authentic assessment

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This presentation was developed for the exclusive use of students enrolled in: Educational Testing & Grading, Professor Gregory E. Stone. © 2004 Gregory E. Stone. All rights reserved. This presentation may not be reproduced in any form, in part or as a whole, without the express written permission of the author.

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Page 1: Authentic Assessment

This presentation was developed for the exclusive use of students enrolled in:

Educational Testing & Grading, Professor Gregory E. Stone.

© 2004 Gregory E. Stone. All rights reserved. This presentation may not be reproduced in any form, in part or as a whole, without the express written permission of the author.

Page 2: Authentic Assessment

Authentic Assessment

Assessment through a vehicledesigned to mimic real-life.

Page 3: Authentic Assessment

Authentic Assessment

“Traditional papertests are too removedfrom reality and tooindirect. We shouldtest directly whatstudents will reallydo outside school.”

TESTTESTTEST

Page 4: Authentic Assessment

Authentic Assessment

Most appropriate forvocational education,and job trainingPrograms, but increasingly useful for all academic subjects.

Page 5: Authentic Assessment

Authentic Assessment inspired by Howard Gardner’s

Theory of Multiple Intelligences

Page 6: Authentic Assessment

There is no single intelligence.

We are smart in different ways

Linguistic: Capacity to use your own and other languages to express yourself and understand others.

Logical-Mathematical: Capacity to understand underlying causal principles in ways similar to scientests or logicians, or to use quantitative and mathematical reasoning in ways similar to mathematics.

Page 7: Authentic Assessment

There is no single intelligence.

We are smart in different ways

Spacial: Capacity to represent the special aspects of the world in your mind in ways similar to airline pilots, chess players, architects, painters and sculptors.

Body Kinesthetic: Capacity to use all or part of your body to solve a problem, make a product, or perform in ways similar to actors, dancers and atheletes.

Page 8: Authentic Assessment

There is no single intelligence.

We are smart in different ways

Musical: Capacity to mentally process music in a way that recognizes and remembers patterns, and can manipulate music to solve problems or express understanding.

Interpersonal: Capacity to understand and meaningfully relate to others. Understand what other people can do, how to approach the world and others, what their reactions are likely to be, etc.

Page 9: Authentic Assessment

There is no single intelligence.

We are smart in different ways

Intrapersonal: Capacity to know yourself, who you are, your strenths and limitations, your goals and aspirations, how you feel, what you should avoid, etc.

Naturalistic: Capacity to understand nature and the modern world by discriminating among and classifying living and nonliving natural things, as well as among human-made creations.

Page 10: Authentic Assessment

Authentic Assessment

Emphasizes Applications

Assess whether or not a studentcan use his or her knowledge ina practical situation, in additionto assessing whether or not thestudent possesses the knowledge.

Page 11: Authentic Assessment

Authentic Assessment

Focus on Direct AssessmentAssess the stated learningobjective directly rather thanIndirectly, as is done in atraditional assessment (e.g. paper test).

Page 12: Authentic Assessment

Authentic Assessment

Use of Realistic Problems

Frame the tasks in a highlyRealistic way so that the students can recognize them as part of everyday life in the setting defined.

Page 13: Authentic Assessment

Authentic Assessment

Emphasizes Applications

Frame tasks to encourage:

>More than 1 correct answer,

>More than 1 way of expressing the answer

Page 14: Authentic Assessment

Authentic Assessment

Emphasizes Applications

Frame tasks to encourage:

>Groups of students working together,>Taking a relatively long time to complete (a week, month, etc.)

Page 15: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Select the content.

What is the content area about which you want to make a measurement?

Page 16: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Select the Taxonomy.

In what ways (cognitive, affective, psychomotor) would you like to see the student interact with the material?

Page 17: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Draft the Performance Task.

Draft your task so that the students know how they are expected to interact with the content.

Page 18: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Select an appropriate information processing dimension.

Rewrite your task in a way that includes precise instructions concerning how the student should interact with the content.

Page 19: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Select Communication Format.

How do you want the student to communicate this interaction? On paper? By demonstration?

Page 20: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Rewrite to include communcation.

Rewrite your task one more time, this time, including communication.

Page 21: Authentic Assessment

Authentic Assessments that Work!

Seven Steps to Creating

Review and Edit.

Review yourself and have others review too, to see if your intended meaning was understood.

Page 22: Authentic Assessment

Example:

Demonstrate ability to use geometry.

Your learning objective!

Page 23: Authentic Assessment

Example:

Cognitive

Psychomotor

I want the student to know how to calculate geometrically.

I want the student to be able to USE geometry in real life, like constructing a building.

Page 24: Authentic Assessment

Example:

You are an architect hired to create a new shopping mall. Create a model of a shopping mall and demonstrate how you used at least two different geometric principles in constructing the model. (For instance, how would you use geometry to build a perfect square?)

Page 25: Authentic Assessment

Example:

You are an architect hired to create a new shopping mall. Using the building materials supplied in class, create a model of a shopping mall and demonstrate how you used at least two different geometric principles in constructing the model. (For instance, how would you use geometry to build a perfect square?) Please show all equations and how they were used to create your model. You will be graded on the correctness of your use of the geometric principles in constructing your model and your in class explanation.

Page 26: Authentic Assessment

Example:

Cognitive

Psychomotor

I want the student to demonstrate correct formula use on paper and in class presentations.

I want the student to be able to USE geometry in real life, by constructing the model and explaining how it was constructed to the class.

Page 27: Authentic Assessment

Example:

You are an architect hired to create a new shopping mall. Using the building materials supplied in class, create a model of a shopping mall and demonstrate how you used at least two different geometric principles in constructing the model. (For instance, how would you use geometry to build a perfect square?) Please show all equations and how they were used to create your model in a short paper (approximately 3-5 pages). You and your fellow architect classmates will present your models and your use of geometry to the class next week. You will be graded on the correctness of your use of the geometric principles in constructing your model and your in class explanation.

Page 28: Authentic Assessment

Example:

You are an architect hired to create a new shopping mall. Using the building materials supplied in class, create a model of a shopping mall and demonstrate how you used at least two different geometric principles in constructing the model. (For instance, how would you use geometry to build a perfect square?) Please show all equations and how they were used to create your model in a short paper (approximately 3-5 pages). You and your fellow architect classmates will present your models and your use of geometry to the class next week. You will be graded on the correctness of your use of the geometric principles in constructing your model and your in class explanation.

Page 29: Authentic Assessment

First ask: “Is the task On Target?”

Judging the value of an Authentic Assessment

ClearCompelling (worth doing)Complete (is the task a complete learning experience?)

Page 30: Authentic Assessment

Next ask: “Is the task Practical?”

Judging the value of an Authentic Assessment

Appropriate (for grade, etc.)Feasible (realistic challenge?)Fair (can be completed by ALL students)Accurate (avoids bias/distortion)

Page 31: Authentic Assessment

Suffer the MOST from a lack of validity and reliability evidence.

Authentic Assessments

Because of this we must be very, very careful to follow our rules and our process when considering authentic assessment.

Page 32: Authentic Assessment

Generally considered an Authentic Assessment!

Portfolios

As with all other authentic assessments, portfolios must be planned and executed very carefully - not haphazardly.

Page 33: Authentic Assessment

Best Work

Who chooses the work?

A selection of what is considered the student’s best work (e.g. the “final” paper).

Growth & LearningA selection of student work from novice to proficient (e.g. first draft, second draft, final paper).

Page 34: Authentic Assessment

Best Work

Who chooses the work?

Is the student’s idea of best work the same as the parent or teacher?

On what grounds is it the “best”?

Isn’t this a biased sample?

Growth & LearningHow much of the improvement in work was a result of people helping the student?

Was it the student’s work at all?

Page 35: Authentic Assessment

Authentic Assessment

New assessments with muchpromise and major problems.