AA Authentic Assessments

8/13/2019 AA Authentic Assessments

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Xavier University-Ateneo de Cagayan

Performance-basedAssessment of Learning

by

Dr Amparo Vedua-Dinagsao

Outline

Introduction of Objectives/Topics

Activity: A taste of performance-based

assessments

Presentation

Processing

Formal Discussion

Application

Short Presentation

Definition: Assessment

Assessment is the purposeful,systematic and ongoing collectionof information as evidence for usein making judgments aboutstudent learning.

(Education Queensland 2001, Years1-10 Curriculum Framework forEducation Qld Schools, Department

of Education, p.13)

Assessing Student Learning

Essential Question:

What purposes do assessments serve and how can wemost effectively utilize assessments to achieve ourgoals?

Objectives: You will be able to

Design a performance-based assessment

Topics:

Authentic AssessmentPerformance-based Assessment

Rubrics

Science : Circulatory SystemYour father, a cardiologist has asked you tohelp out in his medical mission. He hasasked you to prepare a SIMPLE brochureIN YOUR OWN WORDS about how theheart works, its importance, some diseases

of the heart that are prevalent today andtheir causes, how one can care for theheart. You will be using this brochure toteach children in the outreach communityabout the heart so that they can teachthem what kind of measurement the bloodpressure is and then demonstrate how totake the blood pressure of some adults inthe community. Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

Biomes

NASA is calling! The task is to create amodel of an imaginary plant or animalthat is capable of surviving in a given

planetary environment, to support theastronauts going there to live. Studentswill need to justify various structures andhow they aid in the function and survivalof their organism.

Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008


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English (Point of view, Narrative Writing)You are a well-known writer of childrens

books. A publisher comes to you and says,We really liked the 3 Little Pigs and the

REAL story of the 3 Little Pigs, by A. Wolf.

Would you please take a familiar story andwrite another version of it from another point

of view, like that one? We think it iswonderful idea, and you are a great writer-

so it should be very successful You agree

to start work on a story and present the

editors with a draft. When you submit the

draft, write a cover page to convince yourpublisher that this is a great story and

explain why you came up with this particular

version and what message, if any, you

would like to relay to children who read it.Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008

English: Biographies (vivid details)

You have written to Jose Rizalasking, How did you become whoyou are?

1) Now, put yourself in Rizalsshoes and answer this question,explaining which events andexperiences in his childhood orlife resulted in big decisions orimportant events in his life. 2)Then, write a letter back to Rizalexplaining how his life was likeand unlike yourreal life.Prepared by: R.Atienza2010 Adapted from: Wiggins, Grant 2008

Math: HoopsHoops McGinty wants to donate millions of dollars

from his salary and sports-drink earnings toward aspecial exhibit in the new Rose Planetarium area of

the Museum of Natural History. Hoops wants there

to be a 3-D scale model of our planetary system.

There is a catch, however. The size of the planets

and the distance of each planet from the sun mustbe exactly to scale- where the sun is represented

by a regular NBA basketball. The nervous folks in

the souvenirs and gifts department of the Museum

call you up to their office because of your expertise

in astronomy. What will you advise them about thefeasibility of the plan? What approach toward a

scale model will work best to ensure a basketball

related design?

Prepared by: R.Atienza 2010 Adapted f rom: Wiggins, Grant 2008

Its time to present . . . . Tadang!

Just 1 !

wide variety of assessment options

instructional objectives, content, and necessary

skills and behaviors.

right kinds of information, (if used effectively)

students -> thinkers and learners

assessment --to all kinds of methods and

strategies that provide information about a

students learning

categories: alternative and traditional


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Promote, assist and improvestudents learning

Inform teaching and learning

Provide data that can becommunicated to a range ofpeople about the progress andachievements of individualstudents or groups of students.

(Education Queensland 2001, Years 1-10 CurriculumFramework for Education Qld Schools, Department ofEducation, p.13)

Assessment Purposes Wh at is Authe ntic Assessme nts?

A form of assessment in which students are ask ed

to perform real-world tasks that demonstrate

meaningful application of essential knowledge and

skills -- Jon Mueller

"...Engaging and worthy problems or questions of

impor tance, in which students must use knowledge

to fashion perf ormances effectively and creatively.

The tasks are either replicas of or analogous to the

kinds of problems faced by adult citizens and

consumers or professionals in the field." -- Grant

Wiggins -- (Wiggins, 1993, p. 229).

"Performance assessments call upon theexaminee to demonstrate specific skills and

competencies, that is, to apply the skills and

knowledge they have mastered." -- Richard J.Stiggins -- (Stiggins, 1987, p. 34).

Wha t is Pe r formance Assessments?Performance and Authentic Assessments (Chapter 13, p.212 by E. Raagas)

1.specific behaviors or outcomes

of behaviors are to be

observed

2.appropriateness of students

actions

3.cannot be directly measured

using a paper-and-pencil test.

When is it called a Performance Assessment?When is it called a Performance Assessment?

Categories of Performance Assessments:Categories of Performance Assessments:

1. Process versus Product Measures

process a procedure that a student uses to

complete a task

product a tangible outcome that may be aresult of completing a process

2. Simulated versus Real Settings

3. Natural versus Structured Stimuli

Why use?Why use?

evaluation of complex skills which are

difficult to assess by written tests.

good effect on instruction andlearning.

used to evaluate the process as well

as the product.


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amount of time they require to

administer

student responses often cannot bescored later

scoring is susceptible to rater error.

inconsistencies in performance on

alternative skills within the same

domain.

Drawbacks?Drawbacks?

An authentic assessment usually

includes a task for students to

perform and a rubric by which

their performance on the task will

be evaluated.

Wh at is doe s Authe ntic Assessm ent look like?

Traditional AuthenticSelecting a Response Performing a Task

Contrived Real-life

Recall/Recognition Construction/Application

Teacher-structured Student-structured

Indirect Evidence Direct Evidence

Difference be tween TA and AA

Observations

Rubrics

Portfolios

Projects

Presentations

Constructed response

questions

Essays

Student self-assessment

Auth entic Assessme nts Exam ples

Performance Assessment

(or Performance-based)

-- so-called because students areasked to perform meaningful tasks.

Alternative nam e for Authe ntic Assessm ent

Direct Measures

Captures Constructive Nature of Learning

Integrates Teaching, Learning and

Assessment

Provides Multiple Paths to Demonstration

Wh y Use Authe ntic Asse ssme nts?


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Students are asked to perform real-

world tasks that demonstrate meaningful

application of essential knowledge and

skills

How d o you crea te Auth entic Assessm ents?

Questions t o Ask:

1) What should students know and be able to do?This list of knowledge and skills becomes your . . .

STANDARDS

2) What indicates students have met thesestandards? To determine if students have met thesestandards, you will design or select relevant . . .

AUTHENTIC TASKS


STANDARDS

AUTHENTIC TASKS

3) What does good performance on this task look like?To determine if students have performed well on thetask, you will identify and look for characteristics of goodperformance called . . .

CRITERIA


STANDARDS

AUTHENTIC TASKS

CRITERIA

4) How well did the students perform? To discriminateamong student performance across criteria, you will

create a . . .RUBRIC


Three issues should be considered whenestablishing a scoring plan.

1. Is each quality to be measured directlyobservable?

2. Does the scoring plan delineate essential

qualities of a satisfactory performance?

3. Will the scoring plan result in differentobservers assigning similar scores to a

students performance?

Scoring Performance Assessments:Scoring Performance Assessments:

STANDARDS

AUTHENTIC TASKS

CRITERIA

RUBRIC



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Sample of Auth entic Tasks: COIN GAME (Math)

CONTENT STANDARDS:

Students will be able to compute simpl e probabili ties. Students will be able to determine if and when a game is fair. Students will be able to com municate mathematical ideas.

PROCESS STANDARDS: Students will be able to use a model to sol ve problems.

TASK:Make up a game that invol ves tossing three coins. Describe the rules

of your game and explain why your game is fair.

CRITERIA: You must describe the rules for a two-person fair game invol vingthreecoins. Make sure to in cluding a point system for scoring.

You must prove that your game is fair using a tree diagram.

You must show the probabil ities of winni ng for each player.

Geometry Poster (Math)

Your job is to create a poster to help

illustrate the meaning of parallel,

perpendicular, and intersecting lines. The

poster should include definitions, illustratedexamples, and real-life clips or pictures of

each one of the lines.

Keep in mind every poster will either be

displayed in the classroom or in the

hallway during our geometry unit.

Refer to the rubric: Definitions, appearance, illustrations, real-life

problems

English (Persuasion Unit)

Standards

Students will use writing styles that appeal to a variety of

audiences for a variety of purposes.

Students will use appropriate word choice when producingpersuasive documents.

Students will produce documents that exhibit a range of

persuasive writing techniques that contain topic sentences,

position statements, support for position statements, andproposals using formats suitable for submission.

Students will apply the rules of grammar in writing.

Task: Letter of Complaint

Task: Letter of Complaint

Have you or has someone you know, ever bought an item,

used it once, and found out it didnt w ork the way youexpected, or that it broke entirely? Choose a time when this

happened to you and wr ite a complaint letter to the

manufacturer to express your disappointment. In order for

you to completely tell your story, your letter must contain at

least 3 paragraphs with a minimum of 6-8 sentences each.Your letter should be in correct letter format and apply th e

rules of g rammar, spelling and punctuation.

Keep in Mind: State the problem, explain what happened and propose a reasonable solution.

Use language that will persuade, not anger.

Make sure your argument is clear. Explain how i t happened. (6-8 meaningful sentences per paragraph.)

Remember to use words that persuade.

English (Focus Skill Unit: Sequencing)

Content Standards:

Apply reading strategies to improve understanding and fluency.

Comprehend a broad range of reading materials.

Arrange events in chronological order.

Task: Using events and details from the story Pyramids, create a

timeline on white construction paper that places the events of thepyramids in chronological order. Since the exact dates are not

given for the events, create your timeline based on the estimated

dates that were given in the story. After you have finished yourtimeline, trace your writing with a black marker. Remember that

neatness and quality counts!

English (Focus Skill Unit: Sequencing)

Rubric:


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Science: Hurricanes vs. Tsunami Article

You have been given some information about hurricanes and tsunami throughclass. What I want you to do is write an article about the differences betweenhurricanes and typhoons. You will be given 1 day in the library and 1 day inthe computer lab. In your article you should cover the following topics:

1.Where do hurricanes and a tsunami occur?

2.What kind of damage do they cause?3.What are the warning signs of them?4.Are the warning times long enough?5.How many lives do they affect each year?

Please note that there are two sides to every question; a hurricane and atsunami are different in nature. So please make sure that you are treatingthem differently when you are answering the questions!PLEASE DO NOTLUMP A H URR ICANE AND A TSUNAMI TOGETHER ! ! ! !! !

Your article must be written properly. Make sure that you use paragraphs,complete sentences, organize your ideas, and use your punctuation properly.Your articles are going to be evaluated by your peers. There will be fourpeople evaluating your article, and the four scores will be averaged. Theaverage will be your final grade.

BACTERIA WANTED POSTER (Science: Viruse, Bacteria, Immunology Unit)

TASK: Students will research a bacterial infection and create a

poster displaying information about their bacteria. Students will also

have to present their poster to the class. A peer assessment of both

the poster and the oral presentation will

be conducted.

CRITERIA:

Description:

Your poster should be no smaller than a 8 X 11 piece of

poster board Your poster should be colorful

Your poster should be organized and free from errors!

and CREATIVE

Specific Requirements (what you should include!): Photo of your pathogen (microscopic picture or a diagram)

Description of pathogen (What it look like, how it originated, etc.)

Organisms mode of operation (how it attacks and spreads,

vectors)

Most common victim it preys on (adults, kids, males, females) Hideout of culprit (where it is found across the

worldgeographically)

Injury done to its victims symptoms of disease

Is it armed and dangerous? (rate the degree of damage caused)

Number of victims to date Most effective weapon against the bacteria (treatments, cures?)

Include documentation of sources (at least 2!)

BACTERIA WANTED POSTER (Science: Viruse, Bacteria, Immunology Unit) Activity: GRASPSI. Choose a unit or topic from your field or subject you are teaching.

II. Write the instructional objective/s.Instructional objectives are statements of what the students will be

doing at the end of the instructionable to demonstrate as an application of what they have learned

III. List the content or sub topics you will include in your class discussion.

IV. Design or select relevant tasksWhat indicates that students have met these competencies?

Think of a requirement/project/ assignment given to students designed to assess

their ability to apply competencies-driven knowledge and skills to real-worldchallenges.

Consider the tasks where you will ask students to construct their own responsesrather than to select from set of responses; or tasks which replicate challengesfaced in the real world.

V. Identify and determine the characteristics of a good performance on thetask

What does good performance on this task look like?identify the criteria, that, if present in your students work, will indicate that they have

performed well on the task, i.e., they have met the competencies.

Is Authentic Assessment a

consideration in our design for the

evaluation of learning with our

students?

Reflection: Lets get ba ck to ou r ActivityXavier University-Ateneo de Cagayan

Assessment of Learning

by

Dr Amparo Vedua-Dinagsao

AA Authentic Assessments

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