authentic tasks

Authentic Assessment Learning

by: Gerome Mikhail C. Tipan

Objectives

Within the period, the students should be able to:

identify the types of tasks in selecting an Authentic Tasks; organize and construct a criterion for a task and rubric in measuring the students’ performance; and participate actively in checking the rubrics made by each student.

Authentic Assessment Learning

Selecting an Authentic

Tasks

Identifying Criteria for the Tasks

Creating Rubrics1. Analytic2. Holistic

3. Checking your Rubric

Give an example of a task that is being done in

an Authentic Assessment?

Selecting an Authentic Tasks

• second step in developing authentic assessment for each student has to accomplish.

Authentic tasks is an assignment given to students

designed to assess their ability to apply standard-

driven knowledge and skills to real world challenges

(Mueller, 2006)

Thus, a task we ask to students to perform is considered authentic when:

Students are asked to construct their own responses The tasks replicates challenges faced in the real world.

Authentic Assessment

includes task such as performances, products and constructed-responses items that typically require more direct application of knowledge and skills.

Types of Tasks

1.Constructed Response

- in response to a prompt, students construct an answer out of old and new knowledge.- narrowly conceived, delivered at or near the same time a response is expected and are limited in length.-some of their thinking must be revealed.

Examples

Concept MapsTyping Test

Venn Diagram

Types of Tasks

2. Product

- in response to a prompt(assignment) or series of prompts, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills -more broadly conceived and allow more time between the presentation of the prompt and the student response.

Examples

Art Exhibit

Essay

Examples

Newspaper

Portfolio

Types of Tasks

3. Performance-in response to a prompt (assignment) or series of prompts, students construct a performance that reveals their understanding of certain concepts and skills -more substantial in depth and in length, more broadly conceived and allow more time between the presentation of the prompt and the student response.

Examples

Debate

Dance or dramatic performances

Oral presentation

Identifying Criteria for the Tasks

The third step in authentic assessment “What does good performance on this task look like?” or “How will I know they have done a good job on this task?”

Criteria is used to evaluate how well students completed the tasks and thus, how well they have met

the standard/s.

Identifying Criteria for the Tasks

Example:• There are six standards

addressed to some degree by this authentic task. The standards are:

Students will be able to- measure quantities using

appropriate units, instruments, and methods;

set up and solve proportions;develop scale models;

estimate amounts and determine levels of accuracy needed;

organize materials; andexplain their thought process.

Authentic Task to be used to assess these standards in geometry are as

follows:

Rearrange the Room

Procedure:1). You first need to measure the dimensions of the floor space in the room

You want to rearrange the furniture in some room in your house but

your parents never allow you to do it. To help persuade them to

rearrange the furniture you are going to make a two dimensional

scale model of what the room would ultimately look like.

you want to rearrange, incl. the location and dimension of all doors and windows. You also need to measure the amount of the floor space occupied by each item of furniture and dimension should all be explicitly listed.2. Use the given proportion to find the scale dimensions of the room and all the items.

3). Make a scale blueprint of the room labeling where all the windows and doors are on poster paper.4). Make scale drawings of each piece of furniture on a cardboard sheet of paper and these models need to be cut out.5). Arrange the model furniture where you want them on your blueprint and tape them down.

6). Finally write a brief explanation of why you believe the furniture should be arranged the way it is in your model.7). Your models and explanations will be posted in the room and the class will vote on which setup is the best.

Criteria

which the teacher identified as indicators of good performance of the said activity:• Accuracy of calculations;• Accuracy of measurements on the

scale model;• Labels on the scale models;• Organization of calculations;• Neatness of drawings; and• Clear explanations.

Good Criterion (Mueller, 2006)

• clearly stated;• brief;• observable;• statement of behavior; and• worded in language students understand.• distinct• No overlapping of criteria (e.g. interpret the

data and draw a conclusion from the data

Creating the Rubrics

last step in the creation of authentic assessment.

Creating an Analytic Rubric performance is judged separately for each criterion. teachers assess how well students meet a criterion on a task, distinguishing between work that effectively meets the criterion and work that does not meet it.

Example of Analytic Rubric in Science

Criteria Limited Acceptable Proficient

Made good observation

Observations are absent or

vague

Most observations are clear and

detailed

All observations are clear and

detailed

Made good predictions

Predictions are absent or irrelevant

Most predictions are reasonable

All predictions are reasonable

Appropriate conclusion

Conclusion is absent or

inconsistent with observation

Conclusion is consistent with

most observations

Conclusion is consistent

Example of Analytic Rubric in Social Studies

(Oral Presentation)

Criteria Never Sometimes Always

Makes eye contact

0 4 4

Volume is appropriate

0 2 4

Enthusiasm is evident

0 2 4

Summary is accurate

0 4 8

Creating a Holistic Rubric

a judgment of how well someone has performed on a task considers all the criteria together, or holistically, instead of separately as in an analytic rubric. each level of performance reflects behavior across all the criteria.

Example of Oral Presentation RubricMastery• Usually makes eye contact• Volume is always appropriate• Enthusiasm present throughout presentation• Summary is completely accurateProficiency• Usually makes eye contact• Volume is usually inappropriate• Enthusiasm is present in most of presentation• Only one or two errors in summaryDeveloping• Sometimes makes eye contact• Volume is sometime appropriate• Occasional enthusiasm in presentation• Some errors in summaryInadequate• Never or rarely makes eye contact• Volume is inappropriate• Rarely shows enthusiasm in presentation• Many errors in summary

Rubric on Homework Problem

++ (3 pts.)• Most or all answers correct, AND• Most or all work shown

+(1 pts.)• At least some answers correct, AND• At least some but not most work shown

- (0 pts.)• Few answers correct, OR• Little or no work shown

Checking your Rubric

last step in creating a rubric. Here are the guidelines as a final check on your rubric (Mueller, 2006):• Let a colleague review it• Let your students review it-is it clear

to them?• Check if aligns or matches up with

your standards• Check if it is manageable.• Consider imaginary student

performance on the rubric.

Comprehension Check-up

1. Why do we need to prepare a rubric on students’ performance?

2. As future teachers, how important is Authentic Assessment to your teaching career?

Evaluation

Direction: On a ½ sheet of paper, answer the following:1. On the three (3) types of tasks, what is the most vital in assessing learners’ diverse skills and talents? Explain.2. Select one (1) task below and make criteria out of it.a. Social Studies class- Essay on Pork Barrelb. PE Class- Field Demonstration, Calisthenics

Assignment

Direction: On a short bond paper, choose one (1) from the following activities and make a rubric (Either Holistic or Analytic):

1.Debate2. Group Presentation/ Dramatic

performance3.Art Exhibit4. Portfolio

5. Research Report

Thank You!