Assessment
By:
Sara, Dara, Sirica,
Kim, Haley
Authentic Assessment
What it is?
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Is a form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of
essential knowledge/skill. It looks very natural.
Student performance on a task is scored on a rubric to determine
how successfully the student has met specific standards.
Authentic tasks is an assignment given to students designed to
assess their ability to apply standard driven knowledge and skills
to real-world challenges.
When do you consider a task
Authentic?
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Students are asked to construct their own responses
rather than to select from one presented
The task models challenges faced in the real world
Why should you use
Authentic Assessment?
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Authentic Assessment provides the students with
information about how well they are learning and what
areas need improvement
Authentic Assessment integrates teaching and learning
Authentic Assessment provides many paths to
demonstration
Steps in Creating
Authentic Assessment
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1) Identify the Standards
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2) Select an Authentic task
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3) Identify Criteria for the task
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4) Create the Rubric
Examples of
Authentic Assessment
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Creating a recipe
Inventing something useful
Producing a video
Making a computer program
Making a map
Writing/directing a play
Writing a brochure
These are only a few tasks that match important, real-life tasks
that are commonly planned/assigned by teachers.
In the Classroom with
Authentic Assessment
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The main scope of AA is that the students will be
able to use their skills in the real world
The learning of students is based on their own
personal experience. (Vygotsky/Piaget)
Since AA is based on performance this gives students
a chance to evaluate their own work
This assessment is more student centered
Performance Assessment
What is it?
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Is an approach to measuring a student’s status
based on the way that the student completes a
specified task
Some educators often refer performance
assessment to very different kinds of
assessment approaches
When Do You Consider a
Task Performance?
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Tasks that are designed for students to
demonstrate their understanding by
applying their knowledge to a particular
situation
Why Should You Use
Performance Assessment?
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Dissatisfaction with selected-response tests.
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The influence of cognitive psychology.
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The sometimes harmful instructional impact of
conventional tests.
Examples of
Performance Assessment
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Observing student’s independent/group work
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Creating a woven basket
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Performing a dance or a monologue
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Presentation
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Teacher-made test (Short-answer & essay)
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Singing a song
In the Classroom with
Performance Assessment
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Educators have become strong educators of
Performance Assessment because:
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Represents an alternative to traditional paper-andpencil tests and
Is often more authentic (tasks people need in the
real world)
The assessment allows teacher to observe
the students behavior/attitudes on a
particular task
This assessment is more teacher centered
What is
Traditional Assessment?
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The Setting of Goals
Collection of Evidence
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Tests
 Teacher Created
 Standardized
Teacher Created Assessments
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Multiple Choice
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Fill in the Blanks
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True/False
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Matching
Standardized Tests
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FCAT
NRT
SAT/PSAT
GK
FTCE
(Many others)
Why Traditional Assessment?
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A school’s mission is to develop productive citizens
To be a productive citizen, an individual must possess
certain knowledge and skills
Schools must teach this body of knowledge and skills
Students are tested to see if they have acquired these
knowledge and skills
Drawbacks of
Traditional Assessments
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Designed to represent competence by extracting knowledge and
skills from their real life contexts
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Tend to test only one domain of knowledge or skill
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A one time measure that rely on a single correct response to each
item. Offer no opportunity for demonstration of thought process,
revision or interaction with the teacher
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Can not measure higher order thinking skills because it does not
involve analysis, interpretation of multiple perspectives
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Must be kept under lock and key so students do not have
answers prior to the test.
“Benefits” of
Traditional Assessment
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Reliable
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Efficient
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Right or wrong answers
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Confident it is an accurate score
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Easy for the teacher
What Does
Traditional Assessment
Look Like in the Classroom?
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Tests
Students quietly and individually
working at their seats
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Paper and pencil
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Possibly scantrons
What is a Rubric?
A rubric is the guide used to score performance
assessments in a reliable, fair, and valid
manner and is generally composed of
dimensions for judging student performance,
a scale for rating performances on each
dimension, and standards of excellence for
specified performance levels (PALS 2005).
How is a Rubric Helpful to
Teachers and Students?
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A rubric is helpful to a teacher because it
allows them to set clear standards and
expectations for students to meet.
A rubric allows students to know exactly
what is expected and how the assignment
will be scored.
A clear rubric can prevent miscommunication
about assignments between teachers and
students.
Steps to Developing a
Successful Rubric
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Decide what type of project you are trying to grade and define your
objectives for the students’ learning.
If possible, look at previously completed assignments from former
students to see if anything was left out of your initial decision.
Define each dimension of the assignment that the student is
expected to complete.
Define a grading scale or point system you will assign to each part
of the assignment.
It may be helpful to “test” your rubric on previously completed work
from past students to see if the rubric grades fairly on all aspects of
the assignment.
Make sure all students receive the rubric when the assignment is
given. (Schrock 2005).
What Does a Rubric Look Like?
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A good rubric should be clear and easy to read.
It will have well organized columns and rows that
state the teacher’s expectations of the student’s work.
Example of a Rubric
Assignment
Indicator of Success
Points
Build a model of the
Solar System.
The student will have all nine planets
in order with each labeled and
resembling the real planet in color and
size.
25
Choose one planet and
write a five paragraph
essay about it.
The essay should focus on one planet.
5
The essay should exhibit correct
grammar and be free of punctuation
mistakes.
25
The essay should give at least 5
characteristics and facts about the
planet.
45
Total points
100
Teacher’s Comments
What is….
Feedback/Forward
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Student feedback is regularly described as a process which “should
inform the ongoing professional process of self-reflection,
development and enhancement of learning and teaching. The
fundamental purpose behind feedback is to enhance the
quality of students’ educational experience’”
(Loughborough 1998)
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Feed Forward:
“The process of using criteria
to communicate about student
work in progress so that it can be
improved as it is being developed.”
Feedback…….
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Can be given to an individual, group, or whole class
Takes place between the teacher, student, and parent
Can be nonverbal, verbal, or written
Two Types
Evaluative
 Giving rewards and punishments
 Expressing approval and disapproval
Descriptive
 Telling children they are right or wrong
 Describing why an answer is correct
 Telling children what they have and
have
not achieved
 Specifying or implying a better way of
doing something
 Getting children to suggest ways they
can
Feed Forward
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Evaluates student performance
at current level
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Tells the student where they
need to be going
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Must have a clear purpose and
well-defined standards
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Takes place in the middle of
learning
Basic Principles of
Effective Feedback/Forward
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Be Specific:
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Focus on behavior rather than on the person:
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Takes into account the needs of the receiver:
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Solicited, rather than imposed:
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Involves sharing of the information rather than giving advice:
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Well timed:
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Checked to insure clear communication:
Impact in the Classroom
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Students acquire and maintain most of the
instructive feedback information they receive
Helps students develop appropriate strategies
for improving their school performance
Prevents students from continuing to practice
error responses
Provides additional opportunities to increase
learning
Motivation
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The drive to do something
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What causes you to work toward betterment
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The reason you get up and go to work
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Why you strive to achieve goals
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Desire to participate in learning
EXTRINSIC
Satisfactory
completion
INTRINSIC
ACHIEVEMENT
Personal
Competition
engagement high
Influenced by
Interest in subject Personal
rewards/pressure
challenge
Surface approach Reflects personal Timeto learning
goal
management and
organization
Fear of failure
Competence and Personal levels of
confidence
achievement
Learning
Deep approach
Know content but
outcomes not
and conceptual
not how to apply
transferable to
understanding
other subjects
The Impact of Motivation
in Assessment
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Students are more motivated when
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Assessment is essential to learning
They have some control over content
There are opportunities for them to relate
to subject matter on a personal level
Challenge stimulates learning
They get feedback that opens doors
Stimulating Attention . . .
Stimulates Motivation
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Anticipation
Hope
Fun
Acceptance
Surprise
Self-confidence
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Power
Importance
Control
Challenge
Self-efficacy
Intrigue
Peer- and Self-Assessment
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Students are involved in judging their
own work
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Learner stays engaged in their work
Retain control and ownership
Promotes an internal locus of control
Gives students power
References
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Brandt, Ronald S., (1992) Reading from Educational Leadership on
Performance
Brown, S., Armstrong, S., Thompson, G. (1998). Motivating Students.
London: Kogan Page. Tileston, D. (2004). What Every Teacher Should
Know About Student Motivation. Thousand Oaks, CA: Corwin P.
Liskin-Gasparro, Dr. Judith (1997) Comparing Traditional and
Performance-Based Assessment Accessed March 20, 2006.
http://www.sedl.org/loteced/comparing_assessment.html
Mueller, Jon Authentic Assessment tool box. Accessed March 20,
2006. http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
PALS Guide. (2005). Rubric. Center for Technology in Learning.
Accessed March 11, 2006. pals.sri.com/pals/guide/glossary.html.
Popham, W. James, (1999). Classroom Assessment What Teachers
Need To Know
Schrock, Kathy. (2005) Kathy Schrock’s Guide for Educators. Discovery
Education. Accessed March 11, 2006.
http://intranet.cps.k12.il.us/Assessments
/Ideas_and_Rubrics/Create_Rubric/create_rubric.html.