Traditional Vs. Authentic Assessment

Traditional Vs. Authentic Assessment

Traditional Assessment Definition:

Traditional assessment are the conventional methods of testing such as:-

quiz.

exam.

paper.

Standardized tests.

most state achievement test.

high school graduation examination.

Authentic Assessment Definition:

An assessment that is performance-oriented, the thinking goes, with the assessment that aims to measure not only the correctness of the response, but also the thought process involved in arriving at the response, and that encourage students to reflect their own learning in both depth and breadth, the belief is that instruction will be pushed into a more thoughtful, more reflexive, richer mode as well.

Alternative Names for Authentic Assessment

Performance Assessment

Alternative Assessment

Direct Assessment

Other Definitions:

Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered.

Richard J. Stiggins

Other Definitions:

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Jon Mueller

Traditional Assessment vs. Authentic Assessment:

Traditional Assessment (TA)

Multiple choice

Gap fill

True-false

Matching

Traditional Assessment vs. Authentic Assessment:

Authentic Assessment (AA)

Inventories

Peer rating / Self rating

Journals

Portfolios

Discussions

Interviews

Traditional Assessment vs. Authentic Assessment:

Traditional Assessment vs. Authentic Assessment:

Traditional Assessment vs. Authentic Assessment:

How to CreateAuthentic Assessments

Step 1: Identify the standards

Step 2: Select an authentic task

Step 3: Identify the criteria for the task

Step 4: Create the rubric 

STEP 1: Identify the Standards

Standards, like goals, are statements of what students should know and be able to do. However, standards are typically more narrow in scope and more amenable to assessment than goals. 

“Students will be able to add two-digit numbers correctly.”

STEP 2: Select an Authentic Task

Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it. 

STEP 3: Identify the Criteria for the Task

Ask "What does good performance on this task look like?" or "How will I know they have done a good job on this task?"

• Criteria: Indicators of good performance on a task

STEP 3: Identify the Criteria for the TaskCharacteristics of a Good Criterion

clearly stated

brief

observable

statement of behavior

written in a language students understand

STEP 3: Identify the Criteria for the Task

StandardThe student will be able to divide two-digit numbers correctly.

TaskCalculate the given math problems without using the calculator and answer it in the board. Explain their answers.

CriteriaThe proper use of the step-by-step process in solving the problem. Correctness of the final answer. The way they explain and deliver the reason of how they arrive with the final answer.

STEP 4: Create the Rubric

Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically.

Holistic Rubric(Accent)

Score Level Criteria

4 The student’s accent has no trace of first language influence. Accent is fairly Standard American.

3 The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation.

2 The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable.

1 The student’s accent is very much affected by L1 intonation and it is difficult to understand.

Analytic Rubric(Composition Writing)

Criteria Wt 4 3 2 1

Organization x2 Information in logical, interesting sequence which reader can follow.

Student presents information in logical sequence which reader can follow.

Reader has difficulty following work because student jumps around.

Sequence of information is difficult to follow.

Content x2 Student demonstrates full knowledge (more than required).

Student is at ease with content, but fails to elaborate.

Student is uncomfortable with content and is able to demonstrate basic concepts.

Student does not have grasp of information; student cannot answer questions about subject.

Vocabulary x1 Few errors; precise and appropriate

Fairly broad vocabulary; some errors

Adequate but repetitive ; invented words

Words don’t fit the context; hard to understand

Neatness x1 Work is neatly done. Work has one or two areas that are sloppy.

Work has three or four areas that are sloppy.

Work is Illegible.

Experts Say…

“For many students, assessment is not an educational experience in itself, but a process of ‘guessing what the teacher

wants.’”

(McLaughlin & Simpson, 2004)

Bibliography:

• http://www.slideshare.net/xanderjoy/authentic-assessment-2104700

• http://www.sedl.org/loteced/comparing_assessment.html