A UTHENTIC A SSESSMENT Kari Stevenson Gail Graziani Cathy Gottlieb.
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Transcript of A UTHENTIC A SSESSMENT Kari Stevenson Gail Graziani Cathy Gottlieb.
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
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!
