DESIGNING AUTHENTIC

ASSESSMENT

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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.

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.

CONT3. 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?

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.

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.

cont3. 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 reflections from their journal.