Podcast
Questions and Answers
Authentic assessment replicates real-world scenarios more closely than traditional written tests.
Authentic assessment replicates real-world scenarios more closely than traditional written tests.
True (A)
High-quality assessment primarily focuses on assigning grades rather than improving student learning.
High-quality assessment primarily focuses on assigning grades rather than improving student learning.
False (B)
Assessment for learning is summative and usually done at the end of a learning unit.
Assessment for learning is summative and usually done at the end of a learning unit.
False (B)
Assessment as learning encourages students to passively receive information rather than take responsibility for their learning.
Assessment as learning encourages students to passively receive information rather than take responsibility for their learning.
A knowledge learning target focuses on students' ability to apply concepts to novel situations.
A knowledge learning target focuses on students' ability to apply concepts to novel situations.
Affective learning targets encompass the acquisition of attitudes, ivalues, interests, and self-efficacy.
Affective learning targets encompass the acquisition of attitudes, ivalues, interests, and self-efficacy.
A 'skill' learning target emphasizes recall of factual information, such as historical dates or scientific formulas.
A 'skill' learning target emphasizes recall of factual information, such as historical dates or scientific formulas.
In Bloom's taxonomy, application precedes comprehension in the hierarchy of cognitive skills.
In Bloom's taxonomy, application precedes comprehension in the hierarchy of cognitive skills.
If an instructor is targeting epistemological development in their students, they are attempting to foster the attainment of attitudes, values, interests, and self-efficacy.
If an instructor is targeting epistemological development in their students, they are attempting to foster the attainment of attitudes, values, interests, and self-efficacy.
Product rating scales are similar to checklists, but product rating scales indicate the degree of accomplishment.
Product rating scales are similar to checklists, but product rating scales indicate the degree of accomplishment.
Performance checklists primarily assess a student's theoretical knowledge through written responses.
Performance checklists primarily assess a student's theoretical knowledge through written responses.
Oral questioning is an inappropriate assessment method when the objectives are known.
Oral questioning is an inappropriate assessment method when the objectives are known.
Systematic random sampling is essentially the same as simple random sampling.
Systematic random sampling is essentially the same as simple random sampling.
Stratified sampling is most appropriate when the population can be divided into several groups based on characteristics, ensuring representation from each group.
Stratified sampling is most appropriate when the population can be divided into several groups based on characteristics, ensuring representation from each group.
If a test is unreliable, it can still produce valid outcomes under certain conditions.
If a test is unreliable, it can still produce valid outcomes under certain conditions.
In cluster sampling, each cluster must contain an exactly equivalent distribution of population characteristics to accurately represent the whole, therefore requiring ex ante homogenization.
In cluster sampling, each cluster must contain an exactly equivalent distribution of population characteristics to accurately represent the whole, therefore requiring ex ante homogenization.
Assessment can only measure cognitive learning outcomes, excluding noncognitive aspects.
Assessment can only measure cognitive learning outcomes, excluding noncognitive aspects.
Authentic assessment tasks should closely approximate real-life situations or experiences.
Authentic assessment tasks should closely approximate real-life situations or experiences.
Comprehensive assessment involves using a singular strategy applied only at the end of a unit.
Comprehensive assessment involves using a singular strategy applied only at the end of a unit.
Assessment should be distinct from classroom instruction and serve only to evaluate learning, not enhance it.
Assessment should be distinct from classroom instruction and serve only to evaluate learning, not enhance it.
Traditional assessment focuses on application of knowledge in practical scenarios.
Traditional assessment focuses on application of knowledge in practical scenarios.
Authentic assessment involves students showcasing their understanding in simulated or real-world activities.
Authentic assessment involves students showcasing their understanding in simulated or real-world activities.
When creating an authentic assessment, standards and objectives are considered after the tasks are designed to ensure maximum creativity.
When creating an authentic assessment, standards and objectives are considered after the tasks are designed to ensure maximum creativity.
In designing authentic assessments, 'Criteria/Measures' primarily involve determining the font size and color scheme of the presentation.
In designing authentic assessments, 'Criteria/Measures' primarily involve determining the font size and color scheme of the presentation.
Authentic assessment primarily evaluates a student's ability to memorize facts rather than apply knowledge to real-world scenarios.
Authentic assessment primarily evaluates a student's ability to memorize facts rather than apply knowledge to real-world scenarios.
In authentic assessment, there is always one definitive right answer.
In authentic assessment, there is always one definitive right answer.
Alternative assessment refers exclusively to traditional testing strategies.
Alternative assessment refers exclusively to traditional testing strategies.
Direct assessment involves analyzing actual samples of student work, such as theses and performances.
Direct assessment involves analyzing actual samples of student work, such as theses and performances.
Authentic assessment disregards creativity and originality, prioritizing standardized responses.
Authentic assessment disregards creativity and originality, prioritizing standardized responses.
Performance assessment offers teachers insights into a student's knowledge application skills.
Performance assessment offers teachers insights into a student's knowledge application skills.
If an instructor employs authentic assessment, they avoid giving students feedback during task engagement to promote independent learning.
If an instructor employs authentic assessment, they avoid giving students feedback during task engagement to promote independent learning.
Traditional assessment methods emphasize both the process and the final product equally, fostering a holistic evaluation of student learning.
Traditional assessment methods emphasize both the process and the final product equally, fostering a holistic evaluation of student learning.
Flashcards
Authentic Assessment
Authentic Assessment
Assessment that mirrors real-world situations, moving beyond traditional tests.
High Quality Assessment
High Quality Assessment
Assessment designed to show and improve student learning, providing ongoing feedback to instructors.
Assessment FOR Learning (Formative)
Assessment FOR Learning (Formative)
Assessment used to provide feedback and improve performance during learning.
Assessment AS Learning
Assessment AS Learning
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Assessment OF Learning (Summative)
Assessment OF Learning (Summative)
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Learning Target
Learning Target
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Knowledge Learning Target
Knowledge Learning Target
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Reasoning Learning Target
Reasoning Learning Target
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Bloom's Taxonomy: Knowledge
Bloom's Taxonomy: Knowledge
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Bloom's Taxonomy: Comprehension
Bloom's Taxonomy: Comprehension
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Bloom's Taxonomy: Application
Bloom's Taxonomy: Application
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Bloom's Taxonomy: Analysis
Bloom's Taxonomy: Analysis
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Bloom's Taxonomy: Synthesis
Bloom's Taxonomy: Synthesis
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Bloom's Taxonomy: Evaluation
Bloom's Taxonomy: Evaluation
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Simple Random Sample
Simple Random Sample
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Systematic Random Sampling
Systematic Random Sampling
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Traditional Assessment
Traditional Assessment
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Noncognitive Assessment
Noncognitive Assessment
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Real-World Assessment
Real-World Assessment
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Holistic Assessment
Holistic Assessment
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Assessment for Learning
Assessment for Learning
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Standards-Based Assessment
Standards-Based Assessment
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Authentic Task Design
Authentic Task Design
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Authentic Assessment: Nature
Authentic Assessment: Nature
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Authentic Assessment: Characteristics
Authentic Assessment: Characteristics
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Performance Assessment
Performance Assessment
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Alternative Assessment
Alternative Assessment
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Direct Assessment
Direct Assessment
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Process and Product-Based Assessment
Process and Product-Based Assessment
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Higher-Order Cognitive Outcomes
Higher-Order Cognitive Outcomes
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Study Notes
Authentic Assessment
- Assesses knowledge in real-world contexts
- Models real-life situations, unlike written tests
- Performance and alternative assessment
- Offers students more choices than traditional tests
High Quality Assessment
- Demonstrates and improves targeted student learning
- Provides ongoing feedback about student progress
- Educators can use gathered data to adjust instruction
High Quality Assessment in Retrospect
- There are three purposes:
Assessment FOR Learning (Formative)
- Provides students with feedback on their progress
- Improves performance and future work
- Teachers use results to inform instruction
Assessment as Learning
- Students take responsibility for their own learning
- It is associated with self-assessment
- Learning already occurs through assessment
Assessment of Learning (Summative)
- Typically summative, occurs at the end of learning
- Happens at the end of a unit, grading period, or semester
- Assesses learning for grading
TARGET
Learning Target
- Describes what students should know and do
- The teacher wants his/her students to attain or acquire
- It involves knowledge, Apply knowledge, skills, product. and affect
- It stated in behavioral terms
Five Learning Targets (Stiggins and Conklin, 1992)
- Knowledge learning target: facts and concepts for students to know
- Reasoning learning target: use knowledge to solve problems
- Skill learning target: create skills like conducting experiment
- Product learning target: demonstrate products like written reports
- Affective learning target: attain attitudes, values, interests, and self-efficacy
Cognitive Target
- Benjamin Bloom (1954) proposed educational objectives
- They are:
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
METHODS
Written-Response Instruments
- Objective tests require the examinees to choose the answer
- Essays consist of a few questions
Checklists
- a form of self-report that asks persons to indicate whether they demonstrate a set of qualities or behaviors
Product Rating Scales
- Used for assessing task performance, skill levels, procedures, etc.
- Similar to checklists, but they indicate the degree of accomplishment
- Close-ended survey used to represent feedback comparatively
- Established online and offline questions
Performance Test - Performance Checklist
- Assesses knowledge, skills, and abilities in authentic problems
- Requires students to produce something
Oral Questioning
- An assessment method when objectives involve:
- Assessing students’ knowledge
- Determining the ability to communicate ideas verbally
Observation and Self-Reports
- Useful supplementary methods
- Offsets negative factors during oral questioning or performing
SAMPLING
Simple Random Sampling
- Sample unit selection is based on chance
- Population elements support representative samples, avoid voluntary response bias
Systematic Random Sampling
- A list of every member of the population is created
- Sample elements can be randomly chosen
- Generally different from simple random sampling
Stratified Sampling
- When a population divides into groups based on characteristics, the sampling technique ensures group representation
Cluster Sampling
- Every population number is assigned to one group
- Each group is called a cluster
ACCURACY
Validity
- The extent a test measures what it should
- Includes:
- Content-related evidence: instrument’s content and format
- Criterion-related evidence: the relationship between instrument scores and other scores
- Construct-related evidence: the nature of what is measured
Reliability
-
The consistency of scores obtained
-
Consistent
-
An instrument cannot get valid results if it is unreliable
-
As reliability improves, validity may or may not increase
Authentic Assessment
- Assesses how students transfer classroom knowledge to contexts
- Applied theoretically in teaching and learning
THE NATURE OF AUTHENTIC ASSESSMENT
- It comprises of:
- Evaluation process
- Real-world tasks
- Realistic tasks
- Judgment and innovation
- Students' performance
CHARACTERISTICS OF AUTHENTIC ASSESSMENT
- Simulates real-life situations
- Authentic assessment has no right or wrong answer
- Requires creativity and originality
- Methods are created for one specific and well-defined purpose
- Gives feedback at different points
- Students collaborate with instructors
RELATED TERMS
Performance Assessment
- Activities require students to create products that provide evidence
- Provides information on how well a student understands and applies knowledge
Alternative Assessment
- The use of alternative or nontraditional assessment to collect information on student learning
Direct Assessment
- Involves looking at actual samples of students work
- Includes capstones, theses, exhibits, or performance
DIFFERENT PRINCIPLES IN ASSESSING LEARNING USING ALTERNATIVE METHODS
- Assessment is both process and product based oriented
- Assess the product and the learning process applied
- Traditional assessment focus on output, alternative methods focus on student product
Assessment should focus on higher order cognitive outcomes
- Students should demonstrate required assessed knowledge
- Alternative assessment allows both lower and higher order assessment
Assessment can include a measure of noncognitive learning outcomes
- Traditional focuses on cognitive outcomes
- Alternative assessment measurements allow a more comprehensive assessment
Assessment should reflect real-life, real-world contexts
- Tasks or activities should be authentic, approximate real-life situations
- Authenticity is a continuum of tasks, more authenticity more meaningful
Assessment must be comprehensive and holistic
- Using a diverse set of strategies can assess student learning integratively
- Conducted assessment multiple times to understand learning over time
- Ensuring comprehensive assessment
Assessment should lead to student learning
- Should be similar to classroom instruction
- Consistent with assessment for learning
TRADITIONAL ASSESSMENT VIS-A-VIS AUTHENTIC ASSESSMENT
- Traditional Assessment evaluates a student's knowledge and skills through tests and quizzes
- Authentic Assessment evaluates their knowledge and skills in scenarios
FOUR STEPS TO CREATE AN AUTHENTIC ASSESSMENT
- (Jon Mueller, North Central College)
Standards
- Align assignment with set standards and objectives
- Determine "what students should know"
- Form a base for assessment ideas
Authentic Tasks
- A teacher decides how they want students to use knowledge, like a real-world activity
- The task should meet authentic assessment criteria
- Should be relatable and applicable
Criteria/Measures
- Decide what the student performing the assignment or task looks like
Rubric
- A way to evaluate their level of performance
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Description
Explore different assessment types, contrasting authentic assessment with traditional methods. Understand the role of assessment in learning versus grading. Identify knowledge, affective, and skill learning targets, and their place in Bloom's taxonomy.
