“What tools can Learning Managers use to develop authentic assessment for

ensuring student success?”

Dimension 4 ProcessUse Knowledge

Meaningfully

“Fred Newmann highlights the importance of distinguishing

between projects that ask students to reproduce

knowledge and those that ask students to produce knowledge

such as solutions, decisions, clarifications, explanations and

insights”(cited in Marzano, 1997)

Primary Research Video

Examining Teachers’ Perspectives

What Did We Learn?

Not Sure Need More

Help

Pro Authentic Assessment

Pro Traditional

Assessment

Why Use Invention?

There was so much information!we needed…

a central place where educators can get help for designing

authentic assessment

Dimension 4 ProcessUse Knowledge

Meaningfully

INVENTIONInvention is the process of

developing original products or processes that meet specific needs

The Invention ProcessNEED

A central place where educators

can get help designing authentic

assessment

INVENTIONA website that provides a step by step guide to

creating authentic

assessment

STANDARDSA guide for educators when

creating authentic assessment. Needs to be

accessible, user friendly and encompass all year levels and

is usable for all KLAs

DRAFT 1Too much

informationNot

synthesised Not user friendly

DRAFT 2Synthesized

but too limited in its access as in an

unpublished print format

DRAFT 3website is

cost effective,

more accessible and allows others to

share

Demonstrate Website

What is Authentic Assessment?

• Mueller (2001) suggests it is a form of assessment that requires students to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

“…Engaging and worthy problems or questions of importance, in which students must use

knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogues to the kinds of problems faced by adult citizens and consumers or professionals in

the field.” (Wiggins, 2003)

Other Names For Authentic Assessment

Performance Assessment

Alternative Assessment

Direct Assessment

Why Use Authentic Assessment

See Website for information

Policy Document Links toAuthentic Assessment

Education Qld

QCARF

QSAEssenti

al Learni

ngs

Education Queensland

4 Steps to Authentic Assessment

STEP 1Identify Standards use Essential Learnings

STEP 2Select an Authentic Task

STEP 3Identify the Criteria for the Task

Step 4Create the Rubric

STEP 1What Are The Standards?

• Essential Learnings• Learning Management Question 2

Q2) Where does my learner need to be? Declarative and Procedural Outcomes

STEP 2How To Select An

Authentic Task• QSA Design Decisions for Quality

Tasks• Learning Management Questions

1 and 3Q1) What does my learner already

know?Q3) How does my learner learn best?

• What does good performance on this task look like?

• To determine if students have performed well on the task, you will identify and look for characteristics of good performance

I s the task intellectually challenging?

Does the task draw in sufficient depth & breadth upon the targeted knowledges, concepts and skills of the domains?

Does the task require students to engage in a range of thinking skills and to demonstrate critical analysis?

Does the task allow students to demonstrate their thinking and understanding?

Does the task offer opportunities for students to demonstrate valued attributes and attitudes?

The intended cognitive expectations of the task must be clear to students.

I s the task authentic?

Is the context of the task appropriate for the cognitive demands? Is the context appropriate for the students?

Does the context and mode of the task entice and engage students and target realistic audiences?

Does the task have a genuine and valued purpose?

Do students have opportunities to negotiate the assessment?

Students must recognise and be motivated by the purpose and relevance of the task.

How trustworthy is the task for generating sound evidence about student performances?

Does the task require performances that are relevant and adequate for the targeted intentions?

Does the task have clear and explicit criteria for the types of evidence students will be required to provide?

Have sufficient and clear standards been developed to provide advice to students (and other assessors) on the bases for making judgments?

Does the task provide sufficient opportunity for students of all races, ethnicity, gender or socio-economic background to demonstrate their achievement?

Does the task contribute to students experiencing a balanced and varied collection of tasks as part of the school assessment plan? The connections to the educational intentions must be clear to all audiences.

The consequences of assessment for students and institutions must be considered.

Does the task support all students in the production of a performance of best quality?

Does the task have a complete set of guidelines (including models) that allow students to reflect on, rehearse and review their responses?

Do your choices relating to the layout, cues, visual design, format and choice of words (including ‘technical’ language or jargon) facilitate engagement with the task and reinforce student understanding of what is valued in their responses?

Does the task have examples and resources that are helpful to students?

All students must be confident that they understand the intent and specific requirements of the task.

COGN

ITIV

E & A

FFEC

TIVE

EX

PECT

ATIO

NS

CRED

IBIL

ITY

AUTHENTICITY

ACCESSIBILITY

DESIGN

DECISIONS FOR

QUALITY TASKS

STEP 3How To Identify the

Criteria for the Task

• How well did the students perform?

• So you can discriminate among student performance across criteria

STEP 4How To Create the Rubric

How well should my students perform?

The minimum level at which you would want

most students to perform is your…

What do students need to improve upon?

Information from the rubric will give students feedback and allow you

to…

GRADE or BENCHMARK

ADJUST INSTRUCTION

Conclusion

• Primary and Secondary research helped us identify a need

• “What Tools Can Learning Managers Use To Develop Authentic Assessment To Ensure Student Success?”

• Dimension 4 Invention Process• Researched Authentic Assessment

Visit our website at http://rachelm64.weebly.

com/

Reference ListGore.A (2001) -Authentic Assessment and Productive Pedagogies in Pre-service Teacher Education http://www.aare.edu.au/04pap/hal04850.pdf

Assessment Rubric [electronic resource] retrieved 22 July 2010 from: http://www.idecorp.com/index.html

Education Queensland: New Basics, [Electronic Resource] retrieved 22 July 2010 http://education.qld.gov.au/corporate/newbasics/

J. Cumming & G. Maxwell (1999). Contextualising authentic assessment. Assessment in education: Principles, policies and practices 6(2), 177-194. [electronic resource] Retrieved from http://www.98.griffith.edu.au/dspace/bitstream/10072/10921/1/Authentic_Assessment.pdf

Marzano,R.J and Pickering ,D.J (1997), Dimensions of Learning Teacher’s Manual (2nd Ed), Aurora, CO: Mid-continent Regional Education Laboratory

Mueller, J,(2010), Authentic Assessment Toolbox, North Central College Naperville IL, http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm

Queensland Studies Authority: Essential Learnings, [Electronic Resource] retrieved 22 July 2010 from: http://www.qsa.qld.edu.au/

Queensland Department of Education and Training (2004). Productive Pedagogies, [Electronic Resource] Retrieved 22 July 2010 from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

Smith,R, Lynch, D and Knight, B,(2007), Learning Management :Transitioning Teachers for National and International Change, NSW Australia, Pearson Education, Ligare Pty. Ltd

Weebly Inc, 2010, Web Creation: http://www.weebly.com/