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This presentation was developed for the exclusive use of students enrolled in:
Educational Testing & Grading, Professor Gregory E. Stone.
Assessment through a vehicledesigned to mimic real-life.
Authentic Assessment
“Traditional papertests are too removedfrom reality and tooindirect. We shouldtest directly whatstudents will reallydo outside school.”
TESTTESTTEST
Authentic Assessment
Most appropriate forvocational education,and job trainingPrograms, but increasingly useful for all academic subjects.
Authentic Assessment inspired by Howard Gardner’s
Theory of Multiple Intelligences
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.
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.
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.
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.
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.
Authentic Assessment
Focus on Direct AssessmentAssess the stated learningobjective directly rather thanIndirectly, as is done in atraditional assessment (e.g. paper test).
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.
Authentic Assessment
Emphasizes Applications
Frame tasks to encourage:
>More than 1 correct answer,
>More than 1 way of expressing the answer
Authentic Assessment
Emphasizes Applications
Frame tasks to encourage:
>Groups of students working together,>Taking a relatively long time to complete (a week, month, etc.)
Authentic Assessments that Work!
Seven Steps to Creating
Select the content.
What is the content area about which you want to make a measurement?
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?
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.
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.
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?
Authentic Assessments that Work!
Seven Steps to Creating
Rewrite to include communcation.
Rewrite your task one more time, this time, including communication.
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.
Example:
Demonstrate ability to use geometry.
Your learning objective!
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.
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?)
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.
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.
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.
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.
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?)
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)
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.
Generally considered an Authentic Assessment!
Portfolios
As with all other authentic assessments, portfolios must be planned and executed very carefully - not haphazardly.
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).
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?
Authentic Assessment
New assessments with muchpromise and major problems.