Beyond the EU: DORA and NIS 2 Directive's Global Impact
Authentic Assessment
1. Suha R. Tamim, EdD
Michael M. Grant, PhD
Authentic
Assessment
2. • “Process of gathering and
discussing information…in
order to develop a deep
understanding of what
students
know, understand, and can
do with their knowledge as
a result of their educational
experiences”
Source: University of Oregon at
http://bit.ly/11jNrn2
Assessment
• Worthy of acceptance or
belief
• Conforming to an
original so as to
reproduce essential
features
• Genuine
Authentic
5. in order to develop a deep
understanding of
what students know, understand,
and can do with their knowledge
Evaluation
Synthesis
Analysis
Application
Knowledge
Why ?
6. in a believable manner that
conforms with the originality (or
authenticity) of the task that is
being assessed
• Assessment of real world tasks
• In real-life context
• Knowledge, skills, and attitudes needed to perform real
world tasks
• Collaborative and individual
• The thinking process of experts
How ?
8. Context
Student
factors
Task
Factors
Indicators
Characteristics
of Authentic
Assessment
(Herrington & Herrington, 2006)
• Problem solving skills
• Higher order thinking
• Production of knowledge (not
reproduction)
• Collaboration
• Ill-structured
• Multiple tasks
• Assessment is integrated with
the activity
Resembles the context where the
real-life task is performed
• Multiple indicators of learning
• Appropriate criteria
12. • During learning
• Collecting evidence of learning
• Provide feedback
• To adjust the next steps of instruction in order to guide
further instruction
• Meet the immediate needs of the students
Process
19. 1. State and maintain
position.
2. State references related
to hypothesis.
Learning Objectives
1. Position is clearly stated
and consistently
maintained.
2. Clearly stated references
relate to hypothesis.
Rubric Criteria
Criteria of performance
20. 1. Explain position using
science concepts.
2. Provide at least three
reasons why chosen
hypothesis is most
plausible.
OR
Explain why the chosen
hypothesis is most
plausible, using at least
three reasons.
Learning Objectives
1. Uses science concepts to
clearly and fully explain
the position.
2. Provides at least three
reasons why chosen
hypothesis is most
plausible.
Rubric Criteria
Criteria of performance
30. How to use a rubric
Rubric
Peer
assessment
Teacher
assessment
Self-
Assessment
Guides
performance
31. Collection of student work with a purpose
Working portfolios
• Work progress
• Thinking process
Best work portfolios
Portfolio
32. • What to assess?
• How to assess?
• How frequently?
• Who is the audience?
Portfolio: Things to consider
33. • Assessing through multiple
indicators
• Unveiling different abilities
• Supporting the learning
process
• Adjusting instruction as
needed
For teachers
• Self-evaluation
• Reflection
• Creativity
• Higher order thinking
• Desire to learn
• Life-long learners
For students
Why do authentic
assessment?
40. • Austin, J. (2010). Creating an academy of learning. Independent School, 69(3), 66–73.
• Britton, L. A., & Wissing, D. (2006). Authentic assessment of learning outcomes. Respiratory Care Education
Annual, 15(Summer), 21–30.
• Butley, H., & Price, M. (2003). What works with authentic assessment. Educational Horizons, 81(4), 193–196.
• Gulikers, J. T. ., Bastiaens, T. J., & Kirshner, P. A. (2003). A five-dimensional framework for authentic assessment.
Educational Technology and Research Development Research, 52(3), 67–86.
• Herrington, J., & Herrington, A. (2006). Aligning task and assessment. Authentic conditions for authentic assessment:
Aligning task and assessment (pp. 146–151). Perth, Western Australia.
• Mueller, J. (2012). Authentic assessment toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
• Palm, T. (2008). Performance assessment and authentic assessment : A conceptual analysis of the literature.
Practical Assessment, Research and Evaluation, 13(4), 1–11. Retrieved from http://pareonline.net/getvn.asp?v=13&n=4
• Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research &
Evaluation, 7(25). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=25.
• Swaffield, S. (2011). Getting to the heart of authentic assessment for Learning. Assessment in Education : Principles
, Policy & Practice, 18(4), 433–449.
• Teacher Effectiveness Program, University of Oregon (2013). Definition of assessment. Retrieved from
http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html
• Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and
feedback in post‐secondary education and training can come to dominate learning. Assessment in Education:
Principles, Policy & Practice, 14(3), 281–294. doi:10.1080/09695940701591867
• Trauth-Nare, A., & Buck, G. (2011). Using formative assessment in problem- and project-based learning. The
Science Teacher, January, 34–39.
References
Notas del editor
7-8 grade MathHit the skills and the needs of the studentsNot get to a right answer but understand why they got the right answerWhat common mistakes are: learn from errors, dissecting, moving backwardCity building codesHow math connects to real lifeHere’s why the formula worksAs authentic as the 4 walls of the schoolApproach problems as experts doesMain goal not to get the right answer but how you got thereWhere they’re at and how I can get them to where I want them to be.