2. Is a perceived as a holistic approach to evaluate
student’s learning abilities. It considered varied aspects of
student’s knowledge and understanding, skills like social
and problem-solving and the like, and attitude necessary
authentic assessment, the student’s are presented with a
full array of engaging tasks making which requires the
teacher to provide meaningful and relevant assessment.
3. • Is an evaluation process that involves multiple forms of
performance measurement reflecting the student’s learning,
achievement, motivation, and attitudes on instructionally-
relevant activities.
• A form of assessment in which student’s are asked to perform
real-world tasks that demonstrate meaningful application of
essential knowledge and skills.
4.
5. • Mueller (2011) presented the following comparison
between the two approaches to assessment from his
article “Authentic Assessment Toolbox”.
• Authentic and traditional assessment are grounded
in educational philosophy that adopts the following
reasoning and practice.
6. 1. A school’s mission is
to develop productive
citizen.
2. To be a productive
citizen, an individual
must possess a certain
body of knowledge
and skills
3. Therefore, school
must teach the body
of knowledge and
skills.
4. To determine if it is
successful, the school
must then test the
students to see if they
acquired the
knowledge and skills.
1. A school’s mission is to
develop productive citizen.
2. To be a productive citizen,
an individual must be
capable of performing
meaningful tasks in the real-
world.
3. Therefore, school’s must
helps student’s become
proficient at performing the
task they will encounter.
4. To determine if it is
successful, the school must
then asked the student’s to
perform meaningful task
that replicate real-world
challenges to see if
student’s are capable of
doing so.
Traditional Assessment Authentic Assessment
7.
8. Various means are available for observing and for collecting
student’s work for purposes of authentic assessment (Mc. Nergney,
2014) as enumerated and described below:
Journals
teachers can use student’s written collections of student’s
reflection on learning. This is to increase their knowledge of their
student’s needs and abilities.
Portfolio
a collection of student’s work that represents the best of his
learning effort. It might include test papers, essays, diagram, arts
project, audiotapes of musical of musical performances, videotapes
of drama productions, computer programs and the likes.
9. Rubrics
is a scoring key. Teachers create and use
rubrics to help assess how well students have
grasped important aspects of learning activities.
These sometimes consist of a checklist that help
teachers note the presence or absence of specific
attributes in student’s performances or products.
Rubrics can also be used to note the
of various aspects of student’s work. The scale
judgments replace the all-or-nothing characteristic
of a checklist.
10. There are other forms of authentic
assessment which are commonly
used (rule, 2006).
• Story or Text Retelling
Students retell main ideas or selected details of
experienced through listening or reading.
• Writing sample
Students generate narrative, expository, or
persuasive paper.
• Projects/Exhibition
Students work with other students as a team to create
project that often involves multimedia production, oral
and written presentations and a display.
11. • Constructed-Response Items
Students respond in writing to open-ended
questions.
• Teacher Observations
Teachers observe and document the student’s
attention and interaction in class, response to
instructional materials, and cooperative work with
other students.
• Oral Interview
Teachers ask student questions about personal
background, activities, readings and other interests.
12. How to construct a
Rubrics?Constructing a rubric is not an easy task. A clearly defined purpose is essential as each component is
developed. The following steps should be followed (Moore, 2011).
Step 1: Review the standards that the product or performance is meant to address.
Step 2: Establish or review the criteria that will be used to judge the student’s product or performance
and make sure they match the standards.
Step 3: Design a frame by deciding on the major categories the rubric will address.
Step 4: Describe the different levels of performance that match each criterion. Be sure to choose words
or phrases that show the actual differences among the levels. Make sure they are observable.
13. Scoring Rubric for Research Paper
Criteria Exceptional (4) Excellent (3) Acceptable (2) Unacceptable (1)
Purpose Explains the key
purposes of paper in
detail.
Explains all key
purposes of paper.
Explains some of
purposes but misses
key purposes.
Does not refer to the
purposes.
Content The student is
extremely
knowledgeable
about the topic.
The student has a
good
understanding of
the topic.
The student
demonstrates some
knowledge and
understanding of the
topic.
The student shows no
knowledge or
understanding of the
topic.
Organization Well organized and
easy to follow.
Good organization
and fairly easy to
follow.
Somewhat organized
but hard to follow in
places.
Not organized at all and
difficult to follow most
of time.
The Point Reveals profound
insight about topic
Reveals insight
about the topic.
Doesn’t show a
central insight about
topic.
Doesn’t show any
insight regarding
subject.
Mechanics There are few or no
minor errors. Few
careless mistakes.
There are some
minor errors.
Overall the
student’s writing
is adequate.
There are numerous
major and minor
errors, but meaning is
still clear.
Errors are so numerous
and serious that they
interfere with
communication
14. 1. Education must be informed by critical thought and applied
knowledge.
A basis for the increased role of authentic assessment in
classroom use is the belief that education is not simply a matter of
memorization but must be informed by critical thought and
connected and applied knowledge.
2. Authentic assessment allows for measuring
meaningful and valid tasks.
Authentic assessment can be a learning experience used in
the context of students working on problems, projects, or
that genuinely engage and motivate them to do well. If students
are not fully engaged in the assessment, it is less likely that any
resulting inference will be valid.
Erwing (1998) stresses that traditional assessments are
limiting due to the following factors:
1. They establish what is thought.
2. Their inflexibility reduces possible content.
3. They tend to constrict learning to ‘multiple choice’.
4. The results are open to possible misuse and
15. 3. Authentic Assessment allows for learner-specific evaluation.
Traditional Assessment is often criticized for focusing on the
disconnectedness between the limited range of skills taught in the
classroom and what the student will face in the ‘real-world’. The ways
in which teachers evaluate students is open to criticism on these
grounds, as lacking validity and reliability.
4. Self-Assessment is built into authentic assessment tasks.
Self-Assessment asks students to examine their strengths and
weaknesses and to set their own goals to further their learning. When
students make choices in setting goals about their learning,
achievement can increase; when choices is absent, achievement can
decrease.
16. 5. There are many types of authentic assessment
tools.
Many researchers advocate an increased use of authentic
assessment tools. Authors such as Karge (1998), Morris, (2001), and
Prestidge and Williams Glaser (2000) describe a variety of authentic
assessment tools that are intended to increase students’ engagement
and make learning more relevant. These include:
1. Role play and drama;
2. Concept maps;
3. Students portfolios;
4. Reflective journals;
5. Utilizing multiple information sources;
6. Group work in which team members design and build models
Authentic assessment provides a measure by which student
academic growth can be gauged over time while capturing the true
depth of student learning and understanding.it moves beyond the
practices of traditional tools and tasks and allows for a greater
expression of students’ abilities and achievements.
17. 6. Authentic Assessment is criterion-referenced, as opposed to
norm-referenced.
Criterion-referenced assessments are designed to compare
students’ performance against learning task standards. By contrast,
norm-referenced test are designed to compare student performance
against that of other students. Criterion-based standards are necessary
to maintain authenticity (Tanner, (2001).
7. Assessment and evaluation are not the same thing.
Moore (1998) attempts to clarify terminology used to
determine the difference between assessment and evaluation.
Assessment defined as a method for following a students
advancement and demands the participation of the learner.
Formative assessment a variety of approaches in a variety of
contexts. It is done in an informal, sustained way to help students with
their learning, and help teachers to improve their teaching.
Evaluation is seen as making a judgment about the student’s
advancement and can include self-evaluation.
