AUTHENTIC ASSESSMENT IN
ENGLISH LANGUAGE LEARNING
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Defining Authentic Assessment
Authentic assessment is a process of
gathering information through which the skills
and needs of a student are identified with
respect to the language and curricular
demands they will encounter.
Prendeville & Wellman (2011)
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Language Underpinnings
Language underpinnings are the requisite language abilities
that are needed to access both spoken and written
information. These underpinnings are also necessary to be
able to express thoughts and ideas both through speaking
and writing. Gaps in one or more of aspect(s) of the
language underpinnings can cause challenges in interactions
and participation in the curriculum.
Prendeville (2011)
What are the specific language underpinnings?
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(Lanj)
 Language underpinnings are the cognitive/linguistic
processes needed for the understanding and
application of information.
 Language underpinnings are the processes behind the
product.
 Language underpinnings are the foundation for
learning, reading, writing, speaking, listening. [Wellman
(2011]
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Classroom Performance Communication Domains
Wiig, Secord, Glaser, Prendeville, & Sotto, (2005)
LISTENING
SPEAKING
READING
WRITING
SOCIAL
COMMUNICATION
EXECUTIVE
FUNCTION
CRITICAL
THINKING
Listening Skills
Speaking
Mechanics
Emergent
Skills
Emergent
Skills
Conversational
Knowledge
Task
Development
Knowledge
Listening
Vocabulary
Language
Structure
Phonological
Awareness
Writing
Vocabulary
Classroom
Language Use
Organizing
Tasks
Comprehension
Listening
Comprehension
and
Analysis
Speaking
Vocabulary
Word
Analysis
Text
Structures
Situation Specific
Register
Starting &
Completing
Tasks
Application
Classroom
Directions
Speaking
Applications
Reading
Vocabulary
Writing
Process
and
Organization
Non-Verbal
Communication
Changing
Tasks
Analysis
Reading
Comprehensio
n and
Analysis
Writing
Conventions
Pragmatic
Language
Structure
Self
Regulation
Synthesis
Reading
Applications
Language
Structure
Using
Memory
Evaluation
Classroom
Discourse
5 Dimensions of Authentic Assessment
(Lanj)
Adapted from Gulikers, Bastiaens, & Kirschner (2004)
1. Assessment tasks should be relevant and represent the
knowledge and skills that the child needs to learn.
2. The physical environment should represent the way
that the skills are actually used.
3. The social context should also represent the way the skills
will be used.
4. The assessment result should incorporate the
performance that is required of the child.
5. The criteria should be based on the level of performance
indicated by the standards.
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Traditional Standardized Testing
One time assessment
Intervention Based Data Collection:
Authentic Assessment
Data collected over time – shows progress
over time
Scores based on
national norms
Assessment is based on a limited number
of skills at each grade level
Scores/data based on skills/processes
developed over time.
Can develop local norms
Assessment is dynamic, involves examining
over time how a student responds to various
supports/interventions
Assessment focuses on answers.
Assessment focuses on strategies/processes.
Assessment results do not guide
intervention/instruction
Assessment results guide
intervention/instruction
Wellman (2009)
Authentic Assessments
Setting the Stage for Authentic Assessment
 Observation
 Ethnographic Interviewing
Progress Monitoring
 Structured Probes
 Behavioral Sampling
 Curriculum-Based Assessment
 Dynamic Assessment
 Checklists/Rating Scales/Rubrics
Summative
 Classroom Performance Communication Domains
 Portfolios
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Continuum of Specificity
(Lanj)
Checklists
Rating Scales
Rubrics
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Checklists Defined
(Lanj)
 Checklists are somewhat like a questionnaire in that they are a
list of skills or behaviors that the respondent reads and checks
to indicate the presence or absence of a particular
skill/behavior.
 Checklists simply require a “yes/no” , +/- or ‘present or
absent,’ response.
 Do not confuse a checklist with a rating scale.
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Rubric Defined [Wiggins, 1998]
A rubric is a set of scoring guidelines for
evaluating student’s work
A rubric contains a scale of possible
points to be assigned to the work
A rubric provides descriptors for each
level of performance
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(Lanj)
Rubrics answer the following questions:
By what criteria should performance be judged?
Where should we look and what would we look for
to judge performance?
What does the range of quality of performance look
like?
How do we determine validity, reliability, and fairly
what scores should be given and what scores
mean?
How should the different levels of quality be
described and distinguish from one another?
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Scoring Rubrics [Perlman, 2002]
(Lanj)
Components of Scoring Rubrics:
One or more dimensions on which
performance is rated
Definitions and examples that
illustrate the attribute(s) being
measured
A rating scale for each dimension
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Holistic Rubrics [Schreyer Institute for Innovative
(Lanj)
Learning, 2001]
Holistic
Provides a single score based on an overall
impression of a student’s performance
Advantage: quick scoring, provides and
overview of student achievement
Disadvantage: does not provide detailed
information, may be difficult to provide one
overall score
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Rating Scales
(Lanj)
 Rating scales set criteria and standards for grading a student’s
performance in an academic or social area.
 They are generally assignment or task specific, so they change
according to task.
 Users evaluate a student on how well or to what degree he or
she demonstrates a trait.
 Informs instruction &/or intervention: development requires
careful reflection about learning activities and students’
strengths and weaknesses.
 Improves communication between users, students, and
parents because the criteria are explicit and consistent.
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(Lanj)
Identify a set of underlying language traits
associated with an assignment or activity.
Build a scale for scoring each trait.
Four-point scales are the most common.
The number of traits and complexity of
each point on a scale depend on the goals
of the builder.
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Holistic Rubric/Rating Scale
(Lanj)
Develop a set of descriptors and
assign a rank to each of the
descriptors
ofrequently, sometimes, rarely, never
o1-2-3-4-5
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Holistic Rubric
1.
Identify text based information that will aid in inferencing in fictional narratives
Always
Frequently Sometimes Rarely
Never
2. Describe why the information is important.
Always
Frequently Sometimes Rarely
Never
3. Identify text based information that will aid in inferencing in content area reading.
Always
Frequently Sometimes Rarely
Never
4. Describe why the information is important.
Always
Frequently Sometimes Rarely
Never
5. Identifying experience based information that aids in inferencing in fictional narratives.
Always
Frequently Sometimes Rarely
Never
6. Describe why the information is important.
Always
Frequently Sometimes Rarely
Never
7. Identify experience based information that aids in inferencing in content area reading.
Always
Frequently Sometimes Rarely
Never
8. Describe why the information is important.
Always
Frequently Sometimes Rarely
Never
9. Respond to questions requesting an inferential response for fictional narratives.
Always
Frequently Sometimes Rarely
Never
10. Respond to questions requesting an inferential response for content area reading.
Always
Frequently Sometimes Rarely
Never
Analytic Rubrics
Schreyer Institute for Innovative Learning (2001); Arter & McTighe (2001)
Analytic
Provides specific feedback along several dimensions
Divides a product or performance into essential traits so
that they can be judged separately
Advantages: More detailed feedback, scoring more
consistent across students and graders
Disadvantage: Time consuming to score
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THANK YOU
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