UNIT1 - AUTHENTIC ASSESSMENT IN THE CLASSROOM

REPORT FOR:
Prof. JOEY DE LEON

REPORT BY:
Barredo, Gabriel Andrei
Baay, Jovylen B.
Barrios, Aldrine
Carlet, Jamby T.
Cochangco, John Christian
Gloria, Angel Lou
Isla, Victoria Javier
Mariano, Micaela Gabriellie
Niegos, Rose Marie P.

SUBMITTED ON:

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 January 23, 2021

TABLE OF CONTENTS

Overview of the report .................................................................................................3

Expected Learning Outcome........................................................................................4
Discussion/Body of the report................................................................................5-14
A. High Quality Assessment in Retrospect.........................................................5
Target...................................................................................................................5
Methods.................................................................................................................5
Sampling...............................................................................................................5
B. What is Authentic Assessment
Nature................................................................................................................5-6
Types...................................................................................................................6
Related Terms.....................................................................................................7
Characteristics................................................................................................. 7-8
C. Why Use Authentic Assessment
Principles..........................................................................................................8-9
Traditional Vs. Authentic Assessment.................................................................9
D. Developing Authentic Classroom Assessment
The Five-Dimension Framework of Authentic Assessment............................9-13
Authentic Assessment Developing Process................................................13-14
Synthesis................................................................................................................15
References........................................................................................................16-17

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 OVERVIEW
This report is about Authentic Assessment in the classroom, this lesson contains
information about Retrospective Assessment as well as Authentic Assessment where in
It is the focus of the study, Nature, Types Characteristics and anything that is connected
to authentic assessment has been discussed in this report.
Authentic Assessment includes wide context that stimulated thinking and learning skills,
you can say an assessment is authentic if it measures performances, products or
process that have realistic meaning not only in school-based learning but also in real life
situation. This study has been conducted to provide knowledge to the readers. This
report contains information about authors different views that can best explain the
information that has been provided.

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 LEARNING OUTCOMES
At the end of the report students and readers are expected to:
• Describe the following:
-Retrospective Assessment
-Authentic Assessment
-The Five-Dimension of Authentic Assessment
-and Authentic Assessment Developing process
•Understand why Authentic Assessment needs to be used in classroom.
• Discuss the views of different authors about Authentic Assessment and The Five-
dimension framework of Authentic Assessment.
• Develop their interests more on performance-based assessment rather than the
traditional assessment.
• Differentiate Traditional and Authentic Assessment
• Differentiate what are the things that contributes in developing Authentic Assessment.
• Analyze the importance of authenticity in conducting an assessment.

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 High Quality Assessment in Retrospective
• Purpose
Retrospective assessment is a powerful tool that facilitates critical analysis
of the use of animals in scientific processes.
• Target
Retrospective assessment is standard practice for projects that involve non-
human primates and/or projects that contain procedures classified as serious.
• Methods
This is shown on the project license if a retrospective assessment is
needed. The deadline for sending the necessary details is also shown on your licence. If
the project is finished early, the requested details should be sent no less than one year
after the conclusion of the project. Your Animal Welfare Body (IvD) should be interested
in filling out this form.
• Sampling
Each retrospective chart review requires a statistical power analysis to
determine the appropriate sample size. Calculation of the appropriate sample size
is a necessary component in all research proposals and depends on the statistical
tests used in the study. Calculation of sample size does not fall within the scope of
this article but can be accessed in a literature review or through consultation with
the Commission.

What is authentic assessment?

It intends to examine the capabilities of students in 'real-world' situations. Students
will be able to apply their skills to actual activities. It does not promote active memorization
and inactive evaluating. It reflects on students' logic skills, ability to combine knowledge,
innovation, ability to work with others cooperatively, and written and oral expression skills.
It values the process of learning as often as the result.
"...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

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 adult citizens and consumers or professionals in the field." -- Grant Wiggins --
(Wiggins, 1993, p. 229).

"Performance assessments call upon the examinee to demonstrate specific

skills and competencies, that is, to apply the skills and knowledge they have
mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).
AUTHENTIC ASSESSMENT GENERALLY ACCOMPLISHES THE FOLLOWING
GOALS:
• Emphasizes what students know, rather than what they do not know.
• Uses samples of student work collected over an extended period.
• Stems from clear criteria made known to students and parents.
• Elicits higher order thinking.
• Allows for the possibility of multiple human judgments.
• Relates more closely to classroom learning.
• Teaches students to evaluate their own work.

Considers differences in learning styles, language proficiencies, cultural and

educational backgrounds, and grade levels.
Authentic evaluations can also be compared to conventional test questions, which
are sometimes oblique measurements of the ability of students to implement the
knowledge and abilities acquired in a course.
Authentic evaluations have many benefits over conventional tests. They are probably
to be more accurate than conventional tests, especially for effects of learning that involve
higher order thinking skills. It is known to be more exciting for learners, and therefore
more inspiring, since they include real-world activities. After this, more precise and
relevant knowledge will be given on what students have achieved in learning as well as
what they have not accomplished.
Moreover, authentic assessment may take more time and commitment to create
on the part of a teacher and may be more challenging to rate. It is also helpful to establish
a scoring set of criteria that defines the qualities that will be measured and the standards
on which they will be judged in order to overcome the challenge of grading authentic
assessments.

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Types of Authentic Assessment
• Oral Interviews - Teacher asks students questions about their personal
background, hobbies, experiences and ambitions.
• Story or Test Retelling - Students reinterpret core concepts or chosen text
information encountered by listening or hearing.
• Writing Samples - Learner's construct plot, presentation, argument, or
reference sheet
• Projects/Exhibitions - Students complete the project, either individually or in
groups
• Experiments/Demonstrations - Students complete experiment or illustrate the
use of materials.
• Constructed-Response Items - Students respond to open-ended problems in
writing.
• Teacher Observations - Teacher monitors student concentration, reaction to
instruction content, or relationships with other students.
• Portfolios - Set of student work to illustrate improvement over time.
Alternative Names for Authentic Assessment
You can also learn more about what AA is like by searching at the other common names
for this means of assessment. AA, for example, is often referred to as:
• Performance Assessment (or Performance-based) -- so-called because
students are asked to perform meaningful tasks.
• Alternative Assessment -- so-called because AA is an alternative to
traditional assessments.
• Direct Assessment -- so-called because AA provides
more direct evidence of meaningful application of knowledge and skills.

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Characteristics of Authentic Assessment
At the point when you are planning a authentic assessment, you are attempting to
make something that recreates a test of the sort that the student may confront, all things
considered. As a rule, life doesn't hand us arrangements of terms to retain or piles of
conditions to tackle. Life presents situations - circumstances that expect us to apply our
creativity and think of an answer. The authentic assessment is designed to simulate the
sort of challenges that working people face every day.
As describe by Bean (1993) and Svinicki (2004), the following are the Characteristic
of Authentic Assessment:
• Resemble real-world tasks and activities.
• Can be structured as written or oral assessments completed individually,
in pairs, or in groups.
• Often presented as ill-structured problems with no right answers.
• Ask students to communicate their knowledge orally or in writing to a
specific audience and for specific purpose.
• Usually ask students to address professional and lay audiences.
In additional they should require creativity, ingenuity, and resourcefulness. The student
should have to 'think outside the box' a little to find the answer. The assessment should
bring some sort of surprise element--something that makes the student scramble a little
for answers. And, they are realistic in nature. They propose a scenario that makes sense-
-something that could really happen. They should pose an interesting problem that can
be visualized and understood. They should be like tests that show up in real life. The
abilities tested should be those same abilities that will be called into play in the home,
workplace, and/or marketplace and should be complex enough that the student must
apply a variety of skills and information-seeking methods in order to reach viable
solutions.

Why Use Authentic Assessment?

• Authentic Assessments Integrate Teaching, Learning and Assessment
Authentic assessment, in contrast to more traditional assessment, encourages the
integration of teaching, learning and assessing. In the "traditional assessment" model,

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teaching and learning are often separated from assessment, i.e., a test is administered
after knowledge or skills have (hopefully) been acquired. In the authentic assessment
model, the same authentic task used to measure the students' ability to apply the
knowledge or skills is used as a vehicle for student learning. For example, 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.
• 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 we have learned. Regarding the traditional
assessment model, answering multiple-choice questions does not allow for much
variability in how students demonstrate the knowledge and skills they have acquired. On
the one hand, that is a strength of tests because it makes sure everyone is being
compared on the same domains in the same manner which increases the consistency
and comparability of the measure.

it is recommended (e.g., Wiggins, 1998) that multiple and varied assessments be used
so that 1) enough samples are obtained (multiple), and 2) a sufficient variety of measures
are used (varied). Variety of measurement can be accomplished by assessing the
students through different measures that allows you to see them apply what they have
learned in different ways and from different perspectives. For example, the products
students create to demonstrate authentic learning on the same task might take different
forms (e.g., posters, oral presentations, videos, websites). Or even though students might
be required to produce the same authentic product, there can be room within the product
for different modes of expression.
• Authentic Assessment are Direct Measures.
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 student can apply what they have
learned in authentic situation. If a student does well on a test of knowledge, we might infer
that the student could also apply that knowledge. But that is rather indirect evidence.
Similarly, if we want to know if our students can interpret literature, calculate potential
saving on sale items, test a hypothesis, develop a fitness plan, converse in a foreign
language or apply other knowledge and skills they have learned then authentic
assessments will provide the most direct evidence.
• Authentic Assessments Capture Constructive Nature of Learning
A considerable body of research on learning has found that 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. Students must

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also be asked to demonstrate that they have accurately constructed meaning about what
they have been taught. Furthermore, students must be given the opportunity to engage
in the construction of meaning. Authentic tasks not only serve as assessments but also
as vehicles for such learning.

Traditional Vs. Authentic Assessment

Traditional --------------------------------------------- Authentic
Selecting a Response ------------------------------------ Performing a Task
Contrived --------------------------------------------------------------- Real-life.
Recall/Recognition ------------------------------- Construction/Application
Teacher-structured ------------------------------------- Student-structured
Indirect Evidence -------------------------------------------- Direct Evidence

DEVELOPING CLASSROOM AUTHENTIC ASSESSMENT

The Five-Dimension Framework of Authentic Assessment

The five dimensions (a theoretical framework) that will be discussed can vary in
determining the authenticity of an assessment. The purpose of this framework is to give
insight on the concept of Authentic Assessment and also to serve as guidelines when
assessment authenticity needs to acquire.
Dimensions of authentic assessment were distinguished into Five; (a) the assessment
task, (b) the physical context, (c) the social context, (d) the assessment result or form,
and (e) the assessment criteria.

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 Newmann & Cronin et.al (1993), in their review about the framework of authentic
assessment, noted that:

These five dimensions can vary in their level of authenticity (i.e., they are continuums).
It is a misconception to think that something is either authentic or not authentic, because
the degree of authenticity is not solely a characteristic of the assessment chosen; it needs
to be defined in relation to the criterion situation derived from professional practice.
For example, carrying out an assessment in a team is authentic only if the chosen
assessment task is also carried out by the students in real life, and that The main point of
the framework is that each of the five dimensions can resemble the criterion situation to
a varying degree, thereby increasing or decreasing the authenticity of the assessment.
(p.70)
According to Biggs (1996) & Van Merrienboer (1997), in their study about the five
dimensions of a framework for authentic assessment, stated that The Five Dimension
Framework are also applicable to authentic instruction. Their dimension and framework
are aligned to each other.

THE FIVE-DIMENSIONAL FRAMEWORK

• Task. An authentic task is a task that challenge students with activities that
they can use to be ready in a real-world scenario.

Kirschner & Martens et.al (2004) in their review about authentic task, stated that:
Our framework defines an authentic task as a task that resembles the criterion task with
respect to the integration of knowledge, skills, and attitudes, its complexity, and its
ownership. Furthermore, the users of the assessment task should perceive the task,
including above elements, as representative, relevant, and meaningful.(p.71)

The task given to students are not required to be that difficult even though some real-
life problems are difficult assessment task should not be too way difficult because it might
affect the interest of the students, authentic assessment is used for students to be more
productive in a way that they can still see it as a meaningful task. Therefore, the
theoretical framework argues that in order to make students competent in dealing with
professional problems, the assessment task should resemble the complexity and
ownership levels of the real-life criterion situation.

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 • Physical context
Herrington & Oliver (2000) in their study about Physical context in the five
dimensions of authentic assessment, stated that:

The physical context of an authentic assessment should reflect the way

knowledge, skills, and attitudes will be used in professional practice. Likewise,
According to Segers & De Corte (1999), an important element of the authenticity
of the physical context is that the number and kinds of resources available which
mostly contain relevant as well as irrelevant information. It should resemble the
resources available in the criterion situation.

For example, school tests or assessment usually involve knowledge and

memorization, while performance task is often engaged with equipment's and
resources (example cooking performance, you need equipment's like stove, pots,
utensils and ingredients) making such school tests less authentic, compared to a
more physically required context.

According to Segers et al. (1999) in their study about Physical context, argued
that It would be inauthentic to deprive students of resources, because
professionals do rely on resources. Which is very true because the more actions
or work involve the more resources needed.

• Social context. Not only the physical context influences the authenticity of the
assessment, but also the social context.

Resnick (1987) in his literature review about Social Context, he stated that:
In real life, working together is often the rule rather than the exception, and emphasized
that learning and performing out of school mostly takes place in a social system.
Therefore, a model for authentic assessment should consider social processes that are
present in real-life contexts. But suddenly argues by Slavin. (p.74)

According to Slavin, (1989) Our framework argues that if the real situation demands
collaboration, the assessment should also involve collaboration, but if the situation is

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normally handled individually, the assessment should be individual. In his view about
social context, he is explaining that when task needs to be done collaboratively then
students' positive interdependency and individual accountability must be applied.

Assessment result or form

According to Wiggins, (1989) in his study about Assessment result or form, the
assessment result is related to the kind and amount of output of the assessment task,
independent of the content of the assessment. In the framework, an authentic result
or form is characterized by four elements. It should be a an (a) quality product or
performance that students can be asked to produce in real life.
This product or performance should be a (b) demonstration that permits making
valid inferences about the underlying competencies. Since the demonstration of
relevant competencies is often not possible in one single test, an authentic
assessment should involve a (c) full array of tasks and multiple indicators of learning
in order to come to fair conclusions (Darling-Hammond & Snyder, 2000). Finally,
students should (d) present their work to other people, either orally or in written form,
because it is important that they defend their work to ensure that their apparent
mastery is genuine (Wiggins, 1989, p.75)

Mostly authentic assessment needs a criterion to assess the result of the performance
of the students because it is performance based compared to the traditional assessment.

Criteria and standards

Arter& Spandel (1992) in their literature review about Criteria and Standard, noted that:

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. Setting
criteria and standard and making it known by students is important in authentic
assessment because it serves a guidance for their performance. This implies that
authentic assessment requires criterion-referenced judgment.(p.75)

Moreover, some criteria must reflect realistic outcome that can developed student's
ability and readiness about criteria in a real-life situation.

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 AUTHENTIC ASSESSMENT DEVELOPING PROCESS

Authentic Assessment is way better that the Traditional Assessment because students
are being more productive not just memorizing during exam but Authentic Assessment
requires action in their activities and students must perform to solve certain task.
How teachers will develop Authentic Assessment? What are the things they need to
consider? These are some things to consider to in developing Authentic Assessment.

• Identify standards.
The first step is identified standards in terms of performance. Make sure
that the standards have real-world application that students can use in real-life
scenarios.

• Develop learning objectives.

Learning objectives are helpful as it evaluates students' progress and
encourage them to take responsibility for their learning.

• Identify target performance.

Instructors needs to identify the skills or performances of the students so
that it will match the learning objective and, in this way,, students develop more
better because it is where they excel most. Authentic Assessment promotes
performance skill as well as higher order cognitive skills of a students.

• Develop performance criteria.

Criteria must be developed because it serves as a performance guide for
the students, they know what they must give and so that they may not limit their
performance. Criteria should always be delivered to the students clearly.

• Create scoring rubric.

Developing a detailed scoring rubric lets the students know how they have
been graded and being transparent in scoring or grading is fair for students so that
mis understanding in grading will be eliminated.

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 • Design instructional activities
Instructions that are used should be understandable for the students
because it will also serve as a guide so that students can effectively do the
assessment.

Synthesis
Authentic Assessment in the Classroom has been divided into categories to explain
each one and for all the readers understand what Authentic Assessment is what makes
it whole or complete.
Retrospective assessment is a mandatory for the scientific projects to make a high
quality and reliable data outcome.

I have learned from our topic that retrospective evaluation is a mandatory method for
research projects to deliver high-quality and accurate data results and retrospective
evaluation or assessment is used as a valuable tool to promote objective study of the use
of animals in scientific processes.

For all undertakings, including strategies delegated to extremes, a review assessment

is a necessary requirement. Any undertaking in which the genuine severity encountered
by creatures is more severe than the seriousness predicted at the time of authorization
should be assessed reflectively.
Authentic Assessment focused more on enhancing students' skills not just their
knowledge but also skills they can use in real-life situations. Teachers use Authentic
Assessment in many reasons and first of this is the real agenda of Authentic Assessment
stated above and upon reading this report you will find some interesting information about
the importance of using authentic assessment all throughout the school year.
Moving on, The Five-Dimension Framework of authentic assessment has been
discussed to provide authentic assessment for students which means, its main purpose
is to ensure that students learn what they must learn, for them to be equipped and
knowledgeable worker in the future because as what stated above, Authentic Assessment
does equip students or learners to be productive and skillful in a real-life situation.
Furthermore, developing Authentic Assessment especially in school is very important and
a good start for students to be more aware of what things are ahead of them. Therefore,
schools especially teachers must help students to become proficient at performing tasks
that replicate real world challenges.

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References:
According to Centrale Commissie Dierproeven (2018).
https://www.centralecommissiedierproeven.nl/binaries/ccd/documenten/formulieren/18/7/17/guid
elines-retrospectiveassesment/Guidelines+Retrospective+assessment+1.0.pdf.

Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students' learning
strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York:
Longman.
Berk, R.A. (2000). Does humor in course tests reduce anxiety and improve performance?
College Teaching, 48, 151-158.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of educational objectives. The classification of educational goals: Handbook I.
Cognitive domain. New York: David McKay.
Bransford, J. D., & Vye, N. (1989). A perspective on cognitive research and its
implications for instruction. In L.B. Resnick & L.E. Klopfer (Eds.), Toward the thinking
curriculum: Current cognitive research (1989 Yearbook of the Association for Supervision

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and Curriculum Development). Alexandria, VA: Association for Supervision and
Curriculum Development
Bean, & Svinicki. (1993). Designing Authentic Assessments. Retrieved January 22,
2021,from
https://www.queensu.ca/teachingandlearning/modules/assessments/21_s2_13_charact
eristics_of_authentic_assessments.html?fbclid=IwAR3xBolJLR4g6stfshjasEb8G49YDX
zSZm8CB3Naf3OfnRT8xGCjl-ri85Y
Mueller, J. (2018). Authentic Assessment Toolbox. Retrieved January 22, 2021, from
http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
The Five-Dimensional Framework for AuthenticAssessmentByJTMGulikers(2004)
https://-www.researchgate.net/-profile/-Paul_Kirschner/-publication/-The-Five-
Dimensional--Framework-for-Authen-tic-Assessment.pdf
Understanding and Developing an Authentic Assessment ByProfessionalLearningBoard
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assessment/index.html

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