drawing and writing about a story or chapter
• Experiments - trial and error learning
• Journal entries (reflective writing)
• Discussion partners or groups
• Student self-assessment
• Peer assessment and evaluation
• Presentations
• Projects
• Portfolios
• Tiered learning classrooms

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Traditional Assessment vs Authentic Assessments

Traditional ------------------------ Authentic


Selecting a Response --------------- Performing a Task
Contrived -------------------------- Real-life
Recall/Recognition --------------------- Construction/Application
Teacher-structured ---------------- Student-structured
Indirect Evidence --------------------- Direct Evidence

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Defining Attributes of Traditional and
Authentic Assessment

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Learning Activity
1. Make research about the comparisons of traditional and
authentic assessments. Indicate the references that you have used to
ensure the veracity of the results. Complete the table summarizing
the attributes of traditional and authentic assessments based from
your research. Present the activity to your class using a video
recorded presentation or PPT.

Attribute Traditional Assessment Authentic Assessments

Assessment Activity
Nature of Activity
Cognitive Level
Development of Solution

Objectivity of Scoring
Evidence of Mastery 16
Learning Target Task
Instructional Objectives Lesson Content Type of Learning Targets Sample Learning
Targets
At the end of the 40- A. Review of Knowledge I can …
minute discussion,100% Descriptive Statistics Define the different
of students should be measures of central
able to demonstrate the tendency and variability
use of software SPSS in
performing descriptive Choose the descriptive
stattistics Reasoning statistics needed to
address a specific
question.

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Learning Target Task

Instructional Objectives Lesson Content Type of Learning Sample Learning


Targets Targets
At the end of the 40- Skills I can …
minute B. Steps in Performing Show how to obtain
discussion,100% of Descriptive Statistics mean, median, and
students should be able and Frequency Analysis mode in SPSS
to demonstrate the use in SPSS
of software SPSS in
performing descriptive
stattistics C. Interpreting SPSS
outputs from Knowledge Explain the meaning of
Descriptive and the values displayed in
Frequency Analysis the SPSS table for
descriptive statistics

Affect Show interest in


analyzing data using
SPSS
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Learning Activity

2. Form a group with 5 members and interview at least 3 faculty


members of your institution with different learning area. Use the
following as your guide. Write summary responses after each
question.
a. What is your definition of authentic assessment?
b. What are some of the authentic assessment techniques are you
utilizing in the classroom?

Organize the responses of the teachers and formulate your


conclusions for classroom sharing.

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Examples of Tasks & Rubrics (Authentic Assessment Toolbox)
(noctrl.edu)
Assessing Authentically | UNSW Teaching Staff Gateway
Microsoft Word - Authentic Assessment for ESL Students 9 14 04
(msdwt.k12.in.us)
Unit 2: Types of Authentic Assessment - KNILT (albany.edu)
Traditional vs. Authentic Assessment Methods | Download Table
(researchgate.net)
Authentic Tasks (Authentic Assessment Toolbox) (noctrl.edu)
Assessment of Learning 2 by: Ronan M. Cajigal, MA. Ed., etal.

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