Professional Documents
Culture Documents
Teacher's Trainings & Experiences (Authentic Assessment)
Teacher's Trainings & Experiences (Authentic Assessment)
Teacher's Trainings & Experiences (Authentic Assessment)
Teacher training and experience play a crucial role in the successful implementation of authentic
assessment in the classroom. According to Popham (2008), "Teachers who have not been trained in
authentic assessment and who have no prior experience using it tend to be hesitant and uncertain in
their application of this type of assessment" (p. 55).
Research has shown that teachers who have received training in authentic assessment are more likely
to use it effectively in their teaching practice (Jonassen & Tessmer, 1996; Darling-Hammond, 2010).
These teachers are better equipped to design and implement authentic assessments that align with
learning objectives, engage students in the learning process, and provide meaningful feedback
(Jonassen & Tessmer, 1996).
In addition to training, teachers' experiences with authentic assessment also impact their ability to
effectively use it in the classroom. As teachers gain more experience with authentic assessment, they
become more comfortable with it and are better able to adjust their practice to meet the needs of
their students (Wiggins, 1998). This experience allows them to develop a deeper understanding of
the strengths and limitations of authentic assessment and to refine their assessment practices over
time (Wiggins, 1998).
In summary, teacher training and experience are critical factors in the successful implementation of
authentic assessment in the classroom. Teachers who have received training and have had
experience using authentic assessment are better equipped to design and implement effective
assessments that engage students in the learning process and provide meaningful feedback.
References:
Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher
Education, 61(1-2), 35-47.
Jonassen, D. H., & Tessmer, M. (1996). An outcomes-based taxonomy for instructional systems
design, evaluation, and research. Educational Technology Research and Development, 44(3), 23-44.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student
performance. Jossey-Bass.
Teacher training and experiences are crucial factors in the implementation of authentic
assessment in the classroom. Authentic assessment refers to the process of evaluating
student learning by measuring their performance in real-world situations or tasks that
resemble those found in professional settings. This approach to assessment has gained
widespread acceptance in recent years, as it provides a more accurate and holistic
picture of student learning than traditional assessment methods.
Research has shown that teacher training and experiences are key determinants of
successful implementation of authentic assessment. In a study by Black and Wiliam
(1998), they found that when teachers were trained to use authentic assessment, student
achievement increased significantly. Another study by Darling-Hammond and
colleagues (2012) showed that teachers who had more experience with authentic
assessment were more likely to use it effectively in their classrooms.
In conclusion, teacher training and experiences are crucial for successful implementation
of authentic assessment in the classroom. As Black and Wiliam (1998) and Darling-
Hammond and colleagues (2012) have shown, teachers who receive training and have
experience with authentic assessment are more likely to use it effectively and improve
student achievement. Ongoing professional development is essential for teachers to
keep up with changing demands of education and to continue to develop their skills in
implementing new approaches to assessment.
References:
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education, 5(1), 7-74.
Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2012). Accountability for college and
career readiness: Developing a new paradigm. Education Policy Analysis Archives, 20(20),
1-47.
In summary, teacher training and experiences are crucial for the successful
implementation of authentic assessment in the classroom, and research has
shown that they can lead to improved student outcomes.
References:
Gulbahar, Y., & Guven, I. (2018). The effect of teacher training on the use of
authentic assessment in a technology-enhanced learning environment.
Educational Technology Research and Development, 66(1), 185-202.
Research has shown that teacher's training and experiences are critical to the successful
implementation of authentic assessment. For example, a study by McMillan and Myran (2016) found
that teachers who received training in authentic assessment were more likely to use it effectively in
their classrooms. Similarly, a study by King and Rosenthal (2017) found that teachers who had
experience with authentic assessment were more confident in their ability to assess students' skills
and knowledge accurately.
In conclusion, teacher's training and experiences are essential for the effective implementation of
authentic assessment in the classroom. These experiences can help teachers design tasks that
accurately measure students' skills and knowledge, promote student engagement and-centered
learning, ensure fair assessment, and increase their confidence in using this assessment method.
References: McMillan, J. H., & Myran, S. (2016). Authentic assessment: An overview. Practical
Assessment, Research & Evaluation, 21(9), 1-7.
King, F. B., & Rosenthal, D. B. (2017). Implementing authentic assessment in the classroom. The
Journal of Educational Research, 110(4), 395-408.