Module 1 - Authentic Assessment In The Classroom PDF

Module 1 Authentic Assessment in the Classroom  Objectives At the end of the unit, the pre-service teacher (PST) can: discuss the nature and characteristics of authentic assessment and related terms; differentiate authentic and traditional assessment; reflect on th...

Module 1 Authentic Assessment in the Classroom  Objectives At the end of the unit, the pre-service teacher (PST) can: discuss the nature and characteristics of authentic assessment and related terms; differentiate authentic and traditional assessment; reflect on the importance and applications of authentic assessment; and make connections between the principles of high quality assessment and the development and use of authentic assessment techniques and tools within and across teaching areas.  Principles of High Quality Assessment High quality assessment refer to a developed assessment tool where the qualities of a good test are taken into consideration. By using this tool, the teacher will have accurate information about the performance of each student (Gabuyo, 2012).  Principles of High Quality Assessment Clarity of Learning Targets The learning target should be clearly stated and must be focused on student learning objectives rather than teacher activity. The learning outcomes must be Specific, Measurable, Attainable, Realistic and Time-bound (SMART). The performance task of the students should also be clearly presented so that they can accurately demonstrate what they are supposed to do and how the final product should be done. The teacher should also discuss clearly with the students the evaluation procedures, the criteria to be  Principles of High Quality Assessment Clarity of Learning Targets Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated, feasible, and considered the learning targets involving knowledge, reasoning, skills, products and effects. Learning targets need to be stated in behavioral terms or ters that denote something which can be observed through the behavior of the students. "to understand the concept of buoyancy“ can be restated as "to determine the volume of water displaced by a given object submerged"  Principles of High Quality Assessment Clarity of Learning Targets: Cognitive Targets As early as 1950 Bloom's (1954) proposed a Hierarchy of educational objectives at the cognitive level: Level 1. KNOWLEDGE which refers to the acquisition of facts, concept and theories. Knowledge forms the foundation of all other cognitive objectives for without knowledge, it is not possible to move up to the next higher level of thinking skills in the hierarchy of educational objectives.  Principles of High Quality Assessment Clarity of Learning Targets: Cognitive Targets Level 2. COMPREHENSION which refers to the same concept as "understanding". It is a step higher than mere acquisition of facts and involves a cognition or awareness of the interrelationships of facts and concepts. The Spaniards ceded the Philippines to the Americans in 1898 (knowledge of facts). In effect, the Philippines declared independence from the Spanish rule only to be ruled by yet another foreign power, the Americans  Principles of High Quality Assessment Clarity of Learning Targets: Cognitive Targets Level 3. APPLICATION which refers to the transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline. The classic experiment Pavlov on dogs showed that animals can be conditioned to respond in a certain way to certain stimuli. The same principle can be applied in the context of teaching and learning en behavior modification for school children.  Principles of High Quality Assessment Clarity of Learning Targets: Cognitive Targets Level 4. ANALYSIS which refers to the breaking down of a concept or idea into its components and explaining the concept as a composition of these concepts. Poverty in the Philippines, particularly at the barangay level, can be traced back to the low income levels of families in such barangays and the propensity for large households with an average of about 5 children per family. (Note: Poverty is analyzed in the context of income and number of children)  Principles of High Quality Assessment Clarity of Learning Targets: Cognitive Targets Level 5. SYNTHESIS which refers to the opposite of analysis and entails putting together the components in order to summarize the concept. The field of geometry is replete with examples of synthetic lessons. From the relationship of the parts of a triangle for instance, one can deduce that the sum of the angles of a triangle is 180 degrees. Level 6. EVALUATION AND REASONING which refers to valuing and judgment or putting the "worth" of a concept or principle.  Principles of High Quality Assessment Clarity of Learning Targets: Skills, Competencies and Abilities Targets Skills refer to specific activities or tasks that a student can proficiently do. For example: skills in coloring and language skills Competencies are clustered skills which characterize student's ability (DACUM, 2000). For example: birthday card making  Principles of High Quality Assessment Clarity of Learning Targets: Skills, Competencies and Abilities Targets Abilities can be roughly categorized into: cognitive, psychomotor and affective abilities. For instance, the ability to work well with others and to be trusted by every classmate (affective ability) is an indication that the student can most likely succeed in work that requires leadership abilities. On the other hand, other students are better at doing things alone like programming and web designing (cognitive ability) and, therefore, they would be good at highly technical individualized work. It is important to recognize a student's ability in order that the  Principles of High Quality Assessment Clarity of Learning Targets: Products, Outputs and Projects Products, outputs and projects are tangible and concrete evidence of a student's ability. A clear target for products and projects need to clearly specify the level of worksmanship of such projects like expert level, skilled level of novice level outputs. For instance, an expert output may be characterized by the indicator "at most two imperfections noted" while a skilled level output can be characterized by the indicator "at most four (4) imperfections noted" etc.  Principles of High Quality Assessment Appropriateness of Assessment Methods It is necessary to determine an appropriate assessment procedure or method once the learning targets are clearly set.  Principles of High Quality Assessment Appropriateness of Assessment Methods: Written-Response Instruments Written-response instruments include objective tests (multiple choice, true-false, matching or short answer) tests, essays, examinations and checklists. Objective tests are appropriate for assessing the various levels of hierarchy of educational objectives. Multiple choice tests in particular can be constructed in such a way as to test higher order thinking skills. Essays, when properly planned, can test the student's grasp of the higher level cognitive skills particularly in the areas of application analysis, synthesis, and  Principles of High Quality Assessment Appropriateness of Assessment Methods: Written-Response Instruments However, when the essay question is not sufficiently precise and when the parameters are not properly defined, there is a tendency for the students to write irrelevant and unnecessary things just to fill in blank spaces. When this happens, both the teacher and the students will experience difficulty and frustration.  Principles of High Quality Assessment Appropriateness of Assessment Methods: Written-Response Instruments EXAMPLE: Write an essay about the first EDSA revolution. (POOR) Write an essay about the first EDSA revolution giving focus on the main characters of the revolution and their respective roles. (BETTER) In the second essay question, the assessment foci are narrowed down to: (a) the main characters of the event, and (b.) the roles of each character in the revolution leading to the ouster of the incumbent President at that  Principles of High Quality Assessment Appropriateness of Assessment Methods: Product Rating Scales Examples of products that are frequently rated in education are book reports, maps, charts, diagrams, notebooks, essays and creative endeavors of all sorts. To develop a product rating scale for the various products in education, the teacher must possess prototype products over his/her years of experience. An example of a product rating scale is the classic "handwriting' scale used in the California Achievement Test, Form W (1957).  Principles of High Quality Assessment Appropriateness of Assessment Methods: Performance Tests These are used to determine whether or not an individual behaves in a certain way when asked to complete a particular task. A performance checklist consists of a list of behaviors that make up a certain type of performance (e.g. using a microscope, typing a letter, solving a mathematics performance and so on). If a particular behavior is present when an individual is observed, the teacher places a check opposite it on the list.  Principles of High Quality Assessment Appropriateness of Assessment Methods: Performance Tests EXAMPLE:Performance Checklist in solving a mathematics problem Behavior: 1. Identifies the given information 2. Identifies what is being asked 3. Uses variables to replace the unknown 4. Formulates the equation 5. Performs algebraic operations 6. Obtains an answer  Principles of High Quality Assessment Appropriateness of Assessment Methods: Oral Questioning The traditional Greeks used oral questioning extensively as an assessment method. Socrates himself, considered the epitome of a teacher, was said to have handled his classes solely based on questioning and oral interactions. Oral questioning is an appropriate assessment method when the objectives are: (a) to assess the student's stock knowledge and/or (b) to determine the student's ability to communicate ideas in coherent verbal sentences.  Principles of High Quality Assessment Appropriateness of Assessment Methods: Oral Questioning While oral questioning is indeed an option for assessment, several factors need to be considered when using this option. Of particular significance are the student's state of mind and feelings, anxiety and nervousness in making oral presentations which could mask the student's true ability.  Principles of High Quality Assessment Appropriateness of Assessment Methods: Observation and Self Reports Observation and self-reports are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests. Such methods can offset the negative impact on the students brought about by their fears and anxieties during oral questioning or when performing actual task under observation. However, since there is a tendency to overestimate one's capability, it may be useful to consider weighing self-assessment and observational reports against the  Principles of High Quality Assessment Appropriateness of Assessment Methods: Observation and Self Reports Observation and self-reports are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests. Such methods can offset the negative impact on the students brought about by their fears and anxieties during oral questioning or when performing actual task under observation. However, since there is a tendency to overestimate one's capability, it may be useful to consider weighing self-assessment and observational reports against the  Principles of High Quality Assessment Appropriateness of Assessment Methods: Observation and Self Reports A self-checklist is a list of several characteristics or activities presented to the subjects of a study. The individuals are asked to study the list and then to place a mark opposite the characteristics which they possess or the activities which they have engaged in for a particular length of time. Self checklists are often employed by teachers when they want to diagnose or to appraise the performance of students from the point of view of the students themselves.  Principles of High Quality Assessment Properties of Assessment Methods: Validity Validity has been defined as referring to the appropriateness, correctness, meaningfulness and usefulness of the specific conclusions that a teacher reaches regarding the teaching-learning situation. Content-validity refers to the content and format of the instrument. How appropriate is the content? How comprehensive? Does the instrument logically get the intended variable or factor? How adequately does the sample of items or questions represent the content to be assessed? Is the format appropriate?  Principles of High Quality Assessment Properties of Assessment Methods: Validity The content and format must be consistent with the definition of the variable or factor to be measured. Some criteria for judging content validity are given as follows: Do students have adequate experience with the type of task posed by the item? Did the teachers cover sufficient material for most students to be able to answer the item correctly? Does the item reflect the degree of emphasis received during instruction?  Principles of High Quality Assessment Properties of Assessment Methods: Validity The content and format must be consistent with the definition of the variable or factor to be measured. Some criteria for judging content validity are given as follows: Do students have adequate experience with the type of task posed by the item? Did the teachers cover sufficient material for most students to be able to answer the item correctly? Does the item reflect the degree of emphasis received during instruction?  Principles of High Quality Assessment Properties of Assessment Methods: Validity Face validity refers to the outward appearance of the test. It is the lowest form of test validity. In criterion validity, the test item is judged against a specific criterion e.g. relevance to a topic like the topic on conservation. The degree to which the item measures the criterion is said to constitute its criterion validity. Criterion validity can also be measured by correlating the test with a known valid test (as a criterion).  Principles of High Quality Assessment Properties of Assessment Methods: Validity A test needs to possess construct validity. A "construct" is another term for a factor, and we already know that a group of variables that correlate highly with each other form a factor. It follows that an item possesses construct validity if it loads highly on a given construct or factor. A technique called factor analysis is required to determine the construct validity of an item.  Principles of High Quality Assessment Properties of Assessment Methods: Reliability The reliability of an assessment method refers to its consistency. It is also a term that is synonymous with dependability or stability. Stability or internal consistency as reliability measures can be estimated in several ways. The Split-half method involves scoring two halves (usually, odd items versus even items) of a test separately for each person and then calculating a correlation coefficient for the two sets of scores.  Principles of High Quality Assessment Properties of Assessment Methods: Reliability The coefficient indicates the degree to which the two halves of the test provide the same results and hence, describes the internal consistency of the test. The reliability of the test is calculated using what is known as the Spearman-Brown prophecy formula: Reliability of test = (2 x rhalf)/ (1 + rhalf). where rhalf = reliability of half of the test The Kuder-Richardson is the more frequently employed formula for determining internal consistency, particularly KR20 and KR21.  Principles of High Quality Assessment Properties of Assessment Methods: Reliability Reliability of a test may also mean the consistency of test results when the same test is administered at two different time periods. This is the test-retest method of estimating reliability. The estimate of test reliability is then given by the correlation of the two test results.  Principles of High Quality Assessment Properties of Assessment Methods: Fairness An assessment procedure needs to be fair. This means that: 1. Students need to know exactly what the learning targets are and what method of assessment will be used. If students do not know what they are supposed to be achieving, then they could get lost in the maze of concepts being discussed in class. Likewise, students have to be informed how their  Principles of High Quality Assessment Properties of Assessment Methods: Fairness 2. Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners. The goal should be that of diagnosing the learning process rather than the learning object.  Principles of High Quality Assessment Properties of Assessment Methods: Fairness 3. It also implies freedom from teacher- stereotyping. Some examples of stereotyping include: boys are better than girls in Mathematics or girls are better than boys in language. Such stereotyped images and thinking could lead to unnecessary and unwanted biases in the way that teachers assess their students.  Principles of High Quality Assessment Properties of Assessment Methods: Practicality and Efficiency An assessment procedure should be practical in the sense that the teacher should be familiar with it, does not require too much time and is in fact, implementable. A complex assessment procedure tends to be difficult to score and interpret resulting in a lot of misdiagnosis or too long a feedback period which may render the test inefficient.  Principles of High Quality Assessment Properties of Assessment Methods: Ethics in Assessment The term "ethics" refers to questions of right and wrong. When teachers think about ethics, they need to ask themselves if it is right to assess a specific knowledge or investigate a certain question. Here are some situations in which assessment may not be called for: 1. Requiring students to answer checklist of their sexual fantasies; 2. Asking elementary pupils to answer sensitive questions without consent of their parents; and 3. Testing the mental abilities of pupils using an instrument whose  Principles of High Quality Assessment Properties of Assessment Methods: Ethics in Assessment When a teacher thinks about ethics, the basic question to ask in this regard is:"Will any physical or psychological harm come to any one as a result of the assessment or testing?" Webster defines ethical (behavior) as 'conforming to the standards of conduct of a given profession or group". The most important ethical consideration of all is the fundamental responsibility of a teacher to do all in his or her power to ensure that participants in an  Principles of High Quality Assessment Properties of Assessment Methods: Ethics in Assessment Test results and assessment results are confidential results. Such should be known only by the student concerned and the teacher. Results should be communicated to the students in such a way that other students would not be in possession of information pertaining to any specific member of the class. Another ethical issue in assessment is deception. There are instances in which it is necessary to conceal the objective of the assessment from the students in  Principles of High Quality Assessment Properties of Assessment Methods: Ethics in Assessment When this is the case, the teacher has a special responsibility to (a) determine whether the use of such techniques is justified by the educational value of the assessment, (b) determine whether alternative procedures are available that do not make use of concealment and (c) ensure that students are provided with sufficient explanation as soon as possible. Finally, the temptation to assist certain individuals in class during assessment or testing is ever present. In  What is an Authentic Assessment? Consider the following definitions of authentic assessment: [Authentic assessment is]… a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills (Mueller, 2018). …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 analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field (Wiggins, 1993, as cited in Mueller, 2018).  What is an Authentic Assessment? Consider the following definitions of authentic An authentic assessment: assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or ‘clients’ as well (CITL, n.d.). Authentic assessment is the process of evaluating students' abilities and knowledge in context-specific learning scenarios. Students must interact in scenarios that mimic real-world situations in order to pass realistic assessments. As educators, we should use genuine evaluations in our  What is an Authentic Assessment? Why is authentic assessment so important in your degree program? Authentic assessment is realistic. It calls for discretion and creativity. The environments in which adults are "tested" in the job, in public life and in private life are replicated or simulated. This form of assessment evaluates the students aptitude for navigating a challenging task with a varied set of knowledge and skills. Due to this authenticity, the students are given the right opportunity for practicing, consulting resources,  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom Non-traditional assessments are described as performance-based and authentic (Dikli, 2003). The real- world experience of the learners is meant to be connected to the curriculum through authentic assessments. For the task to be genuine, it must be meaningful. Additionally highlighting the importance of authenticity, authentic tests call for students to use higher-order thinking abilities to answer problems that are relevant to real-world situations. The effectiveness of this form of assessment is due both to their directness and highly contextualized nature, in addition to their authenticity.  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom The nature and characteristics of authentic assessment are described through these three interrelated concepts (Case & Clark, 2008): Greater authenticity. Learning should be assessed by its closeness to real-life settings, where attributes and abilities are measured authentically. Although measuring authentically is challenging, the teacher can assess students' learning as important and relevant to the latter's lives. For example, our students must be able to think critically and use this critical thinking to solve real  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom Supporting learning. Assessment must help the students to learn. Through authentic tests, learning is enhanced because of the meaningful assessment tasks and collaborative effort among the students. Self and peer assessments can be effective supports for learning.  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom Fairness to all students. Evidence of learning is not limited to the results of paper-pencil tests. Learning can be demonstrated in many other ways, such as hands-on tasks, drama presentations, song/dance performances, and research papers. Through authentic assessments, the students are allowed to demonstrate their learning in a way they can. This paves way for assessment to be fair to all students  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom Wiggins (2020) enumerated the characteristics of authentic assessments. 1. Authentic assessments ask students to perform relevant, real-world tasks similar to those encountered in the workplace or everyday life. 2. There 's the producton of a high-quality product a soluton to a problem, or the justification of ideas. 3. Learners direct this assessment and have some freedom to pursue individual or group interests.  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom 4. Learners can construct unique responses, incorporating personal experience or critical, creative, and divergent thinking. 5. There are a variety of correct solutions. 6. Assessment tasks are iterative that include opportunities for formative feedback. 7. Learning can be evaluated over time.  What is an Authentic Assessment? Nature and Characteristics of Authentic Assessment in the Classroom To summarize, educators should evaluate crucial skills and routines and evaluate these elements in context (Wiggins, 1989). A performance in the field is represented by authentic tasks. Teachers need to focus on how students are taught and learn the assessment criteria. Self-evaluations by students are vital when they are presenting and defending their work.  What is an Authentic Assessment? Dimensions of Authenticity in Assessment Dimension Descriptions The context of the assessment The activity or context is realistic. The tasks are performance-based. The assessment requires higher order cognitive skills. Role of the student The solution or item must be defended Evaluation is formative. Students work cooperatively with one another or with their teacher. Scoring The scoring criteria are known or student-developed There are several indicators or portfolios employed The standard for performance is mastery Source: Frey et al. (2012)  What is an Authentic Assessment? Benefits of Authentic Assessment Authentic assessments have been shown to have beneficial effects on various aspects of learning, including students' learning, autonomy, motivation, self-regulation, and metacognition (Ozan, 2019), Improved critical thinking and problem-solving skills and enhanced peer and community engagements are evident results of the implementation of authentic assessment. Due to this, this form of assessment has improved classroom practice across educational levels.  What is an Authentic Assessment? Benefits of Authentic Assessment The following are some benefits of authentic assessment (Mhlauli & Kgosidialwa, 2016): Authentic assessment encourages a more student- centered method of instruction. It gives the teacher important information on the student's development and the effectiveness of the lesson plan. It works well with pupils of various cultural origins, academic aptitude, and learning styles. It benefits students with special needs because it teaches social and behavioral skills that are crucial  What is an Authentic Assessment? Benefits of Authentic Assessment Sokhanvar et al. (2021) emphasize the positive effects of authentic assessment in giving students the abilities they will need in the workplace in the future. These abilities include self-awareness, self-confidence, collaboration, critical thinking, and problem-solving as well as affective qualities.  What is an Authentic Assessment? Drawbacks of Authentic Assessment Fox et al. (2017) list these challenges to include the uncertainty of the requirements and the process of scoring. Authentic tasks demand a greater amount of time and investment of resources that can create inequity of project resources. Large-group tasks may hinder students' design and implementation of the tasks as students may have difficulty in leadership and accountability, and some may not contribute to the tasks due to the "group work" mindset.  What is an Authentic Assessment? Drawbacks of Authentic Assessment Singh (2021) enumerated the downsides of authentic assessments as follows: Effective implementation takes time. It is challenging to assess or grade. The curriculum's pace will suffer. The stakeholders might not consider the feedback from genuine assessments to be valid or trustworthy. Although there are drawbacks, teachers have formulated authentic assessments with clear guidelines and student support. They also contextualize these assessments to suit their students' resources and provide them with guided and facilitative approaches to accomplish  What is an Authentic Assessment? Related Terms of Authentic Assessment Performance Assessment, it is because authentic assessments are using real-world or authentic tasks or contexts. Alternative Assessment, it is because authentic assessment is an alternative to traditional assessments. Direct Assessment, it is because authentic assessment provides more direct evidence of meaningful application of knowledge and skills. If a student does well on a multiple- choice test we might infer indirectly that the student could apply that knowledge in real-world contexts, but we would  Why use authentic assessment? 1. Authentic Assessments are Direct Measures We do not just want students to know the content of the disciplines when they graduate. We, of course, want them to be able to use the acquired knowledge and skills in the real world. So, our assessments have to also tell us if students can apply what they have learned in authentic situations. 2. Authentic Assessments are Direct Measures Can you think of professions which require some direct demonstration of relevant skills before someone can be employed in that field?  Why use authentic assessment? 3. Authentic Assessments Capture Constructive Nature of Learning We cannot simply be fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences with the world (Bransford & Vye, 1989) 4. Authentic Assessments Integrate Teaching, Learning and Assessment In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or  Why use authentic assessment? 5. Authentic Assessments Integrate Teaching, Learning and Assessment When presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts. 6. Authentic Assessments Provide Multiple Paths to Demonstration We all have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate what  Why use authentic assessment? Principles of Authentic Assessment 1. A school’s mission is to develop useful citizens. 2. To be a useful citizen, one has to be capable of performing useful tasks in the real world. 3. The schools duty is to help students develop proficiency in performing the tasks that they will be required to perform after the graduation in the workplace. 4. The school must then require students to perform tasks that duplicate or imitate real world situations. 5. Assessment is both process and product oriented 6. Assessment should focus on Higher order cognitive outcomes 7. Assessment can include a measure of noncognitive learning outcomes  Why use authentic assessment? Traditional assessment vs. authentic assessment  Why use authentic assessment? Traditional assessment vs. authentic assessment  Developing Authentic Classroom Assessments Framework for Authentic Assessment 1. Task: What do you have to do? An authentic task is a problem task that confronts students with activities that are also carried out in professional practice. The fact that an authentic task is crucial for an authentic assessmentis undisputed but different researchers stress different elements of an authentic task. Our framework defines an authentic task as a task that resembles the criterion task with respect to the integration and use of knowledge, skills and attitudes, its complexity  Developing Authentic Classroom Assessments Framework for Authentic Assessment 2. Physical context: Where do you have to do it? Where we are, often if not always, determines how we do something, and often the real place is dirtier (literally and figuratively) than safe learning environments.  Developing Authentic Classroom Assessments Framework for Authentic Assessment 3. Social context: With whom do you have to do it? Not only the physical context, but also the social context influences the authenticity of the assessment. An authentic activity should reflect practices of the culture or community. In real life, working together is often the rule rather than the exception which emphasises that learning and performing out-of- school mostly takes place in a social system. Therefore, a model for authenticity should consider social processes that are present in real-life contexts. What is really important in an authentic assessment is that the social processes of the assessment  Developing Authentic Classroom Assessments Framework for Authentic Assessment 4. Result/form: What has to come out of it/ What is the result of your efforts? It should require students to demonstrate their learning or competencies by creating a quality product or performance that they can be asked to produce in real life. In addition, this should be observable for others. The demonstrationof relevant competencies is often not possible in one single test, an authentic assessment should involve a full array of tasks and multiple indicators of learning in order to come  Developing Authentic Classroom Assessments Framework for Authentic Assessment 5. Criteria: How does what you’ve done have to be evaluated/judged? Criteria are those characteristics of the assessment result that are valued; standards are the level of performance expected from various grades and ages of students The five‐ dimensional framework for assessment authenticity  Developing Authentic Classroom Assessments Authentic Assessment Development Process To effectively implement authentic assessment, teachers should develop this form of assessment properly. The University of Florida (2018) developed the four-step process of creating authentic assessments. These steps are illustrated below. Identify essential Identify learning Define relevant performance Develop a rubric objectives tasks criteria  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying the learning objectives The learning objectives constitute the foundation for developing an effective assessment. With this in mind, you can create assessments in line with the curriculum standards and students can demonstrate the competencies reflected in the curriculum. These standards are indicated in the K to 12 basic education curriculum.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying the learning objectives Content standards refer to core knowledge and skills that students should learn and understand. Performance standards are the works that students are expected to do. To be able to accomplish such standards, specific knowledge, skills, and values indicating or validating learning called competencies, are needed.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying the learning objectives Topic Content Standard Performance Competency Standard Ways of acquiring The learners demonstrate The learners shall The learner should be knowledge and an understanding of be able to perform in able to describe the solving problems scientific ways of groups in guided components of a acquiring knowledge and investigations involving scientific investigation solving problems community-based problems using locally available materials Source: Department of Education (2016)  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying the learning objectives Additionally, make sure that your objectives are SMART. These objectives should be smart, measurable, attainable, realistic, and time-bound. When objectives are smart and student- centered, authentic assessments can well be developed.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Defining relevant tasks In defining the tasks, you should ensure that students can apply and integrate their knowledge, skills, and attitudes into the tasks. These tasks may be complex, as they involve many disciplines or have many possiblewith one correct response.solutions. However, you can also give tasks that are simple and well- structured with one correct response. Authentic tasks can be constructed responses, products, or performances.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Defining relevant tasks Types of Authentic Tasks Product-like Performance-like Product Performance Short-answer Typing test Essays Conducting an essays Complete the steps of Poems experiment Journal response the science lab Research reports Musical, dance, or Concept maps Construct a short Art exhibit drama Figural dance Posters Debates representations Exhibit an athletic skill Athletic competitions Source: Mueller (2018)  Developing Authentic Classroom Assessments Authentic Assessment Development Process Defining relevant tasks Always refer to the verb of the learning objectives which will be a guide in formulating the appropriate authentic tasks for the assessment.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying essential performance criteria According to Annenberg Foundation (2022), authentic assessments must include performance criteria that are aligned with the nature of authentic tasks. These criteria define the behavior or attributes expected of the students to do and allow the teachers, students, and others to evaluate a product or performance as objectively as possible.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying essential performance criteria Types of Performance Criteria Performance Criteria Description Impact of the performance The accomplishment of the performance, the stated objectives, and the intended outcomes Work quality and craftsmanship Overall effectiveness, efficiency, and challenge of the work Adequacy of method and behavior Procedure quality and presenting style both before and during the performance Validation of content Accuracy of concepts, abilities, and materials used Sophistication of knowledge employed Complexity or level of maturity of the knowledge used Source: Bustamante (2015)  Developing Authentic Classroom Assessments Authentic Assessment Development Process Identifying essential performance criteria When the performance criteria are well-written, you can be able to effectively rate the authentic assessments of the students.  Developing Authentic Classroom Assessments Authentic Assessment Development Process Developing a Rubric The last stage in developing authentic assessments is developing a rubric. A rubric is an educational tool that supports students to select appropriate learning approaches to accomplish an assessment as this tool assists teachers to design effective instructional strategies to facilitate students toward the completion of the tasks. Because of this, rubrics improve the reliability and validity of assessments (Nkhoma et al., 2020).  Assessment 1. Create A Venn diagram to illustrate the variations and parallels between authentic assessment and traditional assessment. Provide your references. 2. Select three competencies in your field of specialization. Provide traditional assessment that is aligned with these competencies and offers an alternative assessment that is realistic and performance-based. Write your answers in the matrix Competency below. Traditional Assessment Authentic Assessment 1. 2. 3.