Authentic AssessmentWhat is it?

“Authentic assessment is a _________________________ assessment that requires a student to go beyond basic recall and demonstrate his/her knowledge and understanding through a ________________, ________________, or ________________.”

-Grant Wiggins

Types of Authentic Assessment ____________ ___________________or _______________

_________________exercises are questions or other prompts that require students to explore a topic orally or in writing.

________________ ________________are assignments that require sustained attention in a single work area & are carried out over several hours or longer.

________________are selected collections of a variety of performance-based work. A portfolio might include a student's "_______ _________" & the student's evaluation of the strengths & weaknesses of several pieces. The portfolio may also contain some "_________ ______ _________________" that illustrate the improvements the student has made over time.

Criteria for An Authentic Assessment• The task…

• is ________________; meaningful• is ________________; found in the real world• is ___________; involves a variety of higher thinking skills• is ________________& student-centered• is ________________; learning is by discovery• is ________________for all students• is ______________ __________________; supports a variety of responses and/or may support more than one solution process• has clear & tangible ________________/________________to meet; process & product measured (scoring guides)

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Levels Knowledge Comp. Application Analysis Synthesis Evaluation

Description Remembering of ______________________material

Grasping the meaning of material; __________; predicting outcome & effects.

Ability to _________________________________ in a new situation; apply rules, laws, methods, theories.

___________________________________________; understanding organization, clarifying, concluding.

Ability to put parts together to _________________________________

Ability to ______________________for purpose; base on criteria; support judgment with reason

Activities Choose Find Group Identify Know Label List Match Memorize Outline Read Recall Recite Record Select What When Where Who Write

Associate Change Contrast Define Draw Estimate Expand Explain Group Outline Reorganize Retell Show Simplify Summarize Transform Order Predict Understand Transfer

Apply Calculate Choose Classify Complete Construct Demonstrate Employ Experiment Interview Model Modify Predict Product Prove Record Relate Select Solve Use

Analyze Classify Compare Contrast Discover Divide Examine Infer Inspect Simplify Sort Survey Take Apart Transform

Blend Build Combine Compose Construct Create Design Devise Develop Form Imagine Invent Make Up Originate Predict Produce Rearrange Suppose

Determine Award Conclude Criticize Decide Defend Assess Evaluate Grade Judge Justify Measure Rank Rate Select Support Test

What thinking skills are involved?

Structuring the Task1. Give the students a _______.

2. Use direction words so that they are thinking on a _______of levels.

3. Ensure that the task is something done by an _______in the real-world.

4. Ensure that the student can complete the task in an _______way.

5. Tell the students who the _______is (if you can find a real audience, it is truly authentic).

6. Give the students a “_______” and stick to it.

7. List all _______for the project.

Example Task

• Task: You work for the U.S. government in the Office of War Information, and you have been assigned to create a piece of propaganda convincing the young men in the country to enlist OR convincing all Americans to do their part in the war effort (ex. buy bonds). Take into consideration the elements that make propaganda effective and synthesize them into an effective product.

• Audience: American Men 18-35 or American Men, Women, & Children of all ages.

• Deadline: Monday, November 25.

• Requirements: at least one relevant graphic, catchy text/slogan, attention-getting color (See also: scoring guide.)

Creating a Scoring Guide• Making your own:

– Identify the overall performance or task to be assessed, & _______it yourself or imagine yourself performing it.

– List the _______ _______of the performance or product. (Try to limit the number of performance criteria, so they can all be observed during a pupil's performance.)

– Describe what each level of performance “looks” like in _____, _______language.

• Using a Template:– use _______ (www.4teachers.org)

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• Types– _____________

– ________________

CATEGORY Excellent Good Satisfactory Needs Improvement

Graphics - Relevance All graphics are related to the topic and make it easier to understand.

All graphics are related to the topic and most make it easier to understand.

All graphics relate to the topic.

Graphics do not relate to the topic.

Required Elements The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Emotional Appeal The graphic and text are so emotionally-laden, that any ready would have an emotional response to them.

The graphic and text are emotionally-laden so that the average reader would have an emotional response to them.

The graphic and text evoke a mild emotional response from the reader.

The graphic and text evoke little or no emotion from the reader.

Slogan Slogan is catchy, unique, and works on more than one level of meaning.

Slogan is catchy and unique, but works only on a literal level.

Slogan is catchy but not unique; it has been used in other situations.

No slogan.

4 Wow!

3 You got it!

2 Getting there.

1 Not yet.

All graphics are related to the topic and make it easier to understand; includes all required elements as well as additional information; exceptionally attractive in terms of design, layout, and neatness; graphic and text are so emotionally-laden, that any ready would have an emotional response to them; slogan is catchy, unique, and works on more than one level of meaning.

All graphics are related to the topic and most make it easier to understand; all required elements are included on the poster; attractive in terms of design, layout and neatness; graphic and text are emotionally-laden so that the average reader would have an emotional response to them; slogan is catchy and unique, but works only on a literal level.

All graphics relate to the topic; all but 1 of the required elements are included on the poster; acceptably attractive though it may be a bit messy; graphic and text evoke a mild emotional response from the reader; slogan is catchy but not unique; it has been used in other situations.

Graphics do not relate to the topic; several required elements were missing; the poster is distractingly messy or very poorly designed; not attractive; graphic and text evoke little or no emotion from the reader; no slogan.

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Let’s Try it for Your Classroom.

• Task:

• Audience:

• Deadline:

• Requirements:

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• Scoring Guide criteria:

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Types of Tasks

Your ideas:

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Differentiating with Authentic Tasks

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Tic Tac Toe

Students choose questions to answer in an effort to complete a vertical or diagonal row, thereby answering a question at each of the different levels of thinking.

Application &Analysis

Synthesis

Evaluation

Cubing•In teams of 3 or 4, one student rolls the cube or die. •The student who rolls the cube begins by discussing the authentic “thinking question” (TQ) that is face up.•While the TQ is discussed by all members of the team, the student who rolled the dice acts as the facilitator & summarizes the conversation before the next player rolls the cube.

Variation•Use cubing in a learning center. The student will roll the cube or die and then complete the authentic task that is face up on the cube/die.

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References

Airasian, P.W. (1991). Classroom assessment. New York :McGraw-Hill.

A Question of Thinking: A First Look at Students' Performance on Open-ended Questions in Mathematics, copyright 1989, California Department of Education

Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, May, 703-713.

Wiggins, G. (1993). Assessment, authenticity, context, and validity. Phi Delta Kappan, November, 200-214.

Wiggins,G. (1998). Educative assessment: designing assessments to inform and improve student performance San Francisco, CA: Jossey-Bass.

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