UNIT 1:

AUTHENTIC
ASSESSMENT
IN THE
CLASSROOM
Overview:
Topic 1. Authentic Assessment Defined

Topic 2. Attributes of Authentic

Assessment

Topic 3. Authentic Assessment and 21st

Century Learning Skills
Topic 1. Authentic Assessment Defined

Learning Objectives:

At the end of the lesson, you are expected to:

1. define authentic assessment; and
2. differentiate authentic and
traditional assessment.
 The term authentic assessment was first
coined by Grant Wiggins in 1989 in K-12 What is an
educational contexts. According to Wiggins
(1989, p.703), authentic assessment is "a Authentic
true test" of intellectual achievement. Assessment?
Most of the time, it is used to mean
mirroring of real-world tasks or
expectations. There is, however, no
consensus in the true definition or elements
of an authentic classroom assessment.
 What is an
Freya et al. (2012) performed a
conceptual analysis of authentic assessment Authentic
as it is utilized in educational research and
training to explain a classroom assessment
Assessment?
approach.
Different Definitional Phrases from
Publications and the Categories about
Authentic Assessment:

“… results in a product or presentation that What is an

has meaning or value beyond success in
school.” (Wiggins, 2006, p. 51).
Authentic
Assessment?
“…emphasize(s) connections between
assessment, learning and real-world issues.”
(Green, 1998, p. 11).

“Performance is assessed in a context more

like that encountered in real life…” (Dez,
Moon & Meyer, 1992, p.38-39).
TRADITIONAL
ASSESSMENT

V.S
AUTHENTIC
ASSESSMENT
 Traditional
Assessment
Reveals only whether the student can recognize
or recall what was learned.
Typically limited to paper-and-pencil, objective
tests.
Typically only ask the student to select or write
correct responses--irrespective of reasons.
Standardizes objective "items" and, hence, the
(one) right answer for each.
More like drills, assessing static and too-often
arbitrarily discrete or simplistic elements of
those activities (Wiggins, 1990).
Authentic
Assessment
Necessitates students to be active performers
using acquired knowledge.
Offers the student with a plethora of tasks that
reflects the challenges found in the best
instructional activities.
Students can craft refined, detailed and
reasonable responses, performances or
products. Achieves validity and reliability by
emphasizing and standardizing the appropriate
criteria for scoring such (varied) products.
Involves "ill-structured" challenges and roles
that help students rehearse for the "game" of
adult and professional life.
Topic 2. Attributes of Authentic
Assessment
Learning Objectives:

At the end of the lesson, you are expected to:

1. identify the attributes of
authentic assessment; and
2. evaluate the authenticity of an
assessment strategy.
How can we Authentic assessment is commonly
distinguished from traditional assessment in
differentiate
terms of its defining attributes.
Authentic
Assessment Below is a bipolar continuum which illustrates
from the defining attributes of traditional
Traditional assessment to authentic assessment.
Assessment?
 Five Attributes of Authentic
Assessment

A. Selecting a Response to Performing a Task:

On traditional assessments, students are typically given

several choices and asked to select the right answer.
Meanwhile, authentic assessments ask students to
demonstrate understanding by performing a more complex
task.
 Five Attributes of Authentic
Assessment

B. Contrived to Real-life:

Tests offer these contrived means of assessment to

increase the number of times you can be asked to
demonstrate proficiency in a short period of time. In
authentic assessments, we are expected to demonstrate
proficiency by doing something more frequently in life
 Five Attributes of Authentic
Assessment
C. Recall/Recognition of Knowledge to
Construction/Application of Knowledge:
Oftentimes, we are asked to recall or recognize facts and
ideas and propositions in life, so tests are somewhat
authentic in that sense. Still, the demonstration of recall
and recognition on tests is typically much less revealing
about what we really know and can do than when we are
asked to construct a product or performance out of facts,
ideas and propositions.
 Five Attributes of Authentic
Assessment

D. Teacher-structured to Student-Structured:

A student's attention will understandably be focused on

and limited to what is on the test. In contrast, authentic
assessments allow more student choice and construction
in determining what is presented as evidence of
proficiency.
 Five Attributes of Authentic
Assessment

E. Indirect Evidence to Direct Evidence:

If we are to ask a student to analyze or apply facts to a
new situation thru a multiple choice test rather than just
recall the facts, and the student selects the correct
answer, what do you now know about that student? Did
that student get lucky and pick the right answer? We
really do not know. Authentic assessments, on the other
hand, offer more direct evidence of application and
construction of knowledge.
Topic 3. Authentic Assessment and
21st Century Learning Skills
Learning Objectives:

At the end of the lesson, you are expected to:

1. distinguish the four learning skills in
the 21st century; and
2. relate authentic assessment to
21st century skills.
 21st Century
Learning Skills
"21st-century skills" is normally
used to mean to certain core
competencies such as collaboration,
digital literacy, critical thinking, and
problem-solving that advocates the
need for schools to teach students
thrive in today's world.
 Barnett Berry, Founder and CEO,
Center for Teaching Quality

“Twenty-first-century learning means that students

master content while producing, synthesizing, and
evaluating information from a wide variety of
subjects and sources with an understanding of and
respect for diverse cultures. Students demonstrate
the three Rs, but also the three Cs: creativity,
communication, and collaboration. They demonstrate
digital literacy as well as civic responsibility. Virtual
tools and open-source software create borderless
learning territories for students of all ages, anytime
and anywhere.”
 Sarah Brown Wessling, 2010
National Teacher of the Year

“Twenty-first-century learning embodies an approach to

teaching that marries content to skill. Without skills,
students are left to memorize facts, recall details for
worksheets, and relegate their educational experience to
passivity. Without content, students may engage in problem-
solving or team- working experiences that fall into triviality,
into relevance without rigor. Instead, the 21st century
learning paradigm offers an opportunity to synergize the
margins of the content vs. skills debate and bring it into a
framework that dispels these dichotomies. Twenty-first-
century learning means hearkening to cornerstones of the
past to help us navigate our future.”
Communication Critical Thinking
practice of conveying the practice of solving
ideas quickly and clearly problem

C C
4 C's of 21st
Centur
y
Learnin
g
Skills
C C

Collaboration Creativity
as a means of adaptation
getting students to work
 together

The Relationship of Authentic Assessment

to 21st Century Learning Skills

Pellegrino & Hilton (2012) supported the use of

“richer, performance- and curriculum-
assessments instead based” of
“standardized, on-
demand, end-of-year tests that are easily scored
and quantified for accountability purposes”
 1. Establishing standards clearly
with respect the
to
expectations;
2. Developing high-staked
assessments based on the
standards;

THREE PRINCIPLES IN 3. Using the assessments to

DEVELOPING AND communicate what is expected,
ASSESSING OF 21ST to hold relevant
stakeholders
CENTURY
accountable and to publish
COMPETENCIES: data for selection, placement,
evaluation, diagnosis, or
improvement.
 RESOURCES:
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.gettingsmart.com%2F2017%2F05%2F27%2F6-tips-for-creating-powerful-assessments-for-your-
students%2F&psig=AOvVaw2YMioDv0nERYcECLwV9Dcp&ust=1645757881361000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLjR4M2CmfYCFQAAAAAdAA
AAABAJ

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.sciencephoto.com%2Fmedia%2F1110284%2Fview%2Fgirl-students-conducting-scientific-
experiment-in-
classroom&psig=AOvVaw0wbYloMW7zTGRDVSZMLJLu&ust=1645758174597000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCJDAreODmfYCFQAAAAAdAAA
AABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.sundayguardianlive.com%2Fculture%2Feducation- 2-0-blueprint-21st-century-
classroom&psig=AOvVaw1Yz9RK8semeQU7gRGKB1nD&ust=1645769937087000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCIj9jM6vmfYCFQAAAAAdAAAAA
BAP

https://www.google.com/url?sa=i&url=https%3A%2F%2Fsc.edu%2Fstudy%2Fcolleges_schools%2Feducation%2Ffaculty- staff
%2Fberry_barnett.php&psig=AOvVaw3jYVaI9RaAb4zGQEcgr3eY&ust=1645770494902000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCPi5nPC0mfYCFQA
AAAAdAAAAABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.teachingchannel.com%2Fblog%2Fauthor%2Fsarah-brown-
wessling&psig=AOvVaw3_dwHAHqVzOyQjfqQASim_&ust=1645771268080000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCNDDzbu0mfYCFQAAAAAdAAAAA
BAI
 THANK YOU
FOR LISTENING
AND
PARTICIPATING!