presentation. authentic assessment

8/7/2019 Presentation. Authentic Assessment

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Authentic Assessment

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Authentic Assessment Definition :

*Alternative assessment isany type of assessment in

which students create aresponse to a question ortask. (In traditional

assessments, students choosea response from a given list,such as multiple-choice,true/false, or matching.)

*Alternative assessments caninclude short-answerquestions, essays,performance assessment, oralpresentations,
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk5.htmhttp://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk6.htmhttp://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk5.htm


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Students performance :1. Students' construction rather than selection of aresponse.

2. Direct observation of student behavior on tasksresembling those commonly required for functioning inthe world outside school.3. Illumination of students' learning and thinkingprocesses along with their answers(OTA, 1992).Performance assessments measure what istaught in the curriculum. There are two termsthat are core to depicting performanceassessment:1. Performance: A student's active generation of aresponse that is observable either directly or indirectly

via a permanent product.2. Authentic: The nature of the task and context inwhich the assessment occurs is relevant andrepresents "real world" problems or issues.


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HOW DO YOU ADDRESS VALIDITY IN PERFORMANCEASSESSMENTS?

The validity of an assessment depends on the degree to which the

interpretations anduses of assessment results are supported by empirical evidence and logicalanalysis.

According to Baker and her associates (1993), there are five internalcharacteristics that

valid performance assessments should exhibit:

1. Have meaning for students and teachers and motivate highperformance.

2. Require the demonstration of complex cognition, applicable to importantproblem

areas.

3. Exemplify current standards of content or subject matter quality.

4. Minimize the effects of ancillary skills that are irrelevant to the focus ofassessment.

5. Possess explicit standards for rating or judgment.

When considering the validity of a performance test, it is important to firstconsider how

the test or instrument "behaves" given the content covered. Questionsshould be asked


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When planning for assessment as a curriculum event,the following factors should be considered:

*The content of the instrument.

*The length of activities required to complete the assessment.

*The type of activities required to complete the assessment.

*The number of items in the assessment instrument.

*The scoring rubric.

* Task Content Alignment with Curriculum. Content alignment

between what is tested and what is taught is essential. What istaught should be linked to valued outcomes for students in thedistrict.


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A student'sperformance isevaluated by atrained rater who

compares thestudent'sresponses to

multitraitdescriptions of

performancesand then givesthe student asingle number

corresponding tothe descriptionthat bestcharacterizes theperformance.Students arecompared

directly toscorin criteria

In the classroom,every studentneeds feedbackwhen the purposeof performance

assessment isdiagnosis andmonitoring ofstudent progress.Students can beshown how toassess their ownperformanceswhen:

*The scoring

criteria are wellarticulated.

*Teachers arecomfortable withhaving students

share in their ownevaluation rocess.

Linking andComparing ResultsOver Time. Linkingis a generic term

that includes avariety ofapproaches tomaking results ofone assessment

comparable tothose of

another. Twoappropriate andmanageableapproaches tolinking inperformance

assessmentinclude:


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T w o a p p r op r i a t e a n d m a n a g e a b lea p p r o a c h es t o l i n k i n g i np e r f o r m a n c e:a ss es sm en t i nc lu de

* .Statistical Moderation This approachis used to compare performances across

contentareas for groups of students who havetaken a test at the same point in.time

* .Social Moderation This is ajudgmental approach that is built on

.consensus of ratersThe comparability of scores assigned

depends substantially on thedevelopment of consensus among.professionals


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HOW CAN TEACHERS INFLUENCE STUDENTSPERFORMANCES?

1. Selecting assessment tasks that are clearly aligned orconnected to what has been taught.

2. Sharing the scoring criteria for the assessment taskwith students prior to working on the task.

3. Providing students with clear statements ofstandards and/or several models of acceptableperformances before they attempt a task.

4. Encouraging students to complete self-assessmentsof their performances.

5. Interpreting students' performances by comparingthem to standards that are developmentallyappropriate, as well as to other students' performances.

Source :


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My Opinion :

I think authentic assessment is better thantraditional one because it evaluates studentsaccording to their real abilities and skills . It doesntevaluate reading , writing , speaking or listening onlybut the main aspect is how to communicate . Teachersevaluate students according to real life situations andproblems .

In Egypt , Portfolios are applied wrongly so they dontseem real authentic assessment .To achieve the bestresult of authentic assessment , teachers must be

trained to apply the different types of it ; Studentsshould be 25 or 30 in the classroom not more thanthat as in governmental schools ; Finally , Multi mediaand the social system in general needs to change theculture of parents because some of them dont knowthe importance of portfolios and they made theminstead of their children .


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