Designing Authentic Assessment

Authentic ▪ Project-based Learning

Assessment
Methods in ▪ GRASPS Framework
Mathematic
s Education
▪ Three modes of Authentic Assessment
(Observation, Performance Tasks, Actual
Performance)
Authentic assessment

It is a method that attempts to measure how well

students can apply their knowledge in different
scenarios.

The teacher must create tasks and assignments

that mimic a real-world environment.
 Some Features of Authentic Assessment

This method is focused

It emphasizes learning on students’ thought
and understanding processes and the way
concepts. they communicate
what they’ve learned
Some Features of Authentic Assessment

It also provides a more

Teachers provide a
complete approach for
score, but they must
teachers to assess and
explain why they give
critique students’
that score.
performances.
Some Features of Authentic Assessment

Students aren’t put under

pressure to memorize
The assessment is often
massive quantities of
related to the work itself
information and reproduce
it in a timed written exam.
Why Authentic Assessment?

It may be tougher for

No way to standardize teachers to be objective
these more qualitative about their students’ work
tests. when they’re placing an
emphasis on the process.
Why Authentic Assessment?

• The true meaning of authentic assessment

allows teachers to create a space where
students feel more comfortable to share their
knowledge and engage with other students.
Why Authentic Assessment?

It emphasizes the actual

It ensures learners have
process of learning
absorbed the
instead of just checking
information and can use
off material students
it as needed.
learned from textbooks.
 To make the learning process richer and more
engaging.

To check if students understand not only basic

concepts but also how they can apply them in
Why different situations and scenarios.
Authentic To provides an environment where students can
Assessment? share their ideas and understanding with
others.
To allow students to find a place in the class
with more meaning and less pressure from
teachers.
Ways to Use
Authentic
Assessment Math in
the Classroom
1. Performance assessment

Students can demonstrate Not only do they learn how

what they have learned to work in a team, but also
and how to solve problems how to brainstorm and
through a collaborative utilize their separate grains
effort in solving a complex of knowledge to benefit
problem together. the whole.
2. Short investigations
It starts with a basic math problem (or can be adapted to
any other school subject) in which the student can
demonstrate how he or she has mastered the basic
concepts and skills.

As the teacher, ask the students to interpret, calculate,

explain, describe or predict whatever it is they are
analyzing.

These are generally 60- to-90 minute tasks for an

individual (orgroup projects) on which to work
independently, writing answers to questions and then
interviewed separately.
3. Open-response questions
• A teacher can assess the student’s real-world understanding
and how the analytical processes relate by, in a quiz setting,
requesting open responses, like:
• a brief written or oral answer
• a mathematical solution
• a drawing
• a diagram, chart or graph
• These open-ended questions can be approximately 15-
minute assessments and can be converted into a larger-scale
project.
4. Portfolios
• As students learn concepts throughout the school year, they
can be documented and will reveal progress and
improvements as well as allow for self-assessment, edits and
revisions. They can be recorded in a number of ways,
including:
• journal writing
• review by peers
• artwork and diagrams
• group reports
• student notes and outlines
• rough drafts to finished work
 5. Self-assessment
• Once the projects are complete, ask the students to evaluate their
own projects and participation.
• Responding to the following questions will help students learn to
assess themselves and their work objectively:
• What was the most difficult part of this project for you?
• What do you think you should do next?
• If you could do this task again, would you do anything
differently? If yes, what?
• What did you learn from this project?
6. Multiple-choice
questions
• Usually, multiple-choice questions do not reflect an
authentic assessment math context.
• However, there are multiple-choice questions being
developed that reveal an understanding of the
mathematical ideas required as well as integrating
more than one concept. These questions are
designed to take about 2 or 3 minutes each.
What Is Project-Based Learning?
By: Thom Markham

It is a method that
This approach provides a
seamlessly integrates 21st
tangible connection
century skills — such as
between academic
communication and
concepts and their
teamwork — into core
practical applications.
academic subjects.
Description of PBL

Starts with a question,

encourage thoughtful “Learning by doing” - have
inquiry and self-reflection, a clear connection to real-
and allow students to world scenarios or
collaborate to problem challenges.
solve.
Why Use Project-Based
Learning in Math?

1. It involves Students
It involves students working
in teams or small groups to
design and execute projects with
real-life applications that
illustrate mathematical
principles.
Why Use Project-Based Learning in
Math?
• It challenges student.
a. PBL doesn’t just help students who feel challenged by math — even
some of the strongest math students struggle with the practical application of
math skills.
b. Project-based math engagements can bring critical relevance to math
concepts, challenging students to solve real problems authentically while
preparing them to navigate standardized tests and problem solve in the real
world.
c. No matter their academic strengths or interests, learning to creatively
solve problems is critical for students’ success in their future personal and
professional lives.
Uses of PBL in K–12
Mathematics Instruction
 Make abstract concepts concrete
 Experience productive struggle and practice
perseverance
 Use reasoning to solve problems
 Practice creativity, self-expression, and innovation
 Develop a deeper understanding of math principles in
real-world applications
 Construct viable arguments and give/receive
meaningful feedback
Uses of PBL in K–12 Mathematics
Instruction
 Model their learning visually through presentations, graphs,
diagrams, etc.
 Identify and use appropriate tools and technologies to solve
problems
 Build critical thinking and problem-solving abilities
 Collaborate with their peers and practice communicating their
ideas
 Iterate and redesign solutions to work toward efficiency
Tips in Creating PBL Activities for Math
1. Name the problem
Ask students to explain, in their own words, the particular
challenge they’re trying to solve through their work.
This ensures that everyone is on the same page and answers
the eternal question: “Why do we have to know this?”
Tips in Creating PBL Activities for Math
2. Clarify the standard or learning objective
As the teacher or facilitator, you need to be sure the problem
students identify is relevant to their learning goals as much as it is
relevant to them personally.
Effective lesson design always begins with a specific end in
mind, even when the students are in the driver’s seat.
Tips in Creating PBL Activities for Math
3. Authenticity is paramount.
Projects should be connected to students’ interests, current
events, or their daily lives.
Doing so will hold their attention and invite meaningful
engagement with the course content.
Tips in Creating PBL Activities for Math
4. Chunk it up
Break units into manageable chunks to ensure your students
can pace themselves, make mistakes, ask questions, and ultimately
have a productive learning journey.
Tips in Creating PBL Activities for Math
5. Think ahead
Even the youngest students benefit from lessons that connect
to real careers or future pursuits.
Connecting abstract concepts to concrete outcomes also
opens up cross-curricular opportunities, such as exploring how a
marine biologist uses data collection and statistical analysis when
studying invertebrate populations, or how race car drivers use
speed and acceleration or gear ratios to improve their performance.
Tips in Creating PBL Activities for Math
6. Different is good
Design or select challenges for which there is no
“right answer,” such as devising a budget for a lemonade
stand. Math has the reputation of being restrictive,
but when given the opportunity to use different
approaches or produce different solutions, students can
better understand math’s versatility.
Tips in Creating PBL Activities for Math
7. Pause and reflect
Make time for students to pause, review their steps,
talk through challenges, iterate, revise, and reflect on
what they’ve learned.
This helps with learning retention and recall for
future lessons.
Tips in Creating PBL Activities for Math
8. Share the results
Sharing their learning and giving and receiving
feedback benefits both the students presenting and their
peers.
Seeing how others approached the problem and
what conclusions they made is an invaluable learning
experience that demonstrates the cognitive diversity
present in every classroom.
 GRASPS is a model for demonstrating
performance of understanding using authentic
assessments.
It is one of many performance of understanding
models, but is ideally suited to the kind of
What is project-based inquiries we do in design.

GRASPS? GRASPS represent a framework for organizing,

delivering, and assessing a project-based
assessment.
The assessment associated with the inquiry is
structured around the following expectations
and goals.
https://www.aidan-hammond.net/new-blog/2021/9/24/revisiting-grasps-a-model-for-project-based-learning
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