I.

MODULE TITLE: Developing Rubrics for Assessing Authentic Assessment:

Enhancing Feedback in Teaching and Practices

II. LEARNING OBJECTIVES:

By the end of this module, participants will be able to:1. Understand the concept and
importance of authentic assessment.

2. Identify the key components of an effective rubric.

3. Develop rubrics that align with authentic assessment tasks.

4. Provide constructive and targeted feedback using rubrics.

5. Apply strategies to enhance students' engagement and self-reflection in the

assessment process.

III. CONTENT

Module Overview:

This module aims to provide educators with the knowledge and skills to develop
effective rubrics for assessing authentic assessment tasks, and to enhance the
feedback provided to students. Authentic assessment aligns with real-world tasks and
allows students to demonstrate their understanding and application of knowledge and
skills in meaningful ways. By using well-designed rubrics, educators can provide clear
and specific feedback, which supports students' growth and improvement.

Module Outline:

AUTHENTIC ASSESSMENT

When considering how to assess student learning in a course, most instructors would
agree that the ideal assessment would be one that not only assesses students’ learning;
it also teaches students and improves their skills and understanding of course content.
One fundamental aspect of such assessments is that they are authentic.
An authentic assignment is one that requires application of what students have learned
to a new situation, and that demands judgment to determine what information and skills
are relevant and how they should be used. Authentic assignments often focus on
messy, complex real-world situations and their accompanying constraints; they can
involve a real-world audience of stakeholders or “clients” as well. According to Grant
Wiggins (1998), an assignment is authentic if it.

•is realistic.

•requires judgment and innovation.

•asks the student to “do” the subject.

•replicates or simulates the contexts in which adults are “tested” in the workplace or in
civic or personal life.

•assesses the student’s ability to efficiently and effectively use a repertoire of knowledge
and skills to negotiate a complex task.

•allows appropriate opportunities to rehearse, practice, consult resources, and get

feedback on and refine performances and products.

Authentic assessments can be contrasted with conventional test questions, which are
often indirect measures of a student’s ability to apply the knowledge and skills gained in
a course. Conventional tests have an important place in college courses, but cannot
take the place of authentic assessments. The table below, drawn from Wiggins,
illustrates the differences between typical tests and authentic assessment

DISCUSSION:

Introduction:

Assessment in education is a dynamic process that goes beyond traditional testing

methods. The shift towards authentic assessment, which involves real-world tasks and
meaningful demonstrations of knowledge and skills, has gained prominence in recent
years. One crucial aspect of effective authentic assessment is the development and use
of rubrics. Rubrics provide a systematic and transparent way to evaluate complex tasks,
offering students constructive feedback and aiding teachers in refining their teaching
practices.
Importance of Authentic Assessment:

Authentic assessment aims to mirror real-world scenarios, allowing students to apply

their knowledge and skills in context. Traditional assessments often fall short in
capturing the depth of understanding and practical application that authentic
assessment endeavors to achieve. Through authentic tasks, students are challenged to
think critically, problem-solve, and demonstrate creativity – skills vital for success in the
modern world.

The Role of Rubrics:

Rubrics serve as an essential tool in the authentic assessment process. They provide a
clear set of criteria and expectations for both students and teachers, fostering
transparency in evaluation. Instead of relying solely on subjective judgment, rubrics
enable a more standardized and fair assessment process. Teachers can use rubrics to
communicate learning objectives, guide student efforts, and offer targeted, formative
feedback.

Enhancing Feedback:

One of the primary purposes of developing rubrics is to enhance feedback mechanisms.

Unlike a numerical grade, which often leaves students uncertain about their strengths
and areas for improvement, rubrics break down the assessment into specific
components. This granular feedback not only informs students about their performance
but also guides them toward a deeper understanding of the subject matter. It facilitates
a more personalized learning experience, helping students to identify their strengths
and weaknesses and encouraging a growth mindset.

Challenges and Considerations:

While rubrics are powerful tools, their development requires careful consideration.
Balancing specificity with flexibility, addressing diverse student abilities, and aligning
rubrics with learning objectives are crucial aspects. Additionally, educators need to be
mindful of avoiding overly prescriptive rubrics that stifle creativity or discourage
individualized approaches to problem-solving.
Strengths:

1. Clear and organized structure: The article is well-structured, making it easy for
readers to follow the flow of ideas and concepts presented.

2. Comprehensive coverage of the topic: The article covers several important aspects of
rubrics, including their purpose, design, and use in authentic assessment. It also
explores the role of rubrics in enhancing feedback for both students and teachers.

3. Practical examples: The article provides practical examples of rubrics in different

educational contexts, making it relevant and applicable for educators.

4. Research-based approach: The content is grounded in research, referencing various

studies that support the effectiveness of rubrics in improving teaching and learning
practices.

5. Emphasis on feedback: The article highlights the role of rubrics in promoting effective
feedback, emphasizing the importance of timely and constructive feedback for student
improvement.
Weaknesses:

1. Limited focus on potential challenges: While the article predominantly discusses the
benefits of rubrics, it does not adequately address potential challenges that educators
may encounter in implementing and using rubrics effectively.

2. Lack of attention to diverse learners: The article does not specifically address how
rubrics can be adapted and used to meet the needs of diverse learners, including
students with disabilities or different learning styles.

Conclusion:

In conclusion, the development of rubrics for assessing authentic assessment is a

cornerstone in the quest for meaningful, student-centered education. By embracing
authentic assessment and employing well-designed rubrics, educators can create an
environment that nurtures critical thinking, creativity, and a deeper understanding of
subject matter. The symbiotic relationship between authentic assessment and rubrics
lays the foundation for a more holistic and effective approach to teaching and learning.

IV. ASSESSMENT

PART 1: Multiple Choice

1. What is the primary purpose of developing rubrics for authentic assessment?

a. To simplify the grading process.

b. To enhance feedback and improve teaching practices.

c. To increase student workload.

d. To standardize assessment across subjects.

2. How do rubrics contribute to authentic assessment?

a. By providing rigid criteria for evaluation.

b. By encouraging subjective judgment.

c. By offering a framework for meaningful feedback.

d. By minimizing teacher-student interaction.

3. In the context of authentic assessment, what does the term "feedback" generally refer
to?

a. A numerical grade assigned to a task.

b. Constructive comments that guide improvement.

c. A comparison of student performance to peers.

d. An overall evaluation of a student's potential.

4. What is a key advantage of using rubrics in assessing authentic tasks?

a. They eliminate the need for teacher feedback.

b. They provide a one-size-fits-all approach.

c. They communicate clear expectations to students.

d. They prioritize speed over accuracy in grading.

5. How can rubrics be adapted to accommodate diverse student abilities?

a. By maintaining a fixed set of criteria for all students.

b. By allowing subjectivity in assessment.

c. By providing differentiated criteria based on proficiency levels.

d. By avoiding the use of rubrics altogether.

PART II: True or False

Direction: Read the statements carefully and tell whether the statement is TRUE or
FALSE. Write TRUE in the before each statement is correct. Then write FALSE to
change the underlined words to make the statement correct.

________1. Authentic assessment focuses solely on objective, multiple-choice tests.

________2. Rubrics are rigid frameworks that leave no room for flexibility in
assessment.

________3. Feedback provided through rubrics is primarily punitive in nature.

________4. Developing rubrics is a time-consuming process that offers minimal

benefits to teachers.

________5. Authentic assessment and rubrics can be valuable tools in promoting

student engagement and critical thinking skills.

PART III: Essay

Direction: Answer the following

Here are some questions about "Developing Rubrics for Assessing Authentic
Assessment: Enhancing Feedback in Teaching and Practices":

1. What is the main focus of the article "Developing Rubrics for Assessing Authentic
Assessment: Enhancing Feedback in Teaching and Practices"?

2. How does the article define authentic assessment and its importance in teaching and
learning?

3. What are the key components of an effective rubric for assessing authentic
assessment?

4. Can you provide examples of how rubrics can be used in different educational
contexts?

5. How do rubrics enhance feedback for both students and teachers?

6. What are some research-based findings that support the effectiveness of rubrics in
improving teaching and learning practices?

7. Does the article address any potential challenges that educators may face in
implementing and using rubrics? If so, what are they?
8. How can rubrics be adapted and used to cater to the needs of diverse learners, such
as students with disabilities or different learning styles?

9. What are the implications of using rubrics in teaching and learning practices?

10. Does the article suggest any recommendations or best practices for teachers in
terms of designing and implementing rubrics effectively?

V. REFERENCE'S

Wiggins, Grant. (1998). Ensuring authentic performance. Chapter 2 in Educative

Assessment: Designing Assessments to Inform and Improve Student Performance. San
Francisco: Jossey-Bass, pp. 21 – 42.

https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-
assessment/index.html

PREPARED BY:

JAY MARK B. DANIEL

III-BEED-27