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EDID 6505 Systems Approach to Designing Instructional Materials 1

Mini Project-Face to Face Instructional Design Unit

by Sasha Goodridge

19926482

A Paper Presented in Partial Fulfilment

Of the Requirements of

EDID 6505 Systems Approach to Designing Instructional Materials

Term II, 2015.

Email: [email protected]

University: University of the West Indies Open Campus

eTutor: Dr. Hill

Course Coordinator: Dr. Hill


ContentsNeeds Assessment Plan...........................................................................................................................5

The scenario................................................................................................................................................5

The selected Audience................................................................................................................................5

The Topic.....................................................................................................................................................6

Information to be sought.........................................................................................................................6

Optimals..............................................................................................................................................6

Method....................................................................................................................................................6

Actuals.....................................................................................................................................................7

Who will I ask?.........................................................................................................................................7

Method....................................................................................................................................................7

Feelings........................................................................................................................................................8

Who I will ask?.........................................................................................................................................8

Method....................................................................................................................................................8

Causes.....................................................................................................................................................8

Method........................................................................................................................................................9

Solutions..................................................................................................................................................9

Methods..................................................................................................................................................9

The Learner and Contextual Analysis.....................................................................................................10

Task Analysis..........................................................................................................................................10

Procedural Task Analysis.......................................................................................................................11

Hierarchical Analysis..............................................................................................................................11

Performance Objectives........................................................................................................................14

Topic: Authentic Assessment Task.........................................................................................................14

General purpose....................................................................................................................................14

Terminal objective.................................................................................................................................14

Enabling Objectives...............................................................................................................................14

Assessment............................................................................................................................................15

Instructional Strategies..............................................................................................................................16

Instructional Strategies- Advanced organizers and analogies................................................................17

Reflective Writing..................................................................................................................................18

Appendix A:Learner and contextual analysis.........................................................................................20


Appendix B:Task Analysis.......................................................................................................................23

TASK SELECTION WORKSHEET FOR AUTHENTIC ASSESSMENT TASK.....................................................23

Appendix C: Procedural Task Analysis.................................................................................................25

Topic: Authentic Assessment.....................................................................................................................25

Task: Write an authentic assessment task.........................................................................................25

LEVEL 1:.....................................................................................................................................................25

1. Standard/goal/objectives of the syllabus......................................................................................25

Level 2:......................................................................................................................................................25

2. Determine the real world context.................................................................................................25

Level 3.......................................................................................................................................................25

3. Task type........................................................................................................................................25

Level 4:..................................................................................................................................................26

4. Evaluate a task type.......................................................................................................................26

Appendix D: Rubric....................................................................................................................................27

Performance assessment Rubric...........................................................................................................27

Appendix E:The Assessment..................................................................................................................28

Assessment multiple choice...................................................................................................................28

Scenario based questions.......................................................................................................................28

Appendix F: Analogy of an Authentic Assessment Task (Superordinate concept)................................29

Analogy of an Authentic Assessment Task.............................................................................................29

Apprentice Plumber..............................................................................................................................29

Authentic task........................................................................................................................................29

Appendix G: Expository Advance organizer..........................................................................................30

Authentic Assessment...........................................................................................................................30

Appendix H: Graphic Organizer.................................................................................................................31

Authentic Assessment: Writing a Task Scenario....................................................................................31

Define the following terms in your own words.................................................................................31

Use the diagram below to fill in the characteristics of an authentic task..........................................31

Characteristics of an authentic Task.....................................................................................................32

Appendix I: Check list for writing a performance task...............................................................................33

References.............................................................................................................................................34


Needs Assessment Plan

The scenario This instructional unit is based on a one day workshop on authentic assessment. The

workshop caters to twelve teachers from the General Studies department at an all girl secondary

school. The teachers in the General Studies department use pencil and paper test as their main

means of testing. These assessments test knowledge and facts but do not engage students fully in

developing higher order thinking skills such as problem solving and critical thinking. The

testing of knowledge and facts primarily, is posing a problem in the department. The students

are not scoring highly on external exams in the area of higher order thinking skills.

The Head of Department believes that this deficiency can be solved by introducing

authentic assessment practices and techniques to the department. The one day workshop seeks to

provide authentic assessment training in order to introduce authentic assessment to expand the

assessment repertoire of the target teachers, and in the long run, create more interesting tasks

that develop higher order thinking skills in the students of the general studies department.

The selected AudienceThe twelve teachers in the General Studies department are trained teachers who hold

either an associated degree in education or a post graduate diploma in education. Ninety five

percent of the targeted teachers hold first degrees in various disciplines such as History,

Geography, Sociology and Music, however the majority hold first degrees in Sociology. The

majority of the teachers teach Social Studies in the school or have taught it at some point in their

careers. The targeted teachers vary in age from late twenties to fifty years old. The teachers in


the department have been teaching on average of ten years. The teaching experience of the group

varies from 3 years to 20 plus years.

The TopicAuthentic assessment is also known as performance assessment. It an assessment that

requires students to demonstrate that they have mastered specific skills and competencies by

performing or producing something (Wisconsin Education Association Council, 1996). An

assessment is authentic to the extent that the task is challenging and engaging and that it

resembles the context in which the students have to do the work (Wisconsin Education

Association Council, 1996).

The teacher of the general studies department will be learning how to create an authentic

assessment task scenario.

Information to be sought

Optimals Understand the difference between authentic assessment and traditional assessment

methods.

Ability to write an authentic assessment.

Ability to create an authentic assessment scenario.

Ability to develop a performance task accurately.

Method To obtain information on the optimals, the Head of department, principal and the twelve

teachers will be interviewed. In addition, experts in the field of authentic assessment will

be interviewed.


Actuals The knowledge of the authentic assessment is limited. Many teachers have heard of

authentic assessment topic from the educational courses they completed but never

completed a training session on authentic assessments. The main type of assessment the

teachers were trained in is the traditional paper and pencil test such as multiple choice

questions, and end of term tests.

There is limited knowledge on the types of authentic assessments.

How often do teachers use authentic assessment? Only about 10% of the teachers use

authentic assessment, such as developing scenarios, and they fail to adequately relate the

scenarios to the content of the syllabus and or real world situations.

What types of authentic assessment do teachers use? Very few of the teachers use the

different types of authentic assessment more traditional forms of assessment are used such

as test and quizzes.

Teachers' lack understanding of authentic assessment. They lack understanding and formal

training in authentic assessment techniques. Teachers seem to be more comfortable and

familiar with the traditional assessments.

Do teacher's develop performance tasks? Ten percent of the teachers develop a

performance task, while the majority do not develop performance tasks that relate the

content in a form that the students can apply it to a real world context.

Who will I ask?Interview the 12 teachers from the general science department.

Method Obtain assessment samples from the twelve teachers.

Interview of department head on authentic assessment use in the department.


Obtain samples of performance tasks from the twelve teachers.

Feelings How do teachers feel about using authentic assessment? Teachers may be apprehensive

about using authentic assessment since they have no formal training in the field.

What are teachers' view of how authentic assessment assist in the performance of their

role of teachers? Teachers are hoping that authentic assessment would improve their

effectiveness by improving students performance in higher order thinking skills.

Do teachers believe authentic assessment improves student performance? Teachers may

feel a bit sceptical that authentic assessment improves student performance.

Do teachers believe authentic assessment improves student engagement? There is feeling

that assessment would improve student engagement.

Who I will ask?12 teachers in the general studies department.

MethodSurvey questionnaires of the 12 teachers in the general studies department.

Survey questionnaires of a sample of 30 students in the classes of each of the teachers.

Survey a select number of students.

Obtain student performance with topics teachers used with authentic assessment.

Causes Do teachers have the knowledge to write authentic assessments? Teachers know of

authentic assessment but have not been trained in authentic assessment, performance

task. They hence lack the necessary skills.


The environmental setup does not encourage authentic assessment. The end of term and

final exams are based on traditional assessment methods.

There are no incentives given for authentic assessment. However recognition is given for

high student performance through verbal recognition of teachers in staff meetings.

Teachers may lack motivation to implement authentic assessment since it requires more

thought and effort than traditional methods of assessment.

Teachers may be more comfortable with traditional assessment than authentic

assessment.

Method Interview twelve teachers in the general studies department.

Solutions Training in authentic assessment needs to occur in order to increase use of authentic

assessment.

Reformat the assessment in the school to include authentic assessment at end of term or

end of year examinations.

Provide incentive to teachers who utilize effectively authentic assessment in the

classroom buy showcasing the work of the students.

Head of department encourage and insist the use of authentic assessments in the General

studies programme. It can be required that at least two assessment must be authentic

assessments.

Methods Obtain expertise from authentic assessment experts

Literature on authentic assessments.


The needs assessment revealed that teachers in the general studies department are

concerned about their students' performance in higher order thinking skills and problem solving

skills. However, they do not training in their subject areas and general education, but they do not

have the necessary training in authentic assessment methods that are designed to assist students

in developing these skills. Therefore training in authentic assessment skills is a need within the

department.

The Learner and Contextual AnalysisThe Learner and contextual analysis identified many factors that can impact on

the receptivity to the lesson. It identified the culture of the school as it relates to learning and

implementation of new strategies as barriers to implementing authentic assessment.

The analysis revealed that the ideal instructional context must be one that is very

constructivist in its approach. Hence the use of group work, and the instructional setting using

round tables to facilitate the group work. The analysis also revealed that the instructor as

facilitator was essential. Hence the instruction involved much discussion and group learning to

cater to the varied ages and experience of the participants. In addition, since there is a lack of

learning culture at the school, the collaborative work was used to facilitate the importance of

developing a culture of learning.

The analysis also revealed that the majority of teaches do not have experience or

knowledge in authentic assessment. This meant that the workshop needed to be very practical so

as to facilitate the quick transfer of the information to the work setting. So the use of authentic

assessment methods were used to reinforce the lesson.


Task AnalysisThe topic of authentic assessment compose of a number of subtopics. In order to decide

which topic was the most suitable for the one day workshop, a task selection analysis was

prepared. It was determined that writing an authentic performance task would be the one of the

most valued and practical tasks to learn within the context of the learning needs and familiarity

of the teachers with the topic of authentic assessment (See appendix B for task selection

analysis).

Procedural Task AnalysisThe procedural analysis is used to analyze tasks by identifying the steps required to

complete them (Morrisson, Ross, & Kemp, 2004). The instructional designer was able to use the

procedural analysis to describe the steps in the process of writing an authentic task. For the

Instructional designer, this process assisted in helping to clarify what the participants needed to

do and know about the topic. In addition, it clarified the steps necessary to perform an authentic

assessment task (See appendix C). The levels are as follows:

1. Identify the standard/educational goal/objectives from the syllabus

2.Identify what is a real world tasks as it relates to the syllabus content

3. Write an authentic assessment performance task utilizing a real world scenario that fits a real world context.

4. Evaluate the task type

The procedural analysis indicates that the learners will have both the cognitive

knowledge and the skill of writing and evaluating a real world authentic task using the content of

the Social Studies syllabus.


Hierarchical AnalysisThe hierarchical analysis was used by the instructional designer to determine the

prerequisite skills needed to facilitate the writing of an authentic assessment. The diagram on

page 12, is an example of the hierarchical analysis of writing an authentic assessment task. The

simpler tasks are at the bottom, while the complex tasks are at the top. The target task is at the

top of the chart. At the first level of analysis for the target objective of writing an authentic

assessment, there are prerequisite skills that learners needed to know, these are defining terms

such as assessment, authentic assessment, authentic assessment task and identifying

characteristics of an authentic task to name a few. After outlining the simpler tasks, the degree of

complexity of task increased, such as creating a real world scenario and writing a performance

task scenario. Therefore the hierarchical analysis displays a pattern of progressive complex

intellectual tasks until the instructional objective is accomplished (Morrisson, Ross, & Kemp,

2004).


Describe the skills and student activities needed to fulfil the performance task.

Select a the performance authentic assessment type

Determine/choose a real world scenario

Identify the different authentic assessment types

Define the term authentic assessment

Evaluate the assessment task scenario against the factors to consider when evaluating an authentic assessment by creating a table

Edit the task scenario to conform to factors to consider when evaluating

Use goals and content from the syllabus to select/create a real world scenario

Identify the content to be covered as

stipulated in the syllabusidentify the goals and objectives of the syllabus

Define the term assessment

Define an authentic assessment task

Identify the characteristics of an authentic assessment task.

Define the terms goal & objectives

Determine the core content, facts, principles and theory

Select a topic from the syllabus

select a sub topic

Determine content that can be best written as an extended performance task type.

Use the content, facts and principles to create a real world scenario

write an performance authentic task scenario for the chosen assessment.

Write a Authentic Assessment Task


Performance Objectives

Topic: Authentic Assessment Task

General purpose To write an authentic assessment task for a one day training workshop for twelve teachers

within the General Studies department at an all girls' secondary school.

Terminal objective At the end of the workshop, students will be able to utilize content from the Social

Studies syllabus to write a performance authentic assessment task using a real world scenario.

Enabling Objectives1. Brainstorm in small groups to generate four characteristics of an authentic task within 5

minutes.

2. Brainstorm in small groups to generate at least two ideas for a real world scenario from

newspaper articles, internet or personal experience within forty five minutes.

3. Write a 100 word real world scenario within sixty minutes.

4. In small groups, evaluate the real world scenario created by the various groups using a

checklist.

A learning objective is a statement that tells what learners should be able to do when they

have completed the instruction (Smith & Ragan, 2005). The objectives for this workshop

consisted of terminal and enabling objectives. The terminal objectives develop enabling

objectives. The terminal objective describes the learner's expected level of performance, hence

focusing the efforts of the learner while the enabling objectives define the skills, knowledge or

behaviour students must reach in order to complete the terminal objectives. (Harriman, n.d.).


The objectives are written using three criteria. These are performance, condition and standard

(Harriman, n.d.).

The objectives outlined above are the outcomes of the instruction and clearly outline

what the learners will do after the instruction that they couldn't or didn't do before (Gagne,

Briggs, & Wager, 1992). Objectives of an instruction also define the scope of the instruction and

guide the instructional designer in the development of the instructional content (Acito, 2002).

They also assist the instructional designer in developing assessment activities and tests as well as

rubrics (Morrisson, Ross, & Kemp, 2004).

In order to determine the appropriate terminal and enabling objectives, the instructional

designer referred to the procedural and hierarchical analysis and examined the steps, knowledge

and activity needed to determine the achievement of the goal that was displayed in these two

analysis and pulled the objectives from this examination.

AssessmentThe assessment of the one day workshop training was derived from the enabling

objectives. The assessment sought to test by use of a multiple choice item as well as short

answered tasks that assessed participants knowledge and skill in writing an authentic real world

task scenario (see appendix E).

The assessment will be used during and after instruction. The assessment mainly utilized

authentic assessment methodology which consisted of problem solving and the development of

skills or competency such as writing a scenario, devising the characteristics of an authentic

assessment task and using a checklist to evaluate group presentations on real world task

scenarios.


The results from the learner and contextual analysis were also used to determine the

nature of the assessment items. For example, working in groups to brainstorm, as well as

working in groups to create a real world scenario task were selected based on the before

mentioned analysis. Group work was utilized since the learner and contextual analysis indicated

that the teachers do not work well together and that a learning community is not present at the

school. The analysis also indicated that using constructivist techniques would greatly enhance

the receptivity of the lesson by the teachers. By working in groups, the seeds of working

together and a learning community will be planted.

A rubric was also utilized to assess the participants in the workshop. An example of the

rubric can be examined in appendix D. The rubric broke down the task into measurable units of

proficiency from a scale of 1 to 4 with a scoring system based on percentages.

Instructional StrategiesIn order to make the instruction effective and efficient, a number of instructional

strategies were utilized. One such instructional strategy was David Merrill's First principles

(Merrill, 2002), which indicates that for instruction to be effective, it must include activation of

prior knowledge, demonstrate the performance, application by providing practice and integration

of the skills into the working situation where the participants will use the skill. This was

facilitated by the use of a power point presentation (See appendix J).

To assist in the choice of instructional strategies, the learner and contextual analysis data

was utilized. In order to choose effective instruction, the learner characteristics such as age,

educational back group, experience of the teachers and level of competence was taken into


consideration. Environmental characteristics were utilized to create a learning environment

within the workshop.

The instruction was designed to be very practical to the classroom. In addition ,the use of

round tables in group work and the presenter functioning more as a facilitator, it is believe would

create a learning environment to maximize the transfer of information and skill. The sessions

were very interactive to counteract any other distractions at the venue highlighted by the learner

and contextual analysis.

Instructional Strategies- Advanced organizers and analogiesAdvanced organizers were utilized to assist the participants in understanding the content

of the instruction. Two types of organizers are to be used, a graphic organizer (see appendix H)

and an expository organizer (see appendix G). The narrative/ expository organizer is to be used

as a handout before the power point (lesson) to introduce the concept of authentic assessment.

The graphic organizer on the other hand, it to be used to assist the participants to solidify the

concepts to be learnt during the lesson on how to write an authentic task scenario.

The analogy is to be used after the activation of prior knowledge when the concept of an

authentic task scenario is being explained (See appendix F).


Reflective WritingThe audience for the one day workshop was twelve teachers from the Social Studies

department of an all Girls' Secondary School who vary in ages and teaching experience. The

majority of the teachers have first degrees and have some teacher qualifications. However, none

of them had specific training in authentic assessment.

The topic of authentic assessment was chosen because of the lack of authentic assessment

repertoire among teachers and the need for training for teachers in an assessment approach that

would develop the higher order thinking skills in students. The instructional designer, however,

did not realize there were so many components to authentic assessment e.g. real world task, task

criteria, authentic assessment types. It was hard to determine what to base the workshop on. The

task selection worksheet assisted in choosing the focus of the workshop.

The instructional strategies included in the workshop are graphic and expository

organizers, collaborative learning, analogies and group presentations where the teachers and

participants would use a check list to rate the presentations. The majority of the instructional

strategies were strategies used in authentic assessment and could be implemented in a classroom

by teachers. Graphic and expository organizers were used to assist teachers in solidifying the

concepts in the lesson. The expository organizer was selected to introduce the topic of authentic

assessment and is to be presented before the lesson (powerpoint) begins. The graphic organizer

was selected to be used during the instruction to solidify key concepts. The mnemonic SCRAP

(McTighe, 2010) is to be used to assist the teachers in guiding their writing of an authentic task

scenario. This method was chosen since it was a method used to facilitate cognitive

understanding of the task and to provide a guideline for writing an authentic task.


This assignment was a challenge, to complete. It took me a long time to read and

understand the material. It was difficult to find relevant materials for the activation section of

the lesson. The instructional designer wanted to show a video on the characteristics of an

authentic task, as part of the activation of prior learning in the lesson, but I could not find a

suitable video on the internet, so I had to choose brainstorming method instead.

The objectives, rubric and lesson were hard to write. At first I totally misunderstood that

you were to link the objectives to the rubric. So I had to re-write the rubric to fit the objectives

and then rework the lesson to fit the objectives and the rubric. It was also difficult to find a

suitable assessment that utilized the objectives.

I, however, did not like the group posting and the group critiquing your submissions. The

fact is we are learning the material and it was unnerving to give opinions and be somewhat

directing your classmates on material you yourself are now trying to understand. What if you

advise one of the group members inaccurately? What then? Or if the group was tardy in

responding. What then? I found the group feedback was sparse and inconsistent. However, I

believe if the groups functioned effectively, it could create a very supportive learning

environment. However, peer feedback and group feedback when given was useful in

encouraging me to go back and review the workshop.

After analysis of the workshop, there are a number of things I would do differently.

Firstly, I would make the workshop two days to include more than one concept. For example

include rubric creation and or criteria writing. These two topics complement writing an authentic

task. Secondly, I would make one of the tasks creating a checklist to evaluate presentation by

the groups, instead of giving the participants a checklist. Thus making the task more student


focused. I would also include videos to make the lesson more interesting and would utilize the

learner and contextual analysis more in the planning of the workshop.


Appendix A:Learner and contextual analysis

-2 Greatly impedes +1 slightly facilitates

-1 slightly impedes +2 greatly facilitates

Orienting Context

Learner FactorsPositive attitude towards the topic as it relates to its relevance on the job -2 -1 +1 +2

Lack of learning goal /interest in authentic assessment -2 -1 +1 +2

Level of Competence -2 -1 +1 +2

Years of experience -2 -1 +1 +2

Expectation by management on mastery of information in workshop -2 -1 +1 +2

Immediate Environment Factors Availability of resources e.g. projector, money -2 -1 +1 +2

Attitudes of the teachers authentic assessment -2 -1 +1 +2

School environment is resistant to any change in operation -2 -1 +1 +2

Time of workshop in the academic schedule/Scheduling of workshop-12 teachers taking

time off work -2 -1 +1 +2

Organizational FactorsIncentives e.g. awards for adopting authentic assessment -2 -1 +1 +2

Recognition for improved student performance by verbal praise, rewards -2 -1 +1 +2


Lack of Learning culture in the school -2 -1 +1 +2

Instructional Context

Learner FactorsPerception on relevance and ability to accomplish task 2 -1 +1 +2

Learning in groups -2 -1 +1 +2

Instructor using constructivist method as facilitator not teacher -2 -1 +1 +2

Immediate Environment Factors Use of round tables to facilitate group work / encourage interaction -2 -1 +1 +2

Instructor as facilitator -2 -1 +1 +2

Suitability of room (heat, no ac) -2 -1 +1 +2

Noise level /distractions -2 -1 +1 +2

Length of workshop: one day may be insufficient, more practice may be needed

2 -1 +1 +2

Organizational Factors

Recognition for improved student performance -2 -1 +1 +2

Individualism as the work culture/crab in the barrel mentality -2 -1 +1 +2

Time allocated off work for workshop -2 -1 +1 +2

Transfer Context

Learner FactorsPerception of usefulness of authentic assessment in classrooms -2 -1 +1 +2

Ability to create own authentic tasks specific to syllabus content in workshop similar to

setting in the classroom -2 -1 +1 +2


Resources being available for acquired skill of writing an authentic task & scenarios in

execution of work -2 -1 +1 +2

Coping with students who do not respond to change well as a new type of assessment

is introduced -2 -1 +1 +2

Experience level of the teachers -2 -1 +1 +2

Immediate Environment Factors use of techniques in execution of work -2 -1 +1 +2

Support of administration in implementing authentic assessment -2 -1 +1 +2

Lack of support of peers (environment fights change) -2 -1 +1 +2

Pressure to finish the syllabus in a specified time -2 -1 +1 +2

Organizational Factorssupport of staff & students for implementing authentic assessment tasks in classroom

-2 -1

+1 +2

Incentives for implementing authentic assessment in class e.g. recognition-2 -1 +1 +2

Vision of Head of department as it relates to authentic assessment -2 -1 +1 +2

Learning culture within the department -2 -1 +1 +2


Appendix B:Task Analysis

TASK SELECTION WORKSHEET FOR AUTHENTIC ASSESSMENT TASK

Criteria for Task Selection Worksheet

Criticality

40 pts

Universality

10 pts

Frequency

10 pts

Standardization

10 pts

Difficulty

30 pts

Total

100 pts

Notes Priority

TASKS #1 #2 #3 #4 #5 #6 #7 #8

Write an authentic Test 40 10 6 10 15 81

This is the main objective.

1

Write a performance Task 40 10 10 10 10 80 This is major support to writing an authentic assessment.

2

Write a performance criteria 40 10 7 10 10 77 4

Write a performance rubric 35 5 5 10 25 80

This is major to writing an authentic assessment

2


Identify the types of authentic assessment

20 2 3 0 0 25 This is foundation information

5

Difference between authentic assessment and traditional assessment

10 2 0 0 0 12 This is foundational information that can be easily obtained.

6


Appendix C: Procedural Task Analysis

Topic: Authentic Assessment

Task: Write an authentic assessment task

LEVEL 1:

1. Standard/goal/objectives of the syllabus1.1 .Examine the syllabus and identify the standards of the syllabus

1.2 Read the goals and objectives of the syllabus of the subject that is taught.

1.3. Identify the different topics in the syllabus.

1.4 Select a topic to write the task assessment.

1.3. Read and write the objectives of the topic selected in the syllabus.

1.4. Examine the content of the topic chosen from the syllabus.

1.5. Choose a subtopic from the content examined.

1.6. List the core content concepts, facts, principles and theory in that sub topic.

Level 2:

2. Determine the real world context2.1 Brainstorm to see how the content chosen is used in a real world situation.

2.2 Brainstorm the possible ways the content is utilized in the real world.

2.3 Write down three situations the content can be written in a real world situation

2.4 Select one scenario/situation using the content of the topic to achieve the objectives of the topic.

2.5 Evaluate to ensure that the scenario is achieving the goal and objectives of the topic chosen.

Level 3

3. Task type3.1. Identify the characteristics of a good task.


3.2. Research and write down examples of an extended -type performance task type that fits the good task characteristics.

3.3. Model/demonstrate examples of each the extended type performance task.

3.4. Write an extended-type performance task using the content chosen.

3.5. Write an authentic assessment using the scenario that was previously written as an extended type performance tasks.

Level 4:

4. Evaluate a task type4.1 Define what is authenticity, multiple foci, teachability, fairness, feasibility and scorability of a task.

4.2. Create a table and score the authentic assessment task.

4.3 Score the task against the six factors of an authentic task.

4.4 Edit the authentic task after the evaluation process.


Appendix D: Rubric

Performance assessment RubricTask Excellent Good Fair Poor 4 3 2 1Characteristics of an authentic task

20%

Group worked collaboratively & as a team.Group generated 4 words to describe characteristics of an authentic task4 words generated before 5 minutes

Group worked somewhat collaboratively with some group dynamics.Group generated 3-4 words to describe an authentic task4 words generated in 5 minutes

Grouped worked individually with little group dynamics.Two-three words generatedGroup generated 2-3 words to describe an authentic task4 words demonstrated over 5 minutes

Group worked individually with no collaborative or team work.At least one word generated to describe an authentic task

4 words demonstrated over 5 minutes

Select a real world scenario from newspaper, internet or personal experience

10%

Generate more than 2 ideas for a real world scenario within 60 minutes

Generated 2 ideas` on a real world scenario within 45 minutes

Generated 1 idea of a real world scenario within 45 minutes

No ideas generated of a real world scenario within 45 minutes.

Real world task on a social issue

45%

An example of a social issue given.

Use of SCRAP principle in the writing of the real world task on a social issue within 60 minutes

100 words or less used

Used an example of a social issue.

For the most part utilized the most of the SCRAP principle to write the social issue within 60 minutes100 + words were used

Some use of social issue in real world task scenario

Little utilization of the SCARP principle to create real world task within 60 minutes.

120 words were used

Did not use a social issue

Failure to utilize the SCARP principle to create the real world task within 60 minutes.

Over 150 words used.

Use of checklist

25%

Group used the checklist to critique the scenarios during the presentations within 20 minutes

Group used checklist for more than two groups to critique the scenario presentations within 20 minutes

Group utilized the checklist for at least one group to critique the scenario presentations within 20 minutes.

Group did not utilize the check list to critique the scenario presentations for any group within 20 minutes.


Appendix E:The Assessment

Assessment multiple choice

All of the following are good characteristics of an authentic tasks EXCEPT

a. Essential content identified

b. Task is authentic

c. Task is teachable

d. Task is Closed (1 mark)

Scenario based questions

A Social Studies teacher is asked to prepare an authentic assessment scenario and task on

the of topic teenage pregnancy. You are to assist the Social Studies teacher by completing

following tasks below:

1 . In groups, brainstorm to generate four words that describes the essential characteristics of an

authentic assessment scenario and task. (20 marks)

2. Write an example of a real world task on a social issues topic using the SCARP principle.

(10 marks)

3. Use a checklist on the essential characterises of an authentic assessment to critique the real

world task written. (25 marks)

3. Create a real world scenario not more than 100 words on issues surrounding the topic of

teenage pregnancy . (45 marks)


Appendix F: Analogy of an Authentic Assessment Task (Superordinate concept)

Analogy of an Authentic Assessment Task

Apprentice Plumber Authentic task

Theoretical Knowledge of a skill e.g. plumbing Knowledge of a content in Subject e.g. social

issues/problems in Social Studies

Apprentices learn to solve real world problems Authentic tasks are used to solve real world problems

Apprentice apply theoretical knowledge to solve a real world

problem

Authentic task require you to apply knowledge of subject to

solve a real world problem.


Appendix G: Expository Advance organizer

Authentic AssessmentAuthentic Assessment or performance assessment is a form of classroom assessment. It is

a type of assessment that teachers observe and make judgements about the student's

demonstration of a skill or competency in creating a product, constructing a response or making

a presentation (McMillian, 2011)

There are two parts to Performance Assessment. These are authentic task and a

systematic procedure for evaluation (using scoring criteria and rubric) (McMillian, 2011).

Authentic Assessment emphasis is on a student's ability to perform authentic tasks by

producing their own work with their knowledge and skill (McMillian, 2011). An authentic task is

what students are required to do in the performance of an assessment, either individually or in a

group (McMillian, 2011).

In this one day workshop. You will be learning :

1) What are the characteristics of an authentic task.

2) How to write an authentic assessment task using a topic from the Social Studies Syllabus

3) To use the SCARP model to create an authentic task.


Appendix H: Graphic Organizer

Authentic Assessment: Writing a Task Scenario

Define the following terms in your own words

Authentic Assessment

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Authentic Task:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Use the diagram below to fill in the characteristics of an authentic task

Characteristics of an authentic Task

No.

Characteristic Meaning Example

1

2

3

4.

5.

6.


Write the meaning of each word in the Acronym used for writing an authentic task scenario. S C R A P

Explain how each of these words are used in writing an authentic task scenario by filling out the diagram below.


Appendix I: Check list for writing an authentic assessment task

Use the check list below to evaluate the task scenarios group presentations.

Task Check (Tick if present) Comment

Goal-Clear statement of the

task/Goal problem established

Role-Job of the student of the

task clearly defined

Audience-Target audience

identified within the context of

the scenario

Situation- The context of the

scenario is clear

Product-Clearly state what the

students will create and why

they will create it.

Task is teachable

Open-more than one right

answer

Task is challenging

Task is stimulating


Appendix J:The lesson


References

Acito, A. (2002). Learning objectives-A practical overview. Retrieved from Praxis Learning networks: https://clt.odu.edu/ofo/assets/pdf/Learning_Objectives.pdf

Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design 4th edition. Belmont, California: Wadsworth/Thompson Learning.

Harriman, G. (n.d.). ADDIE Design: Writing learning objectives. Retrieved from GaryHarriman: http://www.grayharriman.com/ADDIE_Writing_Learning_Objectives.htm

McMillian, J. (2011). Classroom Assessment:Principles and practice for effective standards-based instruction 5th edition. Boston, MA: Pearson Education Inc.

McTighe, J. (2010, November 3). Designing authentic and engaging performance tasks. Retrieved from contemporary issues at rutgers: http://contemporaryissuesatrutgers.wikispaces.com/file/view/Develop+Performance+Tasks.pdf

Merrill, M. (2002). First principles of instruction. Retrieved from ETR&D : http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf.

Morrisson, G., Ross, S., & Kemp, J. (2004). Designing effective instruction 4th edition. Hoboken, N.J: John Wiley & Sons, Inc.

Smith, P., & Ragan, T. (2005). Instructional design 3rd edition. Danvers, MA: John Wiley & Sons, Inc.

Wisconsin Education Association Council. (1996). Performance assessment. Education Issue SEries , 1-8.

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