choosing and preparing for authentic assessment

CHOOSING AND PREPARING FOR

AUTHENTIC ASSESSMENT

Raymart Enriquez Isidro

BSE III-Biological Science

Compare and contrast analytic rubrics from holistic rubrics.

Construct an analytic rubric in assessing students’ performance.

You are provided a set ofquestions.All you have to do is to answerthe questions. After answeringthe questions, get the firstletter of your answer in eachitem, then, out of these letter,form a word that will help youidentify the lesson for today.

Instructions:

Questions1. The scientific name for rose.

2. Refers to the same concept as

“understanding”.

3. Branch of Biology that deals with

the study of fishes.

4. Example of matrix or gelatinous

connective tissue.

5. Who is the academic coordinator

of the College of

Education?(Surname only)

6. Field of science deals with the

study of plants.

Choosing and Preparing for Authentic Assessment

•There is a broad range of assessment tools from which the teacher can choose from.

•The most important consideration is the purpose of the teacher in assessing.

•The test can only be valid and reliable if it measures what it intends to measure.

In a technology-based lesson, assessment is vital in all the aspect of implementing the unit.

Assessment is done before, during and after the course of instruction.

In unit plans which are inspired by Intel Essentials, formative and summative assessment are very important processes. This will ensure that the course of instruction especially the integration of technology is properly directed and that the desired outcomes can be achieved (Intel Essentials, version 10, 2007).

RUBRIC

One format of authentic assessment is the rubric (Intel Essential Version 2, 2005)

WHAT IS A RUBRIC?

A rubric is a performance-based assessment which specifies the level of achievement the students must

exhibit.

It contains matrices of specific standards and corresponding scores.

RUBRIC

WHAT IS THE STRENGTH OF THE PERFORMANCE-BASED ASSESSMENT TOOLS? As far as scoring is concerned, the use of a well

articulated criteria or rubrics allows fairness and objectivity in scoring. But more importantly the focus of assessment is higher order thinking skills, social, communication skills, scientific, attitudes and values.

Is more objective and specific than the ordinary checklist and rating scale.

RUBRIC

The evaluator is better guided because there is a specific performance level, which is indicated, and a corresponding point system is used. In fact the student himself can easily evaluate his/her own performance using rubrics.

There are many kinds of rubrics as many as there are skills to be developed. One can create a rubric to evaluate an essay test, a project in fractions, a news letter or a brochure made by students and many more.

RUBRIC

Will you give other examples of performance that uses rubrics?

Constructing rubrics is also dependent upon the purpose of the teacher for assessing the performance of the students.

RUBRIC

Teacher may construct:

TYPES OF RUBRIC

a. Holistic rubric to evaluate the overall quality of the project or the output; or he may prepare an

b. Analytic rubric where the output is being analyzed per parts or per phase and being scored accordingly.

An analytic rubric to evaluate a multi-media presentation

Criteria 4 (O) 3(VS) 2(F) 1(NI)

Content (50)Content

allows that learning

competencies are achieved

Contains adequate and

complete information,

tasks and processes

which allow for the

achievement of objectives

(50)

Detailed enough to

contain information,

task and processes

which allow thee

achievement of objectives

(40)

Presentation is not detailed

enough to show

information, tasks and

processes for the

achievementof objectives

(30)

Lacks the necessary

information, task and

processes hence target

learning competencies could not be drawn out.

(20)


Design and Lay out (20)The

presentation

considered

the laws of

art like

balance,

proportion,

harmony,

unity and

rhythm

Layout, pictures and caricatures

are artistically

and aesthetically presented.They are

colorful and are relevant

to the intended

message (20)

Layout, pictures and caricatures

are artistically and

aesthetically presented but

lacks color. Caricatures are not very relevant to intended

message (15)

Layout is somewhat

artistically and aesthetically presented,

there was no color to attract

attention, pictures,

caricatures are not relevant to

intended message (10)

Lay out is not artistically

and aesthetically presented. Caricatures

are confusing and

irrelevant (5)


Grammar (10)The

presentatio

n followed

the

convention

al rules of

written

language

The presentation

did not contain any grammatical

error, spelling and

capitalization (10)

The presentation had 2 errors in grammar

and 2 in spelling

(8)

The presentation had 3 errors in grammar

and 2 in capitalization

(6)

The presentation

had many grammatical

as well as spelling

errors. The sentence are

run on.(4)


Documentation (10)

The contents

are drawn

from varied

scholarly

sources

The references

were cited to show

scholarlyresearch

(10)

Seven references

were cited to show

scholarly research

(8)

Four references were listed

which inadequately

show scholarly research

(6)

Four referenceswere listed,

doesn’t show scholarly research

(4)


Teamwork(10)

The

multimedia

presentatio

n was a

product of

concerted

efforts by all

of the team

members

Very clear proofs of

teamwork are seen. Each member

worked on a specific

assignment(10)

Adequate proof of

teamwork is seen. Most of the members were involved and they dis

their fair share(8)

Some evidence of teamwork is seen. Most members

participated but they were

not very productive

(6)

No proof of teamwork was seen. Only the

leader of the group worked

in the production

and presentation

(4)

The performance level is stated in the matrices and they are given corresponding points.

The criteria are based on the basic characteristics and role of multi-media in presenting a lesson or in evaluating an issue.

Holistic rubric to evaluate a Multi-media Presentation

Level of Performance

Criteria

Outstanding(100 points)

• The content is very informative and engaging.

• Very adequate provisions for students toreact in a scholarly manner is provided.• Sentences are brief but meaty, grammatically correct and written in

correct spelling. • Layout is pleasing, color blend

harmoniously.• Animation speed promotes attention

while it eliminated boredom.


Criteria

Very Satisfactory(85 points)

• The content is informative and somewhat engaging.

• Included adequate provisions for students to react in a scholarly manner.• Sentences are short and meaty, but

some errors in grammar are evident, spelling however is correct.

• Layout is pleasing but color combination does not blend well.

• Animation speed is somewhat slow that students become bore.


Criteria

Satisfactory(70 points)

• The content is wanting in information and not engaging.

• Included adequate provisions for students to give opinions not in a

scholarly way.• Sentences are run on and with dangling

phrases. Spelling however is correct.• Layout is somewhat pleasing. Color is

dull and unattractive.• Animation speed is too fast such that

learners fail to assimilate anything.• The content is irrelevant, does not

engage students at all.


Criteria

NeedsImprovement(55 points)

• Sentences are run on with faulty grammar and wrong spelling.

• Layout is disorganized, colors are not pleasing to the eyes.

• There was no animation, slides look like that of the OHP.

ACTIVITY

Write at least 5 advantages and 5 disadvantages

of using analytic rubric.

Group 1

Group 2

Write at least 5 advantages and 5 disadvantages

of using holistic rubric.

Criteria 5 3 1

Content Five advantages

and five

disadvantages

were listed.

Three to four

advantages and

disadvantages

were listed.

Below two

advantages and

disadvantages

were listed.

Presenter uses a

clear, audible

voice

In the whole

presentation.

Uses

occasionally.

Voice is not

appropriate at

all.

Effectiveness of

the presenter

The presenter

uses techniques

to catch the

attention of the

audience.

Presenter uses

some techniques

to catch the

attention of the

audience.

No involvement

of audience at

all.

Rubric for Presentation

Evaluation1.Using a Venn diagram, compare and

contrast analytic rubric from holistic rubric.

2.Select a teachable topic in your field of specialization and make at least 3 learning objectives, then construct a scoring rubrics on how will you grade the students performance.

References

• Educational Technology 1 by Brenda Corpuz

•Wikipedia/rubrics/analytical_holistic/rubrics.html

•Merriam Webster Dictionary copyright 2015