Authentic Assessment & Scoring Rubrics PDF

AUTHENTIC ASSESSMENT ▪ Sometimes called “Alternative Assessment or Performance Assessment”. ▪ Refers to the assessment of learning which cannot be measured effectively in the traditional paper and pencil test. In most cases, student respond positively to authentic assessmen...

AUTHENTIC ASSESSMENT ▪ Sometimes called “Alternative Assessment or Performance Assessment”. ▪ Refers to the assessment of learning which cannot be measured effectively in the traditional paper and pencil test. In most cases, student respond positively to authentic assessment because it helps them to understand where they are strong and where they are weak. With the use of authentic assessment, students gradually guided in reproducing quality products. ▪ It is usually accompanied by scoring rubrics to measure performance-based tasks and portfolio. ▪ Makes the student realize the significance of learning by doing. What is ASSESSMENT? ▪ It is a systematic process of getting information about student performance. ▪ It is an ongoing process of gathering analyzing evidence of student know and what they do not know. ▪ (Borich, 2004) It is the process of interpreting information about the student in order to plan instruction and evaluate achievement. ▪ (Arends, 2004) refers to all information gathered about students in the classroom by their teacher either through formal testing, essays and homework or informally through observation or, interaction. Examples: GOAAD – group discussions, observations, anecdotal records, asking questions, demonstrations. ▪ (Burke, 1993) Assessment is a great importance in teaching-learning process because it serves as the basis in: Evaluating learning, Monitors the quality of education and the effectiveness of programs, Identifies the strength and weaknesses of programs and priorities Helps in making group decisions, Gives feedback, determines grades, and helps in formulating policies. What is AUTHENTIC ASSESSMENT? ▪ Likewise called as “Alternative or Performance Assessment”. These term are interchangeably used by educators and this assessment directly increases student performance. When applied to instruction, authentic assessment provides : (Burke, 1993). MEMAEA - meaningful performance tasks; - emphasizes metacognition and self-evaluation; - manifests quality products and performance; - adheres to clear standards and criteria for excellence; - ensures learning that transfers; - and provides positive interaction between the assessor and the assessed. Authentic Assessment utilizes two instruments to evaluate the teaching learning process like: 1. PERFORMANCE-BASED ASSESSMENT. ▪ (Kauchak and Eggen,1998) are authentic assessment that measure skills and understanding by directly measuring student performance in a natural setting. ▪ Usually focus on the application of knowledge to a real life experience. The reality of performance tasks is that they do represent an alternative to traditional paper and pencil tests and that they often are more authentic, that is, reflective of the types of tasks students will be called upon to perform in the real world (Parker and Jarolimek, 1997). Performance assessments resemble typical learning tasks like written products, demonstrations, group reports, integrated art and music activities, construction projects, dramatization, and museum displays (Maxim, 1995). 2. PORTFOLIO ASSESSMENT ▪ A portfolio is a collection of students' schoolwork that can be used to document achievement over time. ▪ It is a planned collection of a learner's achievement that documents what a student has accomplished. ▪ It is a purposeful collection of students' work that exhibits students' efforts, progress, and achievements in one or more activities (Maxim, 1995). ▪ Portfolios allow students to become involved in designing, collecting, and evaluating their work and progress. These include collections of products such as essays, journal entries, or videotapes. However, these are not the assessments. The assessments are the teachers' and students' evaluations of the products (Kauchak and Eggen, 1998). ▪ A portfolio's greatest potential is for showing teachers, parents, and learners a richer array of what students know and can do than pencil tests. If designed properly, portfolios can show the learners' ability to think and solve problems, to use strategies and procedural type skills, and to construct knowledge (Borich, 2004). Both of them – need to have performance standards. These are the levels of attainment that students must reach to receive particular grades, awards or certificates. These are based on criteria and define what degree of mastery or performance is enough. GUIDELINES IN USING PORTFOLIOS FOR ASSESSMENT Kellough ( 2003 ) presence below the general guidelines for using student portfolios and the assessment of learning. 1. The portfolio should not be graded or compared in any way with those of other students. Its purpose is for students’ self-assessment and for showing progress and learning. 2. Determine what materials should be kept in the portfolio and announce clearly when, how, and what criteria portfolios will be reviewed. 3. Contents of the portfolio should reflect grade-level goals, learning standards, and target objectives. 4. Everything that goes into the portfolios should be dated by the students. 5. Portfolios maintenance should be the students responsibility. 6. Portfolios should not leave the classroom.  7. Students should be encouraged to be personalized their portfolios ( e.g. with brightly decorated exteriors with the students photo ) RATING SCALES Both performance-based tasks and portfolios are commonly used for student self-assessment and for showing progress of learning as a result of instruction. However, ratings could be assigned to both tasks, with the use of rating scales called scoring rubrics or scoring guide. These are called Assessment guides. ASSESSMENT GUIDES - are statements that describes different levels of accomplishments for a specific outcome. - Provides some kind of standardization of rating in situations where the rater may unwittingly bring in bias to the assessment procedure. SCORING RUBRICS - (Parker and Jarolimek, 1997) are rating scales that describe levels of attainment in relation to an assessment task. - (Burke, 1993) these should be based on the results of stated performance standards and should be composed of scaled descriptive levels of progress towards the results. - are applicable in assigning marks to evaluate essay tests, portfolios and other learning activities usually referred to as performance tests.