Authentic Assessment - College of the Canyons
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2/3/2014 AuthenticAssessment Spring2014FlexWorkshop Think. Pair. Share. (“turnǦnǦ talk”) Whatis“authenticassessment?” Whataresomeexamplesof“authentic assessment?” 1 2/3/2014 “TellmeandIforget.Teachme andIremember.Involveme andIlearn.” Benjamin Franklin http://www.youtube.com/watch?v=bImoHlQǦrǦ0#t=461 TraditionalAssessment AuthenticAssessment 2 2/3/2014 Traditionalassessmentsometimesreliesonindirectitemssuchas multiplechoicequestionsfocusingoncontentorfacts. Authenticassessmentsimulatesarealworldexperiencebyevaluating thestudent'sabilitytoapplycriticalthinkingandknowledgeortoperform tasksthatmayapproximatethosefoundintheworkplaceorothervenues outsideoftheclassroomsetting. ACCJCexpectsthatauthenticassessmentareinplaceforcourses, programsanddegrees.(ACCJCSLOProficiencyRubric) Participantswillexamineavarietyofassessmentsfromdiversedisciplines andscoretheauthenticityofeachassessment. ThisisahandsǦon,interactivesessiontohelpparticipantsbetter understandthetheoryandpracticeofmeaningful,authenticassessment. Bytheendofthissession,participantswillbe ableto: • Differentiate betweentraditionaland authenticassessments. • Evaluateassessmentmethodsand techniquesfortheirdegreeofauthenticity. • Createauthenticassessmentsfortheir owncoursesandprograms. Authentic assessment encourages the integration of teaching, learning and assessing. 3 2/3/2014 "Authentic"Assessment atSchooloftheFuture http://www.youtube.com/watch?v=9l5m66Y607U#t=163 KeepingItRelevantand "Authentic" http://www.youtube.com/watch?v=HfwGqH9wǦ64#t=23 “…Aformofassessmentinwhich studentsareaskedtoperformrealǦ worldtasks thatdemonstrate meaningfulapplication of essentialknowledgeand skills.” JonathanMueller(2008) 11 “Apracticethatsimulatesarealworldexperience by evaluatingthestudent’sabilitytoapplycriticalthinking andknowledge ortoperformtasksthatmay approximatethosefoundintheworkplace orother venuesoutsideoftheclassroomsetting.” "Assessmentshouldbedeliberatelydesignedto improveandeducatestudentperformance,not merelytoauditasmostschooltestscurrentlydo.” GrantWiggins(1990) 12 4 2/3/2014 “’Traditionalassessment’reliesonindirector proxyitemssuchasmultipleǦchoicetests, fillǦinǦtheǦblanks,trueǦfalse,matchingand somewritingprompts. Inthesecasesstudentstypicallyselectan answerorrecallinformationtocomplete theassessment.Thesetestsmaybe standardizedorteacherǦcreated.” Meuller,1992 13 TRADITIONAL SelectingaResponse Contrived Recall/Recognition TeacherǦstructured IndirectEvidence AUTHENTIC PerformingaTask RealǦlife Construction/Application StudentǦstructured Directevidence AUTHENTIC ASSESSMENT TRADITIONALASSESSMENT Interpretfactsandmake comparisons,contrastsor predictions. Recallofinformation (names,dates,events, places,etc.) 5 2/3/2014 Traditionalassessment– teaching and learning areoftenseparated from assessment.Atestisadministeredafter knowledgeorskillshave(hopefully)been acquired. Inauthenticassessment,thesameauthentic taskusedtomeasurethestudentsabilityto applytheknowledgeorskillsisusedasa vehicleforstudentlearning. 6 2/3/2014 Teachersdonot havetochoose betweenauthentic assessmentand traditional assessment.Often, teachersuseamix oftraditionaland authentic assessmentsto servedifferent purposes. 19 Wewantstudentsto beabletouse the acquiredknowledge andskillsinthereal world.So,our assessmentshaveto alsotellusif studentscanapply whattheyhave learnedinauthentic situations. 20 innovationsinpedagogy, redesignofprogram, integrationofdiversemethodsofteaching andlearningintoaprogramofstudy, 7 2/3/2014 moremeaningful,engagingandworthwhile classroomtasks aimedatengagingstudentsand improvinglearning, engagingcollaborativeteamworkandproblem solving, AcademicSenateofCaliforniaCommunity Colleges: “SLOassessmentshouldbeasauthenticas possible…”(Principle5) Ratherthanrelyingononeassessmentmethodfor allsituations,effectiveassessmentmaybenefit fromavarietyofmethods,evenwithinasingle course,thatcanrespondtodifferentlearning outcomes,teachingstylesandstudentlearning needs.(Principle6) GuidingPrinciplesForSLOAssessment ASCCC,2010 ACCJCRubric(revised2011) “Studentlearningoutcomesand AUTHENTICASSESSMENTS areinplaceforcourses, programsanddegrees.” 8 2/3/2014 “Fewnarrativesdiscussedauthentic assessmentsleadingto understandingaboutstudent learningandgapswhichneedtobe addressed.Theaveragescorewas 3.51(outof5),somethinglessthan solidlymeetingexpectationsinthis area.”June2013 Inauthenticassessment, students: doscienceexperiments conductsocialǦscience research writestoriesandreports readandinterpretliterature solvemathproblemsthat haverealǦworldapplications demonstrateskills(public speaking,singing,acting, movement,voice,dance, electricalwiring,surveying, collaboration,etc.) 26 Insmallgroups,teamswillexamineseveral assessments. ReadtheSLOanddescriptionofactivityonpages1Ǧ3. DoestheassessmenttoolmeasuretheSLO? Usingthe“AuthenticAssessmentRubric,”evaluate theassessmenttool’slevelof“authenticity.” YoumightalsoconsidertheeffectivenessoftheSLOs inyouranalysis.Doanyneedrevision? Wewillthenshareanddiscussourfindingswiththe largegroup. 9 2/3/2014 AssessmentCriteria Authentic(3) Studentsstayfully engaged,activeandonͲ task Assignmentsare simulationsofsimilar tasksoutsideofclass(e.g. inworkplaces) DegreeofhigherͲorderor Studentsareableto “criticalthinking”elicited createnewlearningby combiningdiversepoints (Bloom’sTaxonomy) intomoreintegralones Degreeofstudent engagementand involvement Applicationto“realͲ world”situations(e.g. society,theworkplace) Emerging(2) BusyWork(1) Studentsshowmoderate Studentsseembored, degreeofinterest listlessthroughout Afewparallelssimilarto workplacetaskscanbe seen Assignmentshaveno relevancetoanything outsidetheclassroom Someapplicationsand connectionsarebeing madetoothertasks Studentsarememorizing isolatedfactsandnot connectingthem Clarityofoutcomesbeing Studentsunderstandboth Someunderstandingof assessedandinstructions theassignmentandthe thepurposesofthe forassessmenttask outcomebeingassessed assignmentareexhibited Studentsarefulfilling assignmentwithout understandingwhy MapstootherhigherͲ leveloutcomes Noconnectionbetween theactivityandoutcomes isevident Degreeofdataand dialoguegenerated Theactivityclearly “maps”toGE, departmentand/or institutionaloutcomes Studentsresultsincludea basisfordialogueand potentialchanges Someconnections betweenactivityand otheroutcomesexist Smallgroupsoffaculty Studentresultsare mightmeetontheirown isolatedandnotshared withotherfaculty fordialogue Other Criteria? A CoreComp Survey B Art Department C ESLReading D SLOSurvey E DanceWord Cloud F Critical Thinking Comp G Creative ThinkingLit H Respiratory Care I MusicSelfǦ Assessment J GeneralBio K Political Science L Chemistry MostAuthentic ModeratelyAuthentic LeastAuthentic Meaningful,engagingandworthwhilefor bothstudentsandfaculty(boththe assessmenttasksandthemannerinwhich thosetasksareassessed.) Relevanttocoursematerial Inclusiveofstudentinput Undertakeningroupswhenpossible Appliedtosamplesofstudentworkwhen possible(portfoliomodel) 10 2/3/2014 “DowewanttoevaluatestudentproblemǦ posingandproblemǦsolvinginmathematics? experimentalresearchinscience?speaking, listening,andfacilitatingadiscussion?doing documentǦbasedhistoricalinquiry?thoroughly revisingapieceofimaginativewritinguntilit ‘works’forthereader?Thenletourassessment bebuiltoutofsuchexemplaryintellectual challenges.” GrantWiggins (http://pareonline.net/getvn.asp?v=2&n=2) Important ideas? + Questions?(Whatareyou “LightningBolts!” (SIGNIFICANT insights, unclearabout?Worried ideas,etc.) about?Needadditional informationon?ETC. ?? 11 2/3/2014 ACCJC(2013).ManualforInstitutionalSelfEvaluation.http://www.accjc.org/wpǦ content/uploads/2013/08/Manual_for_Institutional_Self_Evaluation_2013.pdf ASCCC(2010).GuidingPrinciplesforSLOAssessment. http://asccc.org/sites/default/files/SLOǦpaperǦFall2010.pdf Astin,Alexander,et.al(1996).NinePrinciplesofGoodPracticeforAssessing StudentLearning.http://www.rpgroup.org/resources/nineǦprinciplesǦgoodǦ practiceǦassessingǦstudentǦlearning McDonald,J.P.(1992).Dilemmasofplanningbackwards:Rescuingagoodidea. TeachersCollegeRecord,94,152Ǧ169 Meuller,J.(2008).AuthenticAssessmentToolkit. http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm Paris,S.G.andAyres,L.R.(1994).BecomingReflectiveStudentsandTeachers withPortfoliosandAuthenticAssessments.ASeriesonAppliedEducational Psychology. Paris,S.G.,Lipson,M.Y.,andWixson,K.K.(1983).Becomingastrategicreader. ContemporaryEducationalPsychology. Wiggins,G.P.,&McTighe,J.(1998).Understandingbydesign. Alexandria,VA: AssociationforSupervisionandCurriculumDevelopment. Wiggins.G.P.(1990).TheCaseforAuthenticAssessment.PracticalAssessment, ResearchandEvaluation2.2 34 1. 2. 3. 4. 5. 6. 7. TonyWagner"ChangeLeadership:TransformingEducationforthe21st Century“ http://www.youtube.com/watch?v=E4DTaTd8_nE UniversityofWisconsin(Scout) http://www.uwstout.edu/soe/profdev/assess.cfm AuthenticAssessmentToolkit: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm Edutopia:http://www.edutopia.org/stwǦassessmentǦschoolǦofǦtheǦ futureǦintroductionǦvideo http://www.edutopia.org/assessmentǦguideǦdescription AuthenticAssessmentofSocialStudies: http://www.michigan.gov/documents/MI_Auth_12350_7.AssmtMan.pdf ConceptMaps(Science) http://www.cse.ucla.edu/products/reports/TECH388.pdf THEEND 12
