Authentic Assessment

Authentic Assessment

Alex DuganTESOL

Adventist International Institute of Advanced Studies

[email protected]

What is Authentic Assessment?

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Jon Mueller

What is Authentic Assessment?

Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered.

Richard J. Stiggins

What does Authentic Assessment look like?

An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.

Traditional Assessment vs. Authentic Assessment

Traditional Assessment (TA)Multiple choiceGap fillTrue-falseMatching


Authentic Assessment (AA)InventoriesPeer rating / Self ratingJournalsPortfoliosDiscussionsInterviews


Traditional (TA) To develop productive

citizens

Must possess a body of knowledge and skills

Schools must teach this body of knowledge and skills

Test the students if they acquired the knowledge and skills

Authentic (AA)To develop productive

citizens

Must be capable of performing real tasks

Schools must help students become proficient at performing tasks

Have the students perform meaningful tasks


Traditional (TA) The curriculum drives

assessment.

• 1. body of knowledge is determined first

• 2. design the curriculum• 3. assess to determine if

acquisition of the curriculum occurred.

Authentic (AA)

Assessment drives the curriculum.

1. tasks are determined first

2. students perform to demonstrate their

mastery

3. design the curriculum


Traditional (TA)

• Selecting a response• Contrived

• Recall / Recognition• Teacher-structured

• Indirect evidence

Authentic (AA)

Performing a task

Real-life

Construction / Application

Student-structured

Direct evidence

Alternative Names for Authentic Assessment

Performance Assessment

Alternative Assessment

Direct Assessment

Why UseAuthentic Assessment

Authentic Assessments are Direct Measures

We do not just want students to know the content of the disciplines when they graduate. We, of course, want them to be able to use the acquired knowledge and skills in the real world. So, our assessments have to also tell us if students can apply what they have learned in authentic situations.


Authentic Assessments are Direct Measures

Can you think of professions which require some direct demonstration of relevant skills before someone can be employed in that field?


Authentic Assessments Capture Constructive Nature of Learning

We cannot simply be fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences with the world (Bransford & Vye, 1989)


Authentic Assessments Integrate Teaching, Learning and Assessment

In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning.


Authentic Assessments Integrate Teaching, Learning and Assessment

When presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts.


Authentic Assessments Provide Multiple Paths to Demonstration

We all have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate what we have learned. Testing favors those who are better test-takers.

How to CreateAuthentic Assessments

Step 1: Identify the standardsStep 2: Select an authentic taskStep 3: Identify the criteria for the task Step 4: Create the rubric

STEP 1: Identify the Standards

Standards, like goals, are statements of what students should know and be able to do. However, standards are typically more narrow in scope and more amenable to assessment than goals.

Students will be able to add two-digit numbers

correctly.

STEP 2: Select an Authentic Task

Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it.

STEP 3: Identify the Criteria for the Task

Ask "What does good performance on this task look like?" or "How will I know they have done a good job on this task?"

Criteria: Indicators of good performance on a task


Characteristics of a Good Criterion

clearly stated

brief

observable

statement of behavior

written in a language students understand


Standard

The student will conduct banking transactions.

Task

make deposits, withdrawals or cash checks at a bank

Criteria

Selects needed form (deposit, withdrawal), Fills in form with necessary information, Endorses check, Locates open teller, States type of transaction

STEP 4: Create the Rubric

Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically.

Holistic Rubric(Accent)

Score Level

Criteria

4 The student’s accent has no trace of first language influence. Accent is fairly Standard American.

3 The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation.

2 The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable.

1 The student’s accent is very much affected by L1 intonation and it is difficult to understand.

Analytic Rubric(Composition Writing)

Criteria Wt 4 3 2 1

Organization

x2 Information in logical, interesting sequence which reader can follow.

Student presents information in logical sequence which reader can follow.

Reader has difficulty following work because student jumps around.

Sequence of information is difficult to follow.

Content x2 Student demonstrates full knowledge (more than required).

Student is at ease with content, but fails to elaborate.

Student is uncomfortable with content and is able to demonstrate basic concepts.

Student does not have grasp of information; student cannot answer questions about subject.

Vocabulary x1 Few errors; precise and appropriate

Fairly broad vocabulary; some errors

Adequate but repetitive ; invented words

Words don’t fit the context; hard to understand

Neatness x1 Work is neatly done.

Work has one or two areas that are sloppy.

Work has three or four areas that are sloppy.

Work is Illegible.

Designing a Rubric

Criteria Wt

4 3 2 1

Yes and more

Yes Yes, but

No

Experts Say…

For many students, assessment is not an educational experience in itself, but a process of ‘guessing what the teacher wants.’

(McLaughlin & Simpson, 2004)

Thank You

Best wishes with your assessment practices!

Contact Information

Alex DuganTESOL

Adventist International Institute of Advanced Studies

[email protected]

Authentic Assessment

Education

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