pavte-claveria authentic assessment
TRANSCRIPT
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WELCOME TO THE
DEVELOPMENT OFAUTHENTIC ASSESSMENT
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Our focus for this session
EffectiveAssessment thatmeasures real-
world tasks
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Essential Question for this Session
How can we use authenticperformance assessments toassess understanding andtransfer?
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PRELIMINARY
ACTIVITY
Write in a meta strip (oneword/phrase per meta strip)
what you know about the topicand pose questions re thetopic.
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POSTING OF OUTPUTS ON THE
BOARD
KNOW WANT TO KNOW
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Activity: Who is the best?
You are in need of a private driver. There are
two applicants for the position. Perusing theirpertinent documents, you noticed that Leopassed the driving portion of the drivers licensetest but failed the written portion, while Voltair
failed the driving portion but passed the writtenportion. Who between the two will you prefer tohire? Why?
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Sharing ofChoice .....
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Choose the driver who most directly
demonstrated the ability to drive that isthe one who passed the driving portionof the test. However if there is anapplicant who passed both portions, youare most comfortable knowing that your
driver had a good knowledge-based
about driving and was able to apply thatknowledge in a real context.
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ANALYSIS
1.Relating the situation with the UbD
framework, identify the elementsthat are applicable in your choice?
2. What assessment approaches
are revealed in the situation?
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What isAuthentic
Assessment?
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A form of assessment in which students are askedto perform real-world tasks that demonstrate
meaningful application of essential knowledge andskillsJon Mueller
Engaging and worthy problems or questions ofimportance, in which students must use knowledgeto fashion effectively and creatively. The tasks are
either replicas of or analogous to the kinds ofproblems faced by adult citizens and consumers or
professionals in the fieldGrant Wiggins
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Performance assessments call upon the
examinee to demonstrate specific skills and
competencies, that is, to apply the skills andknowledge they have mastered.Richard J. Stiggins
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Indicators
Students perform, construct, produce
or do somethingUses close-to-life situationsIntegrates prior knowledge and HOTS
Students explain, justify, and defendPerformance is directly observable
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Alternative Names for AA
Performance Assessment
Alternative Assessment
Direct Assessment
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Why Authentic Assessment?
Dissatisfaction of the limited informationobtained from selected-response test
Influence of cognitive psychology, which
demands not only the learning of declarativebut procedural knowledge as well.
Negative impact of conventional tests e.g,
high-stake assessment, teaching for the test
It is appropriate in experiential, discovery-
based, integrated, problem-based learning
approaches
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Just because the student knows it...
Evidence of understanding is a greater
challenge than evidence that the student
knows a correct or valid answer.- Understanding can only be inferred if
we see evidence that the student knows
why (it works, it is important) knows how(to apply it)
Understanding by Design, Mc. Tighe and Wiggins
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6 Facets of Understanding: evoking better
evidence
explanation student theoriesthe why
interpretation meaning, stories, translations
made by student
application of knowledge in (new) context
perspective awareness of other points of view,
critical stance
empathywalk in the shoes of ... self-knowledgewisdom, knowing thyself,
aware of ones prejudices and habits of mind.
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Forms of Performance-Based Tasks
Problem Solving - e.g.routine or non-routine
problems in Math
Oral or Psychomotor Skills without a Product -
e.g. oral presentation, dancing a folk dance, playing
basketball
Written or Psychomotor Skills with a Product -
e.g. written compositions, a project plan,
construction of improvised materials
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Forms of Performance-Based Tasks
Extended-Type - more complex, elaborate, time-consuming, usually requires a variety of sources of
information, allows integration of content areas and
skills.
Examples
Construction of a bar graph from the data
provided
Reading an article from a newspaper and
then answering the questions given.
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CREATE AUTHENTIC ASSESSMENT
HO
W
D
O
YO
U
1. Identify the Standards2. Select an Authentic Task3. Identify the Criteria for
the Tasks4. Create the Rubric
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APPLICATION
Standard: Perform a series of
observed actions with mastery
Task: Observation and Imitation of theactions
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Descriptions of the Task:
When to do the work: After viewing the video
Where to do the work: Inside the gym
Duration of the work: 30 minutes(preparation), 10 minutes presentation
Number of members: 4 pairs
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Criteria Level of Performance
accurate action
correct order of the action
correct timing of the action
completeness of the actions
4 Excellent, If all criteria
are evident:
3 - Very Satisfactory, Ifonly 3
of the criteria are evident
2- Satisfactory, Ifonly 2 of
the criteria are evident.
1- Poor, Ifonly 1 or none ofthe criteria is evident.
Rubric
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The Performance
Video clip
http://dorp-cfss%20nov.%2015-19%2C%202010%20tagaytay%20haven%20hotel/Day%202/the%20ballet.wmvhttp://dorp-cfss%20nov.%2015-19%2C%202010%20tagaytay%20haven%20hotel/Day%202/the%20ballet.wmv -
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APPLICATION
Standard: Nailalarawan ang isang maunlad nabansa sa larangan ng kabuhayan, kultura atpulitika.
Task: Bumubuo ng pangkat at gumawa ng isangposter na ipinapakita ang isang maunlad nabansa sa larangan ng kabuhayan, kultura at
pulitika. Gumamit ng kahit anong bagay sapaggawa nito.
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Descriptions of the Task:
When to do the work: After the topic has been
presented
Where to do the work: Inside the classroom
Duration of the work: 30 minutes(preparation), 10 minutes ( oral presentation )
Materials needed: manila paper and any other
available and affordable resources needed tocomplete the work
Number of members: 4-5 members
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Kraytirya
Antas ng Kasanayan
3 2 1
Kalinawan ngidiyangipinapahayag(40%)
Malinaw nainilalarawan ang
katangian ngmaunlad nabansa sa tatlonglarangan:kabuhayan,
kultura atpulitika.
Di-gaanongmalinaw ang
katangian ngmaunlad nabansa sa isa satatlonglarangan:
kabuhayan,kultura atpuliitka.
Di-malinaw angkatangian ng
maunlad nabansa sa dalawasa tatlonglarangan:kabuhayan,
kultura atpulitika.
Rubric
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Kraytirya
Antas ng Kasanayan
3 2 1
Uri ngkagamitangginamit(20%)
Tatlo o higit paang uri ng bagayna ginamit(papel, dahon,bato)
Dalawa ang uring bagay naginamit
Isang uri ngbagay lamangang ginamit
Kalinisan nggawain (20%)
Napakalinis ngbuong papel
Medyo marumiand 1-2 bahaging poster
Marumi ang 3 ohigit pang bahaging poster
Dating nggawain saibang tao(20%)
Lahat aynapapatingin saposter
Ilan-ilan angnapapatingin saposter
Di-pinapansin ngtao ang poster
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Kraytirya
Antas ng Kasanayan
3 2 1
Uri ngkagamitangginamit(20%)
Tatlo o higit paang uri ng bagayna ginamit(papel, dahon,bato)
Dalawa ang uring bagay naginamit
Isang uri ngbagay lamangang ginamit
Kalinisan nggawain (20%)
Napakalinis ngbuong papel
Medyo marumiand 1-2 bahaging poster
Marumi ang 3 ohigit pang bahaging poster
Dating nggawain sa
ibang tao(20%)
Lahat aynapapatingin sa
poster
Ilan-ilan angnapapatingin sa
poster
Di-pinapansin ngtao ang poster
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APPLICATION
Standard: Explain the advantages and disadvantages ofthe different methods in controlling weeds
Task: a. Read the text to identify ways in controlling
weeds then prepare a graphic organizershowing the different methods, their advantagesand limitations.
b. Read the text then do an oral presentation on the
methods in controlling weeds, their advantagesand limitations using a graphic organizer.
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Descriptions of the Task:
When to do the work: after reading a required
text
Where to do the work: Inside the classroom
Duration of the work: 30 minutes(preparation), 10 minutes ( oral presentation )
Materials needed: manila paper and any other
available and affordable resources needed tocomplete the work
Number of members: 4-5 members
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APPLICATION
Standard: Explain the advantages and disadvantagesof the different methods in controlling weeds
Task: Write a reflective journal indicating
personal insights about the tape viewed orpersonal analysis of the different methods incontrolling weeds, their advantages andlimitations.
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APPLICATION
Standard: Explain the advantages and disadvantagesof the different methods in controlling weeds
Task:a. Interview farmers to identify ways in
controlling weeds, their advantages anddisadvantages and then do a written reportof the information gathered.
b. Interview farmers to identify ways in controllingweeds then do an oral presentation of theinformation gathered.
R b i
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Rubric
Criteria
Level of Performance
4
(Exceptiona)
3
(Complete)
2
(PartiallyComplete)
1
(Incomplee)
1.Completeness of work
given areall thethreemethods +
2 or moreadvantages + 2 ormorelimitationsfor each
given areall thethreemethods
+ 1advantage + 1limitationof eachmethod
lacking 1-2neededinformation
lacking 3or moremoreneeded
information
R b i
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Rubric
Criteria
Level of Performance
4
(Exceptional)
3
(VeryAccurat
e)
2
(Somewhat Accurate)
1
(Inaccurae)
2. Accuracy ofgiveninformation
allinformation given
are trueandacceptablebased onthe textwith
allinformation given
are trueoracceptable basedon thetext
1-2informationis/are
unacceptable based onthe text
3 or moreinformation are
unacceptable basedon the text
R b i
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Rubric
Criteria
Level of Performance
4
(Excellent)
3
(VerySatisfacto
ry)
2
(Satisfactory)
1
(NeedsImprovem
ent)
3. TimeManagement
4. IndividualAccountability
work doneahead oftime
all themembers
of the
workdone juston time
onememberof the
work donewith lessthan 2
minutesextension
two
members ofthe rou
work donewith 2minutes or
moreextension
three
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Authentic Assessment using the
GRASP FORMAT
Goal : To help a section of students understand the
phases of growth of rice plant.
Role: You are a second year student enrolled in the
CP-TLE program in crop production specializing in
the growing of rice plant.
Audience: The target audience is a section of
students taking up the same specialization.
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Situation: You have been asked to prepare
diagrams/drawings on the phases of growth of rice
plant. Prepare your diagram accordingly so that theaudience can easily discern and differentiate the
different distinct stages under each phase of
growth.
Product/Performance: You need to prepare a
portfolio of diagrams/drawings showing the
following:
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1. Vegetable Phase
a. Stage 0 Germination to Emergence
b. Stage1 Seedling
c. Stage 2 Tillering
d. Stage 3
Stem Elongation
2. Reproductive Phase
a. Stage 4
Panicle Initiation to Booting
b. Stage 5 Heading or Panicle Formation
c. Stage 6
Flowering
3 Ripening Phase
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3. Ripening Phase
a. Stage 7 Milk grain stage
b. Stage 8 Dough Grain stage
c. Stage 9 Mature Grain stage
Standards: The work must meet the standards foundin the following rubric.
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A. Visual Appeal (%)
Criteria
Performance Levels Evaluators
4Exceeds Standards
3Meet Standards
2Partially Meets
Standards
1Does Not Meet
Standards1. Completeness
of the portfolioContains all of the
following: Cover Table of contents Introduction The needed
evidences Reflections
Contains only 4 ofthe following:
Cover Table of contents Introduction The needed
evidences Reflections
Contains only 3 ofthe following:
Cover Table of contents Introduction The needed
evidences Reflections
Contains only 2 ofthe following:
Cover Table of contents Introduction The needed
evidences Reflections
2. Choice ofmaterials used
About 75 -100% ofthe materials usedare the indigenous/recycled ones
About 25 -50% ofthe materials usedare the indigenous/recycled ones
All materials usedare thecommercialized butless expensive
All materials usedare thecommercialized butvery expensive
3. Workmanship Satisfied all thefollowing:
- artistically made
- well written
- neat
Satisfied only 2 ofthe following:
- artistically made
- well written
- neat
Satisfied only 1 ofthe following:
- artistically made
- well written
- neat
Satisfied none of thefollowing:
- artistically made
- well written
- neat
4. Others (pls.specify)
Partial Portfolio Grade Average
Your task is to design a comprehensive and
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Your task is to design a comprehensive andinnovative advocacy projects or activities for themangrove forest in the community. You are the
chairman of the advocacy committee on theprotection of the mangrove forest in yourcommunity. The target audience is the wholeBarangay community. You are tasked being the
chairman of the advocacy committee of theGreenpeace movement to design a comprehensiveand innovative advocacy projects or activities forthe mangrove forest in the community. Prepare andsubmit a comprehensive and innovative advocacyproject or activity plan for the protection of themangrove forest in the community. Your work must
meet the standards found in the rubric
RUBRIC FOR PERFORMANCE TASK
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Advocacy Project /Activity Rubric
SCALE 4 3 2 1
Community-based Presents a detailedinformation on the
situation of the forest inthe community as aresult of mens
activities
Presents a detailedinformation on the
situation of the forest inthe country as a resultof mens activities
Presents a detailedinformation on the
situation of the forest inthe Asian Region as aresult of mens
activities
Presents a detailedinformation on the
situation of the forest inthe world as a resultof mens activities
Comprehensive Details include the
situationer, gaps,issues, concerns, trustand strategies toprotect the mangroveforest in the community
Detail s include the
situationer, gaps andtrust to protect themangrove forest in thecommunity
Detail s include the
situationer, and trust toprotect the mangroveforest in the community
Detail include only the
problems and noaction to protect themangrove forest in thecommunity
Innovativeness Very original, shows
imaginative use ofresources
Original ideas,
adequate use ofresources
Shows some
originality, inadequateuse of resources
Does not exhibit
efforts to be original
f k d d h Si f
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Performance Task Ideas Based on the Six Facets ofUnderstanding
Explain Interpret ApplyPerspective
Empathy Self-Knowledge
Who are your
true friends?
Who are your
fair-weather
friends?
Interpret
Spring in
Frog and Toad
are Friends.
What does
this episode
reveal about
friendship?
Place an order
for a true
friend from an
imaginary
mail-order
friendship
store.
How do others
view me as a
friend?
Write an
essay or
journal entry
on why some
kids always
get picked
on and what
it feels like to
be those
kids.
Respond to
writing
prompts: Do I
know who my
true friends
are?
Self-Knowledge
Respond to writing prompts: Do I know who my
true friends are?
Empathy
Write an essay or journal entry on why some
kids always get picked on and what it feels like to
be those kids.
Perspective
How do others view me as a friend?
Apply
Place an order for a true friend from an
imaginary mail-order friendship store.
Interpret
Interpret Spring in Frog and Toad are
Friends. What does this episode reveal
about friendship?
Explain
Who are your true friends? Who are
your fair-weather friends?
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Explain Interpret Apply Perspective Empathy Self-
Knowledge
Explain the
troubleshoot-
ing guide for
an electric
circuit system.
Assume the
role of an
electrical
subcontractor:
interpret and
analyze thewriting
drawings for
building a
house.
Build a working
set of switches
for a model
railroad layout.
AC or DC?
Argue the merits
of each type of
current for
various users.
Create an
imaginary
diary entry: A
day in the life
of an
electron.
EmpathyCreate an imaginary diary
entry: A day in the life of anelectron.
Perspective
AC or DC? Argue the merits ofeach type of current for various
users.
Apply
Build a working set of switches
for a model railroad layout.
Interpret
Assume the role of an electrical
subcontractor: interpret and analyzethe writing drawings for building a
house.
Explain
Explain the troubleshooting guide
for an electric circuit system.
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Explain Interpret ApplyPerspective
EmpathySelf-
Knowledge
Study a
common
phenomenon
(e.g., weather
data). Reveal
subtle andeasily
overlooked
patterns in the
data.
Do a trend
analysis of a
finite data set.
Develop a
new statistic
for evaluating
the value of a
baseball
player in keysituations.
Examine the
differences
when using
various
measures (e.g.,
mean, median)for calculating
grades.
Read Flatland
and a set of
letters
between
mathematician
s explainingwhy they fear
publishing their
findings; write
a reflective
essay on the
difficulty of
explaining new
ideas, evenabstract ones.
Develop a
mathematical
resume with a
brief
description of
yourintellectual
strengths and
weaknesses.
Self-Knowledge
Develop a mathematical resumewith a brief description of your
intellectual strengths and
weaknesses.
Empathy
Read Flatlandand a set of letters betweenmathematicians explaining why they fear
publishing their findings; write a reflective
essay on the difficulty of explaining newideas, even abstract ones.
Perspective
Examine the differences whenusing various measures (e.g.,
mean, median) for calculatinggrades.
Apply
Develop a new statistic for
evaluating the value of a baseball
player in key situations.
Interpret
Do a trend analysis of a finite
data set.
Explain
Study a common phenomenon(e.g., weather data). Reveal subtle
and easily overlooked patterns inthe data.
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Explain Interpret ApplyPerspective
Empathy Self-Knowledge
Describe why
a particular
rhetorical
technique is
effective in a
speech.
Whats wrong
with Holden?
Make sense of
the main
character in
Catcher in the
Rye.
What makes a
great book?
Make an
audiotape
review of a
favorite book
for the school
library.
Read and
discuss The
Real STORY
OF THE Three
Little Pigs by A.
Wolf.
Work is a
soup kitchen,
and write an
essay on the
experiences
of the
homeless
after reading
Charles
Dickens.
Attach s self-
assessment to
each paper
you write
reflecting on
your writing
process.
Self-Knowledge
Attach s self-assessment to eachpaper you write reflecting on your
writing process.
Empathy
Work is a soup kitchen, and write anessay on the experiences of the
homeless after reading CharlesDickens.
Perspective
Read and discuss The Real STORY
OF THE Three Little Pigs by A. Wolf.Apply
What makes a great book? Makean audiotape review of a favorite
book for the school library.
Interpret
Whats wrong with Holden? Makesense of the main character in
Catcher in the Rye.
Explain
Describe why a particular rhetorical
technique is effective in a speech.
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Explain Interpret ApplyPerspective
EmpathySelf-
Knowledge
Explain the
role of silence
in music
Represent
fear and hope
in a visual
collage or
dance.
Write and
perform a
one-act play
on a school
issue.
Critique three
different
versions of the
same Shake-
speare play
(focus on a keyscene)
Imagine you
are Juliet
from Romeo
and Juliet,
and consider
your terrible,final act.
What are
you thinking
and feeling.
Keep log of
the drama
class
exercises that
demand the
most from youemotionally.
Self-Knowledge
Keep log of the drama class
exercises that demand the most from
you emotionally.
Empathy
Imagine you are Juliet from Romeo andJuliet, and consider your terrible, final
act. What are you thinking and feeling.
Perspective
Critique three different versions of the same
Shakespeare play (focus on a key scene)
Apply
Write and perform a one-act play on a
school issue.
Interpret
Represent fear and hope in a visual
collage or dance.
Explain
Explain the role of silence in music
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Explain Interpret Apply Perspective Empathy Self-Knowledge
Link everyday
actions and
facts to the
laws of
physics,
concentratingon easily
misunderstoo
d aspects
(e.g., mass
compared to
weight).
Take readings
of pond water
to determine
whether the
algae problem
is serious.
Perform a
chemical
analysis of
local stream
water to
monitor EPAcompliance ,
and present
findings.
Conduct
thought
experiments
(e.g.,
Einstiens-
What would theworld be like if I
were traveling
on a beam of
light?
Read and
discuss pre-
modern or
discredited
scientific
writings toidentify
plausible or
logical
theories
(given the
informationavailable at
the time).
Propose
solutions to an
ineffective
cooperative
learning
activity basedon what didnt
work in your
group.
Self-Knowledge
Propose solutions to an ineffectivecooperative learning activity based on what
didnt work in your group.
Empathy
Read and discuss pre-modern or discreditedscientific writings to identify plausible or logical
theories (given the information available at the
time).
Perspective
Conduct thought experiments (e.g., Einstiens-
What would the world be like if I were traveling on
a beam of light?
Apply
Perform a chemical analysis of local stream
water to monitor EPA compliance , and
present findings.
Interpret
Take readings of pond water to determine
whether the algae problem is serious.
Explain
Link everyday actions and facts to the laws of
physics, concentrating on easily misunderstood
aspects (e.g., mass compared to weight).
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Performance Verbs Based onthe Six Facets of Understanding
Consider the following verbs when planning possible
ways in which students may demonstrate their
understanding.
explain interpret l
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explaindemonstrate
derive
describedesign
exhibit
express
induce
instruct
justify
model
predict
proveshow
synthesize
teach
interpret
analogies (create)
critique
document
evaluate
illustrate
judge
make meaning of
make sense of
metaphors (provide)
read between the
linesrepresent
tell a story of
translate
apply
adapt
build
create
debug
decide
design
exhibit
invent
perform
produce
propose
solve
test
use
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perspective
analyze
argue
compare
contrast
criticize
infer
empathy
assume role of
believe
be like
be open to
consider
imagine
relate
role-play
self-knowledge
be aware of
realize
recognizereflect
self-assess
Explanation
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Electricity
p
Self-Knowledge
Interpret a
schematic diagram
and predict the
outcome
Give a pre-test and a post-test toassess common misconceptions
(e.g., force-concept inventory) and
have students reflect on their
deepening understanding.
Describe an
electrons
experience as it
passes through asimple current.
Why does the
United States use AC
instead of DC
current? (historical
perspective)What are the
strengths of each
type?
Design an electrical
circuit to accomplish a
specific task.
Troubleshoot a faulty
electrical circuit.
Explain to the class
how a battery
causes a light bulb
to glow.
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Examples of Performance-Based Tasks According to
their Authenticity
Example 1 - Makabayan
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Somewhat Authentic
Ipaliwanag ang mga dapat mong gawin paramakatulong sa paglutas ng mga suliranin ng bansa (
suliranin sa basura).
p y
AuthenticGumawa ng isang plano para sa isang gawaing
makakatulong sa paglutas ng suliranin ng bansa
(suliranin sa basura)
Very Authentic
Isagawa ang naisip na proyektong makakalutas sa
isang suliranin ng bansa (suliranin sa basura) at ilahad
sa klase ang naging resulta nito.
Example 2 - Communication Arts
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Somewhat Authentic
Read then summarize the story of The Turtleand the Monkey. Then write the lesson that you
have learned from it.
p
Authentic
Read any story you want. Summarize it and then
write the lesson that you have learned from it.
Very Authentic
Write your most memorable experience and
indicate the lesson that you have learned from it.
Example 3 - Math
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Authentic
Given is an addition sentence, construct a
word problem out of it then solve it.
Very Authentic
Construct a word problem on addition that
you encountered in real life and show your
solution to this problem.
Somewhat Authentic
Solve the word problems on addition.
Example 3 Math
Example 4 - Science
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Somewhat Authentic
Explain the steps when manipulating themicroscope in examining the body parts of a tiny
animal.
p
Authentic
Very Authentic
Get any specimen and examine this using the
microscope.
Demonstrate how to use the microscope in
examining the body parts of a tiny animal.
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PORTFOLIO ASSESSMENT
Portfolio assessment is apurposeful,on going, dynamic, and collaborative
process of gathering multipleindicatorsof the learners growth and
development.
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Types of Portfolio
Working Portfolio (Growth)- a collection of a
student's day- to- day works which reflect
ones learning (process oriented)
Documentary Portfolio (Evaluation)- aworking and a show portfolio (process and
product oriented)
Show Portfolio (Showcase)- a collection of a
student's best works (product oriented)
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Purpose story the portfolio will be telling
Audiencewho should see the evidence of students
growth?
Content samples of student work dependent on the
purpose
Process -
Management
Communication Evaluation
GROWTH PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
a. To show growth or change over
time
early and later pieces of work
early and later test scores rough drafts and final drafts
goal setting sheets
reflections on progress toward
goal(s)
b. Help develop process skills samples which reflects growth ofprocess skills
self-reflection sheets
accompanying samples of work
reflection sheets from teacher or
peer reflections on progress towards
goal(s)
GROWTH PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
c. To identify
strengths/weaknesses
samples of work reflecting specifically
identified strengths and weaknesses reflections on strengths and weaknesses of
samples
goal-setting sheets
reflection on progress towards goal(s)
b. To track development of oneor more products or
performances
obviously, drafts of the specific product orperformance to be tracked
self-reflections on drafts
reflection sheets from teacher or peer
SHOWCASE PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
a. To showcase end-of-
year/semester accomplishments
samples of best work
samples of earlier and later work to documentprogress
final tests or scores
discussion of growth over semester/ year
awards or other recognition
teacher or peer commentsb. To prepare a sample of best work
for employment or college
admission
cover letter
sample of work
reflection on process of creating sample of
work
reflection on growth teacher or peer comments
description of knowledge/skills work inidcators
SHOWCASE PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
c. To showcase student
perceptions of favourite, best ormore important
samples of students favourite, best or
most important work drafts of that work to illustrate path taken
to the final form
commentary on strengths/weaknesses of
work
reflection on why it is favourite, best or
more important
reflection on what has been learned from
work
teacher or peer comments
d. To communicate students
current aptitude
representative of samples of current work
match of work with standards
accomplished
self-reflection on current aptitudes
teacher reflection on students aptitude
identification of future goals
EVALUATION PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
a. To document achievement for
grading
samples of representative work in ea ch
subject/unit/topic to be graded samples of work documenting level of
achievement on course/grade-level
goals/standards/objectives
test/scores
Rubrics/criteria used for evaluation of work
(when applied)
self-reflection on how well samples indicate
attainment of course/grade-level
goals/standards/objectives
teacher reflection of attainment of
goals/standards identification of strengths and weaknesses
EVALUATION PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
b. To document program
toward standards
list of applicable goals and standards
representative samples of work aligned withrespective goals/standards
rubrics/criteria used for evaluation of work
self-reflection on how well samples indicate
attainment of course/grade-level
goals/standards/objectives
teacher reflection of attainment of
goals/standards
analysis or evidence of progress made toward
standards over course of semester/year
c. To place students appropriately representative samples of current work
representative samples of earlier work to indicate
rate of progress
classroom test/scores
external test/evaluations
match of work with standards accomplished
EVALUATION PORTFOLIO: What samples might be included
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Purpose Some possible inclusions
self reflection on current aptitudes
parent reflection on student's aptitudesother professionals reflections on students
aptitudes
Th P f li P
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AUTHENTIC ASSESSMENT-MUBALAGTAS
The Portfolio Process
Set Goals
Collect
Select
Organize Reflect
Evaluate
Confer/Exhibit
G l S i Pl
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Goal-Setting Planner
I am doing this work because______________________
What I target to accomplish are:
______________________
Examples:
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Collect
Everything A few things
Select
A whole program/
course A quarter/unit
Teachers
Student/Peers
Parents
(optional)
Sample Entries in a
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Sample Entries in a
Portfolio
Written Reflections
Letters
Table of Contents
Creative cover and its
explanation
Evaluation
Instruments
In- and Out -of -Class
Activities
Statement of
Goals/Expectations
Compositions
Autobiography
Individual/group outputs
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Organizers
envelope box
Clear book
ColoredMagazine
bag
album
cabinet
fl
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Ways to Reflect
3. Writing Diaries/logs/journals
1. Labeling Entries
Ex. My Best Work!, My worst work!
2. Drawing
Ex. drawing happy face or sad face on every
entry
What learning targets
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AUTHENTIC ASSESSMENT-MUBALAGTAS
should we assess?
(McMillan, 1999)
Knowledge
Reasoning
Skills
Products
Affects
Evaluation Tools
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Evaluation Tools
3. Checklist-all the indicators of quality work aregiven for the assessor to simply check what was
observed
1. Alternative Response- two dichotomoustraits of an entry serve as choices for the
assessors judgment
2. Rating Scale- the degree or extent of thepresence of a given trait of an entry is indicated
Evaluation Tools
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Evaluation Tools
4. Rubric- gives the quantitative and qualitativedescriptions of the different qualities of a product.
a. Holistic-gives the overall traits of a product
b. Analytic- describes the quality of the productper criterion
Example of a Holistic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
5 - (Outstanding satisfies all of the following)
Example of a Holistic Scoring Rubric
Presents a variety of work done individually or in
groups
Uses many resources
Shows good organization and a clear focus
Displays evidences of self-assessment
Includes few, if any, errors in grammar, usage ormechanics
Reflects enthusiasm,creativity , extensive
investigation and analysis of information
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AUTHENTIC ASSESSMENT-MUBALAGTAS
4- Very Satisfactory satisfies only 5 of the following:
Presents a variety of work done individually or in
groups
Uses many resources
Shows good organization and a clear focus
Displays evidences of self-assessment
Includes few, if any, errors in grammar, usage ormechanics
Reflects enthusiasm,creativity , extensive
investigation and analysis of information
3 S ti f t ti fi l 4 f th f ll i
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AUTHENTIC ASSESSMENT-MUBALAGTAS
3- Satisfactory satisfies only 4 of the following
Presents a variety of work done individually or in
groups
Uses many resources
Shows good organization and a clear focus
Displays evidences of self-assessment
Includes few, if any, errors in grammar, usage ormechanics
Reflects enthusiasm,creativity , extensive
investigation and analysis of information
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AUTHENTIC ASSESSMENT-MUBALAGTAS
2- Fair satisfies only 2-3 of the following:
Presents a variety of work done individually or in
groups
Uses many resources
Shows good organization and a clear focus
Displays evidences of self-assessment
Includes few, if any, errors in grammar, usage ormechanics
Reflects enthusiasm,creativity , extensive
investigation and analysis of information
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Example of an Analytic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Example of an Analytic Scoring Rubric
A. Reflections of Personal/Affective Traits ( %)
Criteria Excellent Very Satisfactory Needs Evalrs
Satisfactory Improvement 1 2 3
1.
etcPartial
Grade
B. Evidences of Knowledge, Reasoning, Skills, and Products
of Learning ( %)1.
Partial
Grade
Etc.
Sample Analytic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Sample Analytic Scoring Rubric
A. Reflections of Affective/Personal Traits ( %)
Criteria 4- Excellent 3- Very 2- 1- Needs Evalrs
Satisfactory Satisfactory Improvement 1 2 3
1.
etcPartial
Grade
B. Reflections of Knowledge and Understanding ( %)
1.
Partial
Grade
Etc.
1. Practicality in the choice of
container
handy
durable
flexible
Cost-effective
Sample Analytic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
p y g
A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very 2- Satisfactory 1-Needs Evalrs
Satisfactory Improvement 1 2 3
1.
etcPartial
Grade
B. Reflections of Knowledge and Understanding ( %)
1.
Partial
Grade
Etc.
4 Excellent such that it satisfies all of
the ff. traits:
handy
durable flexible
cost-effective
Sample Analytic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
p y g
A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very 2- Satisfactory 1-Needs Evalrs
Satisfactory Improvement 1 2 3
1.
etcPartial
Grade
B. Reflections of Knowledge and Understanding ( %)
1.
Partial
Grade
Etc.
3 Very Satisfactory such that it
satisfies only three of the ff. traits: handy
durable
flexible cost-effective
Sample Analytic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
p y g
A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very 2- Satisfactory 1-Needs Evalrs
Satisfactory Improvement 1 2 3
1.
etcPartial
Grade
B. Reflections of Knowledge and Understanding ( %)
1.
Partial
Grade
Etc.
2 Satisfactory such that it satisfies only
two of the ff. traits:
handy
durable Flexible
Cost-effective
Sample Analytic Scoring Rubric
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AUTHENTIC ASSESSMENT-MUBALAGTAS
A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very 2- Satisfactory 1-Needs Evalrs
Satisfactory Improvement 1 2 3
1.
etcPartial
Grade
B. Reflections of Knowledge and Understanding ( %)
1.
Partial
Grade
Etc.
1 Needs improvement such that it satisfies
only one or none of the ff. traits:
handy
durable flexible
cost-effective
B. Evidences of Knowledge, Reasoning, Skills, and
P d f L i ( %)
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
B. Evidences of Knowledge, Reasoning, Skills, and
P d t f L i ( %)
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
A Project Plan
B. Evidences of Knowledge, Reasoning, Skills, and
P d t f L i ( %)
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
4- Excellent such that the work satisfies all ofthe following:
presents complete information
submitted on time
well-prepared
B. Evidences of Knowledge, Reasoning, Skills, and
P d t f L i ( %)
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
3- Very satisfactory such that the work satisfies
only two of the following:
presents complete informationsubmitted on time
well-prepared
B. Evidences of Knowledge, Reasoning, Skills, and
P d t f L i ( %)
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Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
2- satisfactory such that the work satisfies only
one of the following:
presents complete information
submitted on time
well-prepared
B. Evidences of Knowledge, Reasoning, Skills, and
P d t f L i ( %)
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
1- Needs improvement satisfies none of the
following:
presents complete informationsubmitted on time
well-prepared
B. Evidences of Knowledge, Reasoning, Skills, and
Products of Learning ( %)
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Products of Learning ( %)Evidence 4 3- Very 2-Satisfactory 1-Needs Evalrs
Excellent Satisfactory Improvement 1 2 3
1. Teacher-Selected Entries ( %)
Partial
Grade
1.
Partial
Grade
Etc.
2. Student- Selected Evidence ( % )
Final Portfolio Grade
Pictures showing how oneimplemented the plan
Reminders:
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Criteria/evidences could be identified by
the possible evaluators ( e.g students,
teachers) .
Take note that these criteria should beknown before the students start developing
their portfolio.
Evidences could vary in weight depending
on their degree of importance /nature of
the subject
Possible Criteria in Scoring Rubrics
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AUTHENTIC ASSESSMENT-MUBALAGTAS
g
for Portfolios
Completeness
Creativity
Resourcefulness
Accuracy of information
Evidence of understanding
Visual Appeal
Originality
Reflectiveness
Diversity of collections
Multiple intelligences
OrganizationQuality of product
Mechanics
Good Practices in Portfolio
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Good Practices in Portfolio
Assessment
The portfolio rubric is presented to the
learners before the start of the portfolio
development
Learners participate in the development or
refinement of the scoring rubric, and as co-
assessors of their own work or the work ofothers.
Confer/Exhibit
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Confer/Exhibit
Students Teachers
Parents
Why Portfolio
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AUTHENTIC ASSESSMENT-MUBALAGTAS
Assessment?
It tests what is really happening in the
classroom.
It offers multiple indicators of students
progress.
It gives the students the responsibility of
their own learning.
It offers opportunities for students to
document reflections of their learning
It demonstrates what the students know in
th t th i l l i
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AUTHENTIC ASSESSMENT-MUBALAGTAS
ways that encompass their personal learning
styles and multiple intelligences
It affords teachers new role in the assessment
process.
It allows teachers to reflect on the
effectiveness of their instruction.
It provides the teachers freedom of gaininginsights into the students development or
achievement over a period of time.
What is a good practice?
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Traditional
Assessment
Performance
Assessment
Portfolio Assessment
A balanced assessment
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Design at least five authentic assessment that
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g
you can use at the end of a macro lesson.
Match these to a specific component in Stage1. Enter on the authentic assessment in your
stage 2 template.
You have one hour for this task.