chapter 2- authentic assessment
TRANSCRIPT
CHAPTER 2:
AUTHENTIC ASSESSMENT:
MEANING,
CHARACTERISTICS AND PRACTICES
Topics:AUTHENTIC ASSESSMENT:
MEANING, CHARACTERISTICS
AND PRACTICES
Why Authentic assessment?
CHARACTERISTICS OF
AUTHENTIC ASSESSMENT (AA)
WHAT IS AUTHENTIC
ASSESSMENT?
LEARNING OBJECTIVES:1. identify the relationship of assessment, evaluation and marks to determine the attainment of student learning outcomes.2. discuss the authentic assessment meaning, characteristics and practices.3. illustrate the phases of authentic assessment.
Inroduction:
In 1935, the distinguished educator Ralph Tyler
proposed an "enlarged concept of student
evaluation," encompassing other approaches
besides tests and quizzes. He urged teachers to
sample learning by collecting products of their
efforts throughout the year. That practice has
evolved into what is today termed "authentic
assessment," which encompasses a range of
approaches including portfolio assessment,
journals and logs, products, videotapes of
performances, and projects.
Both assessment and evaluation are
based on the judgmental of an
experienced, thoughtful human being
– an expert. Machines don’t assess,
papers don’t assess, test don’t
assess. Humans assess. And what
better person is there to assess the
progress and development of his or
her students than the classrooms
teacher. LARRY MALONE
Lawrence Hall of Science, University of California,
The term assessment, evaluation,
testing and marks are term often used
in determining the degree of
attainment of students learning
outcomes. At times they are used
interchangeably, it will be useful to
clarify their meaning to distinguish
them from one another.
Assessment- refers to the process of gathering data and information about what students know and can do. Through assessment, the teacher can find out what students are learning.
Evaluation – involves the task of interpreting, forming conclusions and making judgment about the information which was gathered in the process of assessment.Testing- is an instrument of
Marks- are reports of the result of evaluating information
obtained in assessment process. Marks have certain
components related to the learning activities undertaken by
the students.
Example of such components are:
20% for class participation
10% for completed assignments
20% for quizzes
30% for submitted reports
20% for oral presentation of completed project
______________________________________
100% TOTAL
Assessment involves review of evidence of
learning such as journal entries, written
work, portfolios, skill demonstrations, and
performance in learning activities, test
result and rubrics ratings which cover a
period time and should reveal the progress
of students in competencies. Evaluation in
the other hand occurs when a mark or grade
is assigned after a quiz, a presentation or a
completed task.
Why Authentic assessment?
“The common practices of using recall and
recognition objective the skills and knowledge
they have mastered”. --- Richard Stiggins (1987)
“Authentic assessment is products and/or
performances correlated with real experiences”. --
- Newton Public Schools
Other names of authentic assessment are
performance assessment, alternative
assessment, and direct assessment.
CHARACTERISTICS
OF AUTHENTIC ASSESSMENT (AA)
1. Authentic Assessment starts with clear definite
criteria of performance made known to the
students.
2. Authentic Assessment is a criterion- referenced
rather than norm- referenced and so it identifies
strengths and weaknesses, but does not compare
students nor rank their levels of performance.
3. Authentic Assessment requires students to make
their own answer to questions rather than select
from given options as in multiple choice items, and
requires them to use a range of higher order
thinking skills (HOTS).
4. Authentic Assessment often emphasizes
performance and therefore students are required
to demonstrate their knowledge, skills or
competencies in appropriate situations.
Authentic assessment does not rely on ability to
recall facts or memorize details, instead
students are asked to demonstrate skills and
concepts they have learned.
5. Authentic Assessment encourages both
teacher and students to determine their rate of
progress in cooperatively attaining the desired
student learning outcomes.
6. Authentic Assessment does not encourage rote
learning and passive taking of test; instead, students are
required to demonstrate analytical skills, ability to
integrate what they learn, creativity, and ability to work
in group, skills in oral and written communications. In
brief, authentic assessment values not only the finished
products which are the learning outcomes, but also the
process of learning.
7. Authentic Assessment changes the role of students as
passive test takers into become active and involve
participants in assessment activities that emphasize
what they are capable of doing instead test to measure
students’ skills or retained facts has come under
scrutiny because of the limitation encountered in
determining the students’ capability to utilized their
knowledge and skills in work and professional practice.
WHAT IS AUTHENTIC ASSESSMENT?Here are some definitions:
“A form of assessment in which students are asked to perform real-world task that demonstrate meaningful application of essential knowledge and skills..” –Jon Mueller (2011)
“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 kind of problems faced by adult citizens and consumers or professionals in field.” – Grant Wiggins (1987)
“Performance (authentic) assessments call upon
the examinee to demonstrate specific skills and
competencies; that is, to apply of their
weaknesses. This results is diminished fear of
tests and improvement of self-esteem.
From teacher- centered activities, authentic
assessment encourages a learner-centered class
where the teacher’s major role is to help students
accept responsibility for their learning and
become self-evaluators.
Phases of
Authentic
Assessment
The purpose of assessment is to improve
student learning. Assessment achieves this
purpose by gathering pieces of evidence of
student performance over a period of time.
Such evidence may be in the form of
written works, journal entries, oral
presentations, research paper results, essay,
story writing, and examination results.
“Closing the loop” encourages the use of
assessment results for further improvement.
In general, Outcome assessment goes
through five (5) phases
Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities.
Determining the criteria and standards of outcomes performance and the acceptable evidence that may be presented as proof of outcomes’ attainment.
Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes.
Measuring the extent at which the student is attaining the desired learning outcomes.
Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes and utilizing them for continuous improvement
Phase I
Identity learner outcome.
Determine criteria and acceptable evidences of performance.
Phase II
Evaluate results to determine attainment of outcome and ensure continuous
improvement.
Phase V Phase III
Implement supporting learning experiences and instructional activities.
Implement assessmentstrategies.
Examples of Authentic Assessment Activities:
1. Doing science experiments.2. Conducting social science field research.3. Writing stories and reports.4. Reading and interpreting literary pieces.5. Solving mathematical problems that have real-world implications.
6. Performing particular skills/competencies7. Simulation or role playing.8. Exhibiting and displaying completed works.9. Submitting portfolios 10. Submitting original creative projects.
Traditional Assessment- Is commonly associated with pre- determined choice measure of assessment such as multiple choices tasks, fill-in-the blanks, true – false, matching type and others. Students typically recall or select the answers. Essentially, TA springs from the educational which involves the following principles and practices.
1.A School’s mission is to develop useful
citizens.
2.To be a useful citizen, one must process a
certain body of knowledge and skills;
3.The school is entrusted to teach this body of
knowledge and skills;
4.To determine if the student have acquired
these knowledge and skills, the school must
test the student on these knowledge and
skills.
Authentic Assessment- on the other hand is grounded on the following principles and practices:1. A school’s mission is to develop useful citizen; 2. To be a useful citizen, one has to be capable of performing useful tasks in the real-world;3. The school’s duty is to help students develop proficiency in performing the tasks that 4. they will be required tom perform after graduation in the work place;4. The school must then require students to perform tasks that duplicate or imitate real-world situations.
Attributes Traditional Assessment Authentic Assessment
1. Action/ options Selecting a response Performing a task
1. Setting Contrived/ imagined Simulation/ Real-Life
1. Method Recall/ recognition Construction/ applications
1. Focus Teacher –structured Student- structured
1. outcome Indirect evidence Direct evidence