Fun Facts about Authentic Assessment PDF

Lesson 2 Fun Facts about Authentic Assessment Presented by: Ms. Regel L. Maagad  Specific Learning Outcomes 01 02 03 Discuss the nature and Differentiate traditional Ex...

Lesson 2 Fun Facts about Authentic Assessment Presented by: Ms. Regel L. Maagad  Specific Learning Outcomes 01 02 03 Discuss the nature and Differentiate traditional Explain the importance of characteristics of Authentic assessment and authentic authentic assessment for assessment. assessment. the holistic development of each learner in the educational process What is Traditional Assessment? Smaldino (2000) focus on Learner’s ability of memorization and recall, which are lower level of cognition skills. paper-and-pencil tests or quizzes. These are standardized written assessment wherein it is given as one-time shot. limited answers to choose from and time bounded indirect and inauthentic measures of students learning outcomes. What is Authentic assessment? “Performance-based Assessment” or “Alternative assessment” gives more opportunities for students to be creative and realistic on their works (Herman, Aschbacher, and Winters) authentic assessment and performance- based assessment- not completely the same  AUTHENTIC ASSESSMENT (STEFONEK) Methods that emphasize learning and Tasks that focus on students’ ability to thinking, especially higher order produce a quality product or thinking skills such as problem-solving performance (Wiggins) strategies (Collins) Disciplined inquiry that integrates and Meaningful tasks at which students produces knowledge, rather than should learn to excel (Wiggins) reproduces fragments of information others have discovered (Newmann)  AUTHENTIC ASSESSMENT (STEFONEK) Challenges that require knowledge in A new type of positive interaction good sense and good judgement between the assessor and assessee (Wiggins) (Wiggins) An examination of differences between trivial school tasks (e.g., giving definitions of biological terms) and more meaningful performance in non- school settings (e.g., completing a field survey of wild life)(Newmann) 3 Dimensions of Authenticity (Frey,2012) A. The Context of the Assessment ▪ Realistic activity or context ▪ The task is performance-based ▪ The task is cognitively complex 3 Dimensions of Authenticity (Frey,2012) B. The Role of the Student ▪ A defense of the answer or product is required. ▪ The assessment is formative. ▪ Students collaborate with each other or with the teacher. 3 Dimensions of Authenticity (Frey,2012) C. The Scoring ▪ The scoring criteria are known or student-developed. ▪ Multiple indicators or portfolios are used for scoring. ▪ The performance expectation is mastery.  Best uses of Authentic Assessment (Mueller, 2010) 1. Authentic assessment are direct measures to use the acquired knowledge and skills in the real world. (e.g. Science experiment, developing feasibility study, calculating savings) 2. Authentic assessments capture constructive nature of learning constructivists believed that learners should create knowledge and meaning based from schemata.  Best uses of Authentic Assessment (Mueller, 2010) 3. integrate teaching, learning, and assessment students’ applying meaningful concepts. Best exemplified example is problem solving and decision-making skills. 4. provide multiple paths to demonstration students demonstrate what they have learned in their most creative and original ways considering the criteria for good performance set by the teacher. In the classroom, when the teacher gives a specific task to students to accomplish it is an intended learning outcome that must be done after the instruction. Every classroom activity is a necessity to enrich the cognitive, affective, and psychomotor (CAP) domain of each learner. The teacher can monitor that there is progress to students through administering thorough assessment procedure. Assessment can be done formally and informally. It can be done in a paper-and- pen activity and much more efficient if there is a corresponding performance activity given. Upon teacher’s assessment, rubric is needed to give grades to the work done by the students. Immediate feedback to students on their work is significant for their improvement.  (Criteria) (Improvement (Feedback) (Student Reflection)  English Language Arts Thank you for attentive listening! ELA with Rosa Maria Aguado Resources Page