Educ 105A Module Type Handouts.docx

This lesson aims to discuss the classification of student learning outcomes with an expectation that the students are able to: 1. Identify the use of authentic assessment  2. Distinguish the effectiveness of using authentic assessment in teaching 3. Collaborate in the...

This lesson aims to discuss the classification of student learning outcomes with an expectation that the students are able to: 1. Identify the use of authentic assessment  2. Distinguish the effectiveness of using authentic assessment in teaching 3. Collaborate in the given task in identifying and differentiating about the topic that has been discussed  Welcome to Lesson 3 Module 1. Activity **FIND ME!** **Direction: The students will be divided into two (2) groups. Each group must select five representatives to go in front. All they need to do is find the hidden words behind the scrambled letters and incircle them. The first group to finish will be the winner** HIDDEN WORDS: Principles Assessment Traditional Authentic  **Analysis:** 1. **What do you think would be the lesson based on the activity conducted?** 2. Why is it important to have an authentic assessment? **Abstraction:** -To evaluate how students are learning the course material and subject matter over time. This creates a student-centered learning experience by providing students opportunities to problem-solve, inquire, and create new knowledge and meaning. **Principles of Authentic assessment** 1. Situated in authentic learning environments and relevant to performance environments 2. Aligned with learning experiences and intended learning outcomes 3. Assessment of multiple learning domains -- cognitive (content), performative (skills), and affective (values and attitudes) 4. An opportunity for deep learning 5. An opportunity for complexity, creativity, and critical thought in "messy" situations 6. Practical and meaningful, rather than contrived 7. Standards-referenced and criterion-based 8. Rigorous and reliable (validity, fidelity, and integrity) 9. Cognizant of steady progress toward mastery 10. A matter of degree **Authentic Assessment** - focuses on students using and applying knowledge and skills in real-life settings. For example, you might have students take part in: a simulation or role play of a scenario. completion of a real-world task. assessment in a workplace setting. **Traditional Assessment** - Is commonly associated with pre-determined choice measures of assessment such as, multiple choice tasks, fill-in-the-blanks, true or false, matching type and others. Students typically recall or select the answers.  **Application:** **GRAPHIC ORGANIZER** **Direction: In the same group, make a graphic organizer differentiating the Traditional assessment and Authentic assessment. You will be given 4 minutes to finish the task and choose one (1) representative to present your output.** RUBRIC FOR THE ACTIVITY **Criteria** **Excellent (4)** **Good (3)** **Fair (2)** **Needs Improvement (1)** ----------------------- ------------------------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------- Content accuracy Clearly and accurately distinguishes between traditional and authentic assessments, with detailed explanations and examples. Distinguishes between traditional and authentic assessments with minor inaccuracies or omissions. Basic distinctions made between traditional and authentic assessments, but with some inaccuracies. Minimal or incorrect distinctions made, with many inaccuracies or missing elements. Organization Graphic organizer is exceptionally well-organized with clear, logical flow; categories are well-defined. Graphic organizer is generally well-organized with mostly clear categories. Organization is present but may be somewhat unclear or disjointed. Disorganized or confusing; categories are unclear or missing. Visual Appeal Visually appealing with appropriate use of color, shapes, and text to enhance understanding Visually acceptable with some use of color, shapes, and text to aid understanding. Basic visual elements used but may lack clarity or effective use of design. Little to no visual elements used; lacks clarity and visual appeal. Relevance of Examples Provides relevant and insightful examples for both traditional and authentic assessments, enhancing understanding. Provides relevant examples for both types of assessments, though they may not be fully developed. Examples are provided but may be limited or less relevant to the assessments. Few or no examples provided; examples are irrelevant or confusing. **References (APA Format):** *The Principle of Authentic Assessment- University of Windsor*. (n.d.). https://www.uwindsor.ca/ctl/sites/uwindsor.ca.ctl/files/authentic-assessment-june\_2020.pdf Daizeabdao, V. a. P. B. (2015, July 22). *Traditional vs. Authentic Assessment*. Principles and Methods of Assessment. https://abdao.wordpress.com/2015/07/18/traditional-vs-authentic-assessment/