http://www.youtube.com/watch?v=Is1-LOTXhDk

AUTHENTIC ASSESSMENT

Kari StevensonGail Graziani

Cathy Gottlieb 

WHAT IS IT?

"Authentic Assessment challenges learners to demonstrate, in a meaningful way, what they have learned and what they are able to do with that newly acquired knowledge.” (Grassian, 2009) 

Flckr.com - Creative CommonsGrassion, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and

practice (2nd ed.). New York: Neal-Schuman Publishers, Inc.

WHERE DOES IT COME FROM?

"Authentic Assessment is supported by the cognitive/constructivist approach to learning." (Grassian, 2009)

- The Cognitive/Constructivist approach suggests that assessment move away from the "test" (where students learn  mainly to become good test takers) and instead "demonstrate, in a meaningful way, what they have learned and what they are able to do with that newly acquired knowledge." (Grassian, 2009)

YOU ARE NO LONGER JUST

"TEACHING THE TEST" 

o True life scenarios that foster critical thinking

o Becomes about the process rather than the outcome

o Allows the student to have a greater role in their learning

o Appeals to students by giving them the freedom they crave

o Allows for Differentiation

Flickr.com - Creative Commons

TRADITIONAL VS. AUTHENTICTraditional-----------------------------------Authentic

Selecting a Response ----------------------- Performing a Task

Contrived ------------------------------------- Real-life

Recall/Recognition -------------------------- Construction/Application

Teacher-structured --------- ----------------- Student-structured

Indirect Evidence ---------------------------- Direct Evidence

WHAT ARE THE DIFFERENT TYPES OF AUTHENTIC ASSESSMENT?

Portfolios Rubrics Graphic Organizers Checklists Rating Scales Conferences Logs Notes & Letters

AUTHENTIC ASSESSMENT Graphic Organizers

VISUAL REPRESENTATIONSo Active learning by doingo Student directed construction of

knowledge

PURPOSEo Construction of knowledgeo Formative assessment

ATTRIBUTESo Informalo Personalo Unpolishedo Exploratoryo Ungraded

GRAPHIC ORGANIZERSo “Many students have trouble connecting

or relating new information to prior knowledge because they cannot remember things.”

o “Graphic organizers help them remember because they make abstract ideas more visible and concrete.”Scott, J. url: www.calpro-online.org/eric/docs/custer/custer5.pdf

CLUSTERINGo Key term in centero Free associationo Helps to make connections and recall

prior knowledge

CLUSTERING MAP

SEMANTIC MAPSo Idea map or diagramo Helps with remembering concepts,

connections, and termso Memorization aid

SEMANTIC MAP

STORY MAPS o Chronologic mapping of events

STORY MAP

VENN DIAGRAM o Visual representation of similarities and

differences

VENN DIAGRAM

TIME LINESo Chronologicalo Add illustrations

TIMELINE

TIMELINE

CAPTIONED DRAWING o Students choose certain ideas to illustrateo Captions or labels

1929 MODEL A FORD

blog.artandstory.com

CARTOONS

o Encourages reluctant writers

homepage.mac.com (stockcar)

MINDMAPPING o Careful visual reconstruction of complex

ideaso Commits ideas to memoryo Time consuming

http://www.novamind.com/connect

AUTHENTIC ASSESSMENT Rubrics

WHAT IS A RUBRIC?

• Comes from the Middle English word for

REDo Monks used red ink for headingso Evolved to mean “classification”o 1981 – first used by an educator to mean a scoring guide

Rhodes, T. L., ed. (2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics. Washington, DC: Association of American Colleges and Universities.

RUBRICS AS TOOLSo Authentic assessment of the performance of a

student

o Lists tasks to be evaluatedo Provides specific criteria to evaluate each

task/component

o Point values are assigned to each criteria

University of South Florida. (2007, February 14). Creating a rubric: Tutorial. Retrieved September 30, 2010, from http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

WHY USE A RUBRIC?

o Clarifies requirements or steps of the assignmento Shows what needs to be done to meet

expectations of teachero Students can assess their own work before

turning it ino Differentiate between qualities of the

performance

o Improve consistency in grading

University of South Florida. (2007, February 14). Creating a rubric: Tutorial. Retrieved September 30, 2010 from http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

WHEN TO USE A RUBRIC?

http://blogs.fruitportschools.net/egrimm/ http://uwnews.org/ uweek/article.aspx?id=32861

http://www.uncg.edu/cac/

6 STEPS TO CREATE A RUBRIC

1. Determine the performance objective (i.e. learning objectives)o Elements:

Student performance Conditions Criteria

2. Identify the tasks that will be required

6 STEPS TO CREATE A RUBRIC CONT’D

3. Determine the different levels of qualityo Examples:

Poor, Average, Excellent Beginning, Developing, Accomplished, Exemplary Poor, Fair, Average, Very Good, Excellent

4. Determine the criteria for each level of quality within a task

5. Assign a point value for each level and a total point value for the rubric

6 STEPS TO CREATE A RUBRIC CONT’D

6. Create the rubric table

Task Average(2 pts)

Excellent(3 pts)

Task 1

Task 2

Task 3

Task 4

University of South Florida. (2007, February 14). Creating a rubric: Tutorial. Retrieved September 30, 2010 from http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

Poor(1 pt)

GET STUDENTS INVOLVED Present models of student work Discuss what qualities make the work good Discuss and choose criteria for assessment

What is important?

Draft rubric and have students practice using it on sample works

Revise the rubric Use the rubric to instruct

Guide students Assess (teacher and self)

Harada, V. H., & Yoshina, J. M. (2005). Tools for assessment: Checklists, rubrics, and rating scales. In Assessing learning: Librarians and teachers as partners (pp. 19-30). Wesport, CT: Libraries Unlimited.

RESOURCESo Creating a Rubric: Tutorial

http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

o Educational Origami: Other Bloom's Digital Taxonomy resources http://edorigami.wikispaces.com/#Blooms

o Kathy Schrock’s Guide for Educators: Rubrics http://school.discoveryeducation.com/schrockguide/assess.html

o Rubistar: http://rubistar.4teachers.org/

o Teaching & Learning Resources: Course Design: Assessment: Authentic Assessment and Rubrics http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessment/assessmenttoolsresources/rubrics.php

o Tech4Learning: http://myt4l.com/index.php?v=pl&page_ac=view&type=tools&tool=rubricmaker

SO WHERE DO I START?

Performance-based Tasks

Collaborate with your School Librarian!

WHAT ARE PERFORMANCE-BASED TASKS?

Assignments we can give our students that focus more on the process (or performance) rather than the product.

PERFORMANCE-BASED TASKS:

Papers Presentations (PowerPoint, Prezi, etc.) Voicethreads Screencasts Video (PhotoStory3, Animoto, iMovie, etc.) Blogs Websites (Weebly, Glogster) Storymapping

COLLABORATION

Authentic Assessment is labor intensive, this is where your School Librarian comes in – you don't have to do it alone.

Utilize them, they want to help you!