Authentic Assessment: Bridging Knowledge and Real-World Application
- 1. CHAPTER 4 "On assessment, measure what you value instead of valuing only what you can measure." Andy Hargreaves
- 2. Learning Outcomes Explain the meaning of authentic assessment and non- test assessment; Give example of transversal competencies; State the 21st Century skills based on P-12 Framework; Describe the features of authentic assessment and 21st Century assessments' and Discuss the complementary relationship of authentic and traditional assessments.
- 3. Meaning of Authentic Assessment Authentic assessment is a “form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills... Mueller (2011)
- 4. Meaning of Authentic Assessment Authentic assessment is engaging in W questions of importance in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field. Wiggins (1987)
- 5. Meaning of Authentic Assessment Authentic assessments "call upon the examinee to demonstrate specific skills and competencies, i.e., to apply the skills and knowledge they have mastered." Stiggins (1987)
- 6. Comparison of Traditional and Authentic Assessment Authentic Assessment Traditional Assessment Attributes Performing a task Selecting a response 1. Action/Option Simulation/Real-life Contrived/Imagined 2. Setting Construction/Application Recall/Recognition 3. Method Student-structured Teacher-structured 4. Focus Direct evidence Indirect evidence 5. Outcome Source: Jon Mueller’s Authentic Assessment Toolbox; https://jonfmueller.com/toolbox/whatisit.htm
- 7. Meaning of Authentic Assessment Based on the definitions of authentic assessment and table comparing traditional and authentic assessments given above, we can say that moving from traditional to authentic assessment is like going from “knowing” to “showing”.
- 8. Non-Test Assessment of Learning An alternative assessment measures students’ abilities directly with real tasks. allows the students to manifest their acquired knowledge and skills. formative assessment an informal, impromptu feedback, or marginal comments on students' drafts does not give fixed judgment or record results.
- 9. Examples of Non-test Assessment: Portfolio Teacher Observation Slates or Hand Signals Daily Assignments Journal Games Projects Debates Checklist Cartooning Models Notes Panel Discussion Demonstrations Problem-solving Discussions
- 10. Authentic Assessment Complements Traditional Assessment • assessment is not a matter of “either-or". • It is a matter of "both-and” • Mastery of knowledge is the focus of traditional assessment. • Mastery of basic knowledge and skills is the foundation of the learners' ability to demonstrate and perform the tasks that they are expected to perform in the real world.
- 11. New Taxonomy of Educational Objectives Robert Marzano (2000) Self-System Emotion Associated with Knowledge Beliefs about Efficiency Beliefs About the Importance of Knowledge Metacognitive System Monitoring Accuracy Monitoring Clarity Monitoring the Execution of Knowledge Specifying Learning Goals Knowledge Domain Physical Procedures Mental Procedures Information Cognitive System Decision Making Problem Solving Experimental Inquiry Investigation Matching Classifying Error Analysis Generalizing Specifying Analysis Synthesis Representation Retrieval Recall Execution
- 12. Partnership for 21st Century Skills Framework Learning and Innovation Skills Life and Career Skills Core Subjects and 21st Century Themes Information, Media, and Technology Skills Standards and Assessments Curriculum and Instruction Professional Development Learning Environment
- 13. Transversal Competencies Transversal competencies are competencies that are transferable between jobs that is why they are al called transferable competencies. • experience, • soft skills, • emotional intelligence • employability skills.
- 14. List of transversal competencies the ability to use a wide range of creation techniques to create new and worthwhile ideas as well as observable creations Creativity Critical and Innovative Thinking a combination of technical, business management, and personal determination, innovation and risk-taking skills necessary to turn ideas into action, as well as plan and manage projects in order to achieve objectives. Entrepreneurship skills necessary to implement innovations. This includes the ability to act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur. Application Skills the ability to reflect critically on learning experiences and processes in order to inform future progress. Reflective Thinking the ability to use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation, to effectively analyze and evaluate evidence, arguments, claims and beliefs in making Judgments and decisions Reasoned Decision Making
- 15. List of transversal competencies the ability to articulate thoughts and ideas effectively using oral, written skills and nonverbal communication skills in a variety of forms and contexts. Communication Skills Inter- personal Skills skills such as general organizing, team administration, planning, time skills management, coordinating resources and meeting deadlines. Organizational Skills skills necessary to be able to work with others towards a common goal. These include the ability to negotiate, follow an agenda, and make group decisions. Teamwork ability to work effectively and respectfully with diverse teams, including the skills necessary to exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. Collaboration
- 16. List of transversal competencies skills required to identify, locate and access appropriate Information sources and analyze information Ability to obtain locate and access appropriate information through ICTs Media and Information Literacy skills required to evaluate the quality, appropriateness and value of the information, as well as its sources. Ability to critically evaluate information and media content the ability to apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Ethical use of ICTs
- 17. List of transversal competencies This includes the skills to understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multicultural environments. Respect for Diversity Global Citizenship respecting cultural differences and work effectively with people from a range of cultural backgrounds, and responding open mindedly to different ideas and values. Intercultural understanding participating effectively in civic life through knowing how to stay informed and understanding governmental processes. Democratic participation
- 18. Features of Authentic/Performance Assessment (Hambleton, 1996) 1. An emphasis on ‘doing ‘open-ended activities for which there is no correct, objective answer and that may assess higher thinking 2. Direct methods of evaluation 3. Self-assessment 4. Assessment of group performance as well as individual performance 5. Extended period of time for assessment
- 19. Characteristics of 21st Century Assessment 1. Responsive 2. Flexible 3. Integrated 4. Informative 5. Multiple Methods 6. Communicated 7. Technically Sound 8. Systematic
- 20. Authentic Assessment: Process-oriented or Product-oriented Authentic Assessment Performance Assessment Process-oriented Product-oriented Learning outcomes in the form of procedural knowledge require demonstration of the process or procedure Students' performance that leads to a concrete product.
- 21. DepEd's Emphasis on Performance Assessment DepEd Order S. 2015-08 They (students) may create or innovate products or do performance-based tasks. Performance-based tasks may include skills demonstration, group presentation, oral work multimedia presentation and research projects. Written output is also considered as performance task.
- 22. DepEd's Emphasis on Performance Assessment DepEd Order S. 2015-08 3 components of summative assessment: 1. written work, 2. performance tasks, and 3. quarterly assessment
- 23. DepEd's Emphasis on Performance Assessment DepEd Order S. 2015-08 Authentic assessment is a “form assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills... (Mueller, 2011)
- 24. DepEd's Emphasis on Performance Assessment DepEd Order S. 2015-08 Authentic assessment is… engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field. Wiggins (1987)
- 25. GRASPS When constructing performance tasks, be guided by the acronym GRASPS shared by Wiggins and McTighe (2004). Goal Role Audience Situation Product Standards and Criteria Indicators
- 26. GRASPS Example: Science Class Goal Role Audience Situation Product Standards and Criteria Instill health-consciousness among the young by particularly paying attention to their eating habits. You are officers of Health Club and one of your objectives as a club is to promote health consciousness among the students. Your brochure is intended for all high school students in your school. Most high school students are fond of junk foods, soft drinks. A big number of students are obese and underweight. Come up with a brochure on healthy eating habits. Brochure should: 1) focus on healthy eating habits, 2) include graphics and 3) use simple, non-technical English language. You will be graded along the following criteria: 1) accuracy ofcontent-10pts., 2) organization of information-10 pts., 3) clarity of content-10pts., 4) appropriateness of graphics/ pictures-10pts. 4) attractiveness/appearance of brochure-10pts 5) grammatical accuracy- 10pts.
- 27. Guidelines for Performance Assessment Four issues that must be considered in the use of performance assessment: 1. Establishing a clear purpose Airasian & Russell (2008) to assign a grade, to evaluate student's progress, to generate products to be included in a learning portfolio, or to provide student's sample of work for college admission.
- 28. Guidelines for Performance Assessment Four issues that must be considered in the use of performance assessment: 2. Identifying observable criteria Airasian & Russell (2008) These criteria of good performance are made clear to students at the beginning in the teaching-learning process to help them focus on their learning. These observable criteria also help the teacher or any one assessing for that matter make his/her observations more systematic and focused.
- 29. Guidelines for Performance Assessment Four issues that must be considered in the use of performance assessment: 3. Providing an appropriate setting Airasian & Russell (2008) Will you observe the target behavior in a natural setting like observing a Student Teacher teach as he/she teaches in a real classroom or observe her in an announced and prepared demonstration teaching with her classmates acting as students? Assessment experts' advice is “As a rule of thumb, it is a good idea to observe the student on more than one occasion, because a single performance might not fairly represent student knowledge or skill.” (Santrock, 2009)
- 30. Guidelines for Performance Assessment Four issues that must be considered in the use of performance assessment: 4. Judging or scoring the performance Airasian & Russell (2008) To judge or score the product or the process/behavior demonstrated, a scoring rubric is a must, to ensure objectivity of scoring.
- 31. KEY TAKEAWAYS • Authentic assessment is a form of assessment in which students are asked to perform real- world tasks that demonstrate meaningful application of essential knowledge and skills. It is also referred to as performance assessment. • Learning consists of the mastery of basic knowledge and skills and real-world application of those basic knowledge and skills. This mastery of basic knowledge and skills is the concern of traditional assessment while the real-world application of these basic knowledge and skills is the concern of authentic/performance assessment. • We are not content with assessing basic knowledge and skills only. We also need to assess the genuine proof of the understanding of these basic knowledge and skills by way of authentic/performance assessment. Thus, traditional assessment and authentic/performance assessment complement each other. • Authentic assessment includes assessing transversal competencies needed in the 21st Century. These are transferable competencies that are beyond mere information, knowledge of mental and physical skills in the knowledge domain of Marzano's taxonomy. GRASPS (the acronym for Goal, Role, Audience, Situation, Product, Standards and Criteria) is one form or technique for authentic assessment.