Authentic

Assessment
INTRO:
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 assessment 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 assessment 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.
 CHARACTERISTICS OF AN AUTHENTIC ASSESSEMENT
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.
 DIFFERENCE BETWEEN
TYPICAL TEST AND
AUTHENTIC ASSESSMENT
 Typical tests
Require correct responses
Must be unknown to the
student in advance to be valid
Are disconnected from real-
world contexts and constraints
Contain items that isolate
particular skills or facts
Authentic tasks Indicators of authenticity
Require a high-quality product or
Correctness is not the only
performance, and a justification
criterion; students must be able
of the solutions to problems
to justify their answers.
encountered
The tasks and standards for
Should be known in advance to
judgment should be known or
students as much as possible
predictable.
The context and constraints of
Are tied to real-world contexts
the task are like those
and constraints; require the
encountered by practitioners in
student to “do” the subject.
the discipline.
Are integrated challenges in
The task is multifaceted and
which a range of skills and
complex, even if there is a right
knowledge must be used in
answer.
coordination
 Indicators of
Typical tests Authentic tasks
authenticity
Involve complex tasks that
The validity of the
for which there may be no
Include easily scored items assessment is not sacrificed
right answer, and that may
in favor of reliable scoring.
not be easily scored
Students may use
Are “one shot”; students
Are iterative; contain particular knowledge or
get one chance to show
recurring tasks skills in several different
their learning
ways or contexts.
The assessment is designed
Provide usable diagnostic to improve future
Provide a score information about students’ performance, and students
skills and knowledge are important “consumers”
of such information.
 ADVANTAGES OF AN AUTHENTIC
ASSESSMENT
Authentic assessments have several advantages over conventional tests.
They are likely to be more valid than conventional tests,
particularly for learning outcomes that require higher-order
thinking skills.
They involve real-world tasks, they are also likely to be more
interesting for students, and thus more motivating.
And finally, they can provide more specific and usable
information about what students have succeeded in learning
as well as what they have not learned.
 LIMITATION OF AN AUTHENTIC
ASSESSMENT
Authentic assessments may require more time and
effort on an instructor’s part to develop
May be more difficult to grade.

NOTE:
“In order to address difficulty in grading authentic assessment it is often
useful to create a grading rubric that specifies the traits that will be
evaluated and the criteria by which they will be judged.”
 DIFFERENT AUTHENTIC
ASSESSMENT TOOLS /
PERFORMANCE ACTIVITIES
 Graphic Organizers and Concept Mapping
• Concept maps • Time lines
• Data tables • Venn diagrams
• Cause and effect diagrams • Event chains
• Graphs • Histograms •
• control charts • Connecting elephants
• Flowcharts • Big idea generation
• Correlation/scatter diagrams • Ranking ladders
• Idea webs/graphic organizers • Mind maps
• Geographic maps
 Performance Products
• Business letters • Bulletins • Cartoons or comics • Ballads
• Autobiographies • Critiques • Collages • Announcements
• Editorials • Crossword puzzles • Booklets • Biographies
• Displays • Designs • Home projects • Technical reports
• Drawings/ • Requisitions • Pamphlets • Class Portfolio
illustrations Vitas/Resumes • Research reports • Documentation
• Experiments • Inventions • Posters Portfolio
• Essays • Lab reports • scrapbooks • Showcase
• Management Portfolio
• Surveys • Team reports
plans • Evaluation
• Storyboard • Career plans Portfolio
reports • Math problems
• Video yearbooks
• Job applications • Models
• Training plans
• Book reviews • Job searches
• Exhibits
 Live Performances and Presentations
•Interviews •Student-led conferences
•Issues/controversy • Story time/anecdotes
•Workplace skits • Prepared and
•Slide shows/video extemporaneous speeches
•Human graphs • Commercials
•Announcements /Live • Demonstrations
Performances and • Newscasts
Presentations • Plays-TV/radio broadcasts
•Games/quiz bowls
 Graphic Organizers and Concept Mapping
• Graphic organizers are visual representations of mental maps
using important skills such as sequencing, comparing,
contrasting, and classifying.
• They involve students in active thinking about relationships
and associations and help students make their thinking
visible.
• Many students have trouble connecting or relating new
information to prior knowledge because they cannot
remember things.
• Graphic organizers help them remember because they make
abstract ideas more visible and concrete. (Burke 1994).
 Performance Products
• Many of the performance activities are end products of
learning that can be assessed by rubrics (scoring forms) and
other assessment tools designed to measure both processes
and product quality.
• Teachers who use authentic performance products provide
students with opportunities to construct knowledge in real-
world contexts so they can understand what they have
learned.
• These products serve as a culminating experience in which
students can retrieve previous learning, organize important
information, and complete an assigned activity showing
mastery of what they have learned.
 Live Performances and Presentations
• The key to effective assessment of live performances and
presentations is establishing the criteria and performance
indicators in advance.
• The most important assessment strategy with live
performances and presentations is to engage students in
assessing their own performance first, followed by teacher
assessment and an opportunity for students and teachers to
interact over assessment findings.
• Live presentations involve two major assessment factors:
• FIRST is the quality of the assigned work and the SECOND is
the demonstration of presentation skills.
• Scoring rubrics must include both of these factors.
SCORING
RUBRICS
 What is a RUBRIC?
• Marzano, Pickering, and McTighe (1993) have defined rubrics
as “a fixed scale and list of characteristics describing
performance for each of the points on the scale”
• Rubrics are scoring devices (or tools) that are designed to
clarify, communicate, and assess performance.
• A rubric is a scoring guide used to evaluate performance, a
product, or a project. It has three parts: 1) performance
criteria; 2) rating scale; and 3) indicators.
• They are grading tools containing specific information about
what is expected of students based on criteria that are often
complex and subjective.
 IMPORTANT FEATURES OF RUBRICS
• Rubrics typically contain two important features; they
identify and clarify specific performance expectations
and criteria, and they specify the various levels of
student performance.
• More complex rubrics include written standards of
expected student performance with different levels of
performance indicators describing student performance
that meets or exceeds the standard.
 TYPES OF RUBRICS
• Holistic rubrics consider performance as a totality, with the
primary purpose being to obtain a global view of
performance, typically on complex tasks or major projects.
• Analytical rubrics are designed to focus on more specific
aspects of performance.
• Their purpose is to provide specific feedback on the level of
performance on each major part, with the advantage of
providing a detailed analysis of behavior or performance.
• These rubrics detect strengths and weaknesses and identify
areas for refinement.
 ADVANTAGES OF USING RUBRICS
1. Enabling assessment to be more objective and consistent,
2. Allowing students to identify strengths and to focus on
weak areas while providing opportunity to revisit them,
3. Encouraging students to develop a consciousness about
the criteria they are to demonstrate in their performance
as well as the criteria they can use to assess their own
abilities and performance,
4. Lowering student anxiety about what is expected of them,
5. Ensuring that students’ work is judged by the same
standard, and
6. Leading students toward high-quality performance
 SOME DISADVANTAGES OF USING RUBRICS
1. Rubrics can be time consuming to develop and use.
2. Good rubrics also must be grounded in clearly identified
and stated criteria or standards.
3. Considerable work remains to clearly identify the key
indicators that will be used to assess the various levels of
attainment for each of the criteria.
4. This is the hard work of solid, clear, and meaningful
assessment.
5. The expectations must be clarified and then the level of
attainment must be described and clearly
communicated.(VERY TASKY)
 DIFFERENT
EXAMPLES OF
SCORING RUBRICS
SAMPLE RUBRIC FOR ORAL PRESENTATION(ANALYTIC)
SAMPLE RUBRIC FOR GRAPHIC ORGANIZER(ANALYTIC)
SAMPLE RUBRIC FOR RESEARCH REPORTS(ANALYTIC)
Rubric for participation and group work. It is also suitable for self-assessment and peer feedback.
Rubric for POSTER (ANALYTIC)
Rubric for CONCEPT MAP (ANALYTIC)
 EVALUATION (TEACHING PERFORMANCE)
CRITERIA Evident Seldom Never
(3) (2) (1)
1. The teacher has a well modulated voice enough to
hear by the whole class.
2. The teacher were able to relate the lesson to real-life
situation.
3. The teacher provided sufficient examples that
enhance students learning experience.
4. The teacher utilizes visual aids that is appropriate to
the topic.
5. The teacher stimulates discussion and able to
helped students to articulate their ideas.
TOTAL: