authentic assessment strategies (acosta)
TRANSCRIPT
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Authentic AssessmentStrategiesHow do we authentically assess?
HAZEL C. ACOSTA7 September 2006
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FOCUS QUESTIONS
What is assessment?
When do we assess?
How do we assess? Which assessment strategy brings out
evidence of learning?
When do we say we have assessedlearning well?
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1. The Place of Assessment in
TeachingWhat is assessment?
Learner
Learning Process Learning Situation
Input: Teach(objective)
OutputLearning process
Processing of information
A
SS
E
S
S
Check onLearning
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2. The Triarchic Relation
Learner
Instructional Objective
P
RO
C
E
S
S
Measurement
Assessmen
t
Evaluation
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Process of determining how much of a particular
knowledge, skill or characteristic an individual
possesses.
Measurement
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Process of gathering information on how an instructionalobjective or purpose is being achieved. May consist of
various methods employed to determine the extent
to which learners achieve/realize the intended
learning outcomes of instruction.
Assessment
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Process of making judgments; how good ones performance
or behavior is, based on a pre-determined value or
standards that would indicate
quality.
Evaluation
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3. Factors that Affect
AssessmentWhen do we assess?
Performance
objectiveAssessment Tool
Evidence oflearning
MATCHED!
What do we like
students to learn
and able to do?
We assess
every time we
want to find outif the objective
has been met.
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Factors to consider.
Psychology of learning
Multiple Intelligences
Learning Styles
Domains ofLearning
Learning Targets
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Multiple Intelligences
Linguistic
1, 2, 3, 4,Logical-Mathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
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Learning Styles
Sensing-thinking
Intuitive-Thinking
Intuitive-Feeling
Sensing-Feeling
MASTERY
UNDERSTANDING
SELF-EXPRESSIVE
INTERPERSONAL
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Domains of Learning
Cognitive
AffectivePsychomotor
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Learning Targets
skills
reasoning
knowledge
Products/
constructed outputs
Effects/
impact
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The Nature of Authentic
AssessmentWhat assessment strategy brings out evidence of learning?
Traditional Strategies
Ex. Selected-response
Assessment Formats
a. Multiple choice
b. True or false
c. Matching type
L
I
M
IT
A
T
I
O
N
S
Problem: Gray areas in giving grades
and assessing learning.
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Strengths and Weaknesses
of Selected-Response Formats
Parameter Strength WeaknessConstruction of
item stem
Good distracters or alternative
answers relatively difficult to
construct
Scoring Easy to score
Focus of
assessment
Facts, applications of
concepts, usually low-level
thinking skills
Not enough opportunities for
conceptual understanding,
problem-solving etc. (HOTS)
Information
obtained
Broad range of topics Susceptible to guessing
Message to
student
One right answer; education is
focused on the acquisition of
facts.
Source: UP NISMED (Intel Innovation for Education)
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4. Progressive and Authentic
Assessment StrategiesWhen do we say we have assessed well?
AUTHENTIC
genuine
original
reliable
real
worthy
As s e s s m e n t
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Authentic assessment
Method of assessing the students
ability to apply knowledge in
performing a task that is exactly
what is existing in real life.(Salandanan, 2005)
Requires students active generation of
a response that is observable, either
directly or indirectly, via a permanentproduct.
(UP NISMED: Intel Innovation for Education)
Aims to develop and measure
multiple skills.
Values the learning process
as much as the product.(Web-Enhanced Learning Activities:An Instructional Design Workshop)
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Specifically
Assess skills that could not be measured
by paper and pencil tests.
Allow for multiple answers. Elicit a variety of individual responses.
Ensures application of knowledge and
skills.
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Objectives to be Assessed
knowledge
skills
products
Thinking
skills
values
authentic assessment
targets all objectives.
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The Strategies
Knowledge and its application
Critical thinking assessment (ex. reports,researches and experiments)
Reasoning skills assessment (ex. Essays students construct their own answers,informal questioning, conferences)
Skills and Products
Performance-based assessment (modelexample)
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Performance-based
Assessmentthe essence of authentic assessment..
Constructed Response formats:
Fill in the blanks Short answer
Label a diagram
Visual representation (concept map,
flow chart, illustration, diagram,
matrix)
Products:
Essay
Research paper Journal
Laboratory report
Science projects
Video/audiotape
Spreadsheet
Source: UP NISMED (Intel Innovation for Education)
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Performance: Debate
Oral Presentation
Communication strategies: dramatic
dialogue, monologue
Process-based: Oral questioning
Observation
Process description
Learning Log
(Source: UP NISMED (Intel Innovation for Education)
What is the most important factor to consider
in using performance-based assessment?
T A S K
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(1)
((2)
(3)
(4)
(5)
Does the task match
the objective/target?
Is the task suitable to students?
Does the task incorporate the real world?
Are the conditions of the task feasible
and clear?
Does the task enable students to
make use of theirMI?
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Thinking skills
Problem-solving
Reasoning skills
Values
Affective assessment
Self-assessment
Peer Review/Group Feedback Portfolio Assessment
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Self-Assessment
Self-assessment exercises comprise the
intangible aspect of the learning process.
The assessment is subjective and value-laden, but forms the core of a reflective
nature of the educational process.
Positive and negative values that are
formed are considered integral to the
outcomes of instruction.
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Self-assessment
The involvement of students in identifying
standards/criteria to apply their work and
making judgments about the extent to
which they have met these criteria and
standards.
(Boud, 1995, 1999)
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Peer and Group Feedback
Critical evaluation of students work by
their peers (classmates or the entire
class).
Provides the opportunity for students to be
involved in the critiquing process; thereby
enhancing their sense of judgment.
Fosters collaborative work. SAMPLE
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Portfolio Assessment
Project Plan
Resources
Self-Reflection
Papers
Quizzes,assignments
Student
Support
Materials
Pictures,Video
Collection of students work.
Comprehensive view/gauge
of students progress vis--
vis the desired learningoutcomes.
Diversity of entries of
students work.
Cohesiveness and
coherence of the componentsof the portfolio.
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5. Commonly-used Tools
Checklists
Rating Scales
Rubrics
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Checklists
Criteria Observed Not
Observed
Criterion 1
Criterion 2
Criterion 3
A checklist determines the
presence or absence of a certain
characteristic of a
performance or product.
SAMPLE
(Source: UP NISMED: Intel Innovation for Education)
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Rating Scales
A rating scale uses three or
more categories to
describe the characteristicsof a performance or product
Criteria Rating Category
1 2 3 4
Criterion 1
Criterion 2
Criterion 3SAMPLE
(Source: UP NISMED: Intel Innovation for Education)
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Rubrics
Matrices of criteria that define
what is expected in a
learning situation. Show levels of performance.
Each level of performance has
has a specific standard.
Different rubrics are required
to assess different tasks.
Holistic Rubric
Assesses the overall quality of
the output by relating the parts
to the whole.
Analytic Rubric
The whole output is broken up
into or separated into parts andscored accordingly.
SAMPLE
(Source: UP NISMED: Intel Innovation for Education)
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References
Corpuz, Brenda & Salandanan, Gloria.
Principles & Strategies of Teaching. Quezon
City: Lorimar Pub. Co. 2003.
Doran, R., Chan, F., Jamira, P. ScienceEducators Guide to Assessment. Virginia:
National Science Teachers Association
Intel Teach to the Future Pre-Service Module.
Salandanan, Gloria. Teaching and the Teacher.
Quezon City: Lorimar Pub. Co. 2005.
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References
Web-Enhanced Learning Activities: An
Instructional Design Workshop. Authored
by Patricia Arinto.
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Internet Resources
A Collection of Assessment Strategies
http://www.educ.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm
Exhibit Digital Edge Learning Interchange http://ali.apple.com/ali_sites/deli/exhibits/100034
7/Authentic_Assessment.html
Math Star
http://mathstar.nmsu.edu/exploration1/s3_design.html
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Oregon State Education Department:
Authentic Assessment
http://oregonstate.edu/instruction/ed555/zone5/zone5hom.htm
On-Line Assessment for K12 Teachers
http://www.uwstout.edu/soe/profdev/assess.shtml
Internet Resources