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Authentic Assessment
What is it?
“Authentic assessment is
a performance-based
assessment that requires
a student to go beyond basic recall and
demonstrate his/her knowledge and
understanding through a product,
performance, or exhibition.”
-Grant Wiggins
Types of Authentic Assessment
 Open-ended or extended response exercises are
questions or other prompts that require students to explore
a topic orally or in writing.
 Extended tasks are assignments that require sustained
attention in a single work area & are carried out over
several hours or longer.
 Portfolios are selected collections of a variety
of performance-based work. A portfolio might include a
student's "best pieces" & the student's evaluation of the
strengths & weaknesses of several pieces. The portfolio
may also contain some "works in progress" that illustrate
the improvements the student has made over time.
Criteria for An Authentic Assessment
The task…
• is essential; meaningful
• is authentic; found in the real world
• is rich; involves a variety of higher thinking skills
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
What thinking skills are involved?
Levels Knowledge Comp.
Description Remembering Grasping the
of
meaning of
previously material;
learned
interpreting
material
; predicting
outcome &
effects.
Application
Ability to
use learned
material in a
new
situation;
apply rules,
laws,
methods,
theories.
Analysis
Breaking
down into
parts;
understandin
g
organization,
clarifying,
concluding.
Synthesis
Ability to put
parts
together to
form a new
whole
Evaluation
Ability to
judge value
for purpose;
base on
criteria;
support
judgment
with reason
Criteria for An Authentic Assessment
(continuing,) The task…
• is engaging & student-centered
• is active; learning is by discovery
• is feasible for all students
• is open-ended; supports a variety of responses
and/or may support more than one solution process
• has clear & tangible criteria/standards to meet;
process & product measured (scoring guides)
Structuring the Task
1. Give the students a role.
2. Use direction words so that they are thinking on a
variety of levels.
3. Ensure that the task is something done by an adult
in the real-world.
4. Ensure that the student can complete the task in an
unique way.
5. Tell the students who the audience is (if you can
find a real audience, it’s truly authentic).
6. Give the students a “deadline” and stick to it.
7. List all requirements for the project.
Example Task
• Task: You work for the U.S. government in the Office of
War Information, and you have been assigned to create a
piece of propaganda convincing the young men in the
country to enlist OR convincing all Americans to do their
part in the war effort (ex. buy bonds). Take into
consideration the elements that make propaganda effective
and synthesize them into an effective product.
• Audience: American Men 18-35 or American
Men, Women, & Children of all ages.
• Deadline: Monday, November 25.
• Requirements: at least one relevant graphic, catchy
text/slogan, attention-getting color (See also: scoring
guide.)
Creating a Scoring Guide
Making your own:
• Identify the overall performance or task to be
assessed, & perform it yourself or imagine yourself
performing it.
• List the important aspects of the performance or
product. (Try to limit the number of performance
criteria, so they can all be observed during a pupil's
performance.)
• Describe what each level of performance “looks”
like in clear, objective language.
Using a Template:
• use Rubistar (www.4teachers.org)
Types of Scoring Guides
• Holistic
Aim Here
4
Wow!
3
You got it!
2
Getting there.
1
Not yet.
All graphics are
related to the topic
and make it easier to
understand; includes
all required elements
as well as additional
information;
exceptionally
attractive in terms of
design, layout, and
neatness; graphic and
text are so
emotionally-laden,
that any ready would
have an emotional
response to them;
slogan is catchy,
unique, and works on
more than one level
of meaning.
All graphics are
related to the topic
and most make it
easier to understand;
all required elements
are included on the
poster; attractive in
terms of design,
layout and neatness;
graphic and text are
emotionally-laden so
that the average reader
would have an
emotional response to
them; slogan is catchy
and unique, but works
only on a literal level.
All graphics relate to
the topic; all but 1 of
the required elements
are included on the
poster; acceptably
attractive though it
may be a bit messy;
graphic and text evoke
a mild emotional
response from the
reader; slogan is
catchy but not unique;
it has been used in
other situations.
Graphics do not relate
to the topic; several
required elements
were missing; the
poster is distractingly
messy or very poorly
designed; not
attractive; graphic and
text evoke little or no
emotion from the
reader; no slogan.
Types of Scoring Guides
• Analytic
Aim Here
CATEGORY
Excellent
Good
Satisfactory
Graphics - Relevance
All graphics are related to the All graphics are related to the All graphics relate to the
topic and make it easier to
topic and most make it easier topic.
understand.
to understand.
Graphics do not relate to the
topic.
Required Elements
The poster includes all
required elements as well as
additional information.
All required elements are
included on the poster.
All but 1 of the required
elements are included on the
poster.
Several required elements
were missing.
Attractiveness
The poster is exceptionally
attractive in terms of design,
layout, and neatness.
The poster is attractive in
terms of design, layout and
neatness.
The poster is acceptably
attractive though it may be a
bit messy.
The poster is distractingly
messy or very poorly
designed. It is not attractive.
Emotional Appeal
The graphic and text are so
emotionally-laden, that any
ready would have an
emotional response to them.
The graphic and text are
The graphic and text evoke a The graphic and text evoke
emotionally-laden so that the mild emotional response from little or no emotion from the
average reader would have an the reader.
reader.
emotional response to them.
Slogan
Slogan is catchy, unique, and Slogan is catchy and unique,
works on more than one level but works only on a literal
of meaning.
level.
Slogan is catchy but not
unique; it has been used in
other situations.
Needs Improvement
No slogan.
Let’s Try it for Your Classroom.
• Task: _________________________
• Audience: _____________________
• Deadline: ______________________
• Requirements: __________________
• Scoring Guide criteria: ___________
Types of Tasks
• Writing/Composing
• Artistic Projects
• Multimedia Projects
• Architectural/Building Projects
• Miscellaneous
Differentiation Using Authentic Assessments
Tic Tac Toe
Students choose questions to answer in an effort to complete a
vertical or diagonal row, thereby completing an authentic task at
each of the different levels of thinking.
Application &
Analysis
Synthesis
Evaluation
Differentiation Using Authentic Assessments
Cubing
•In teams of 3 or 4, one student rolls the cube or die.
•The student who rolls the cube begins by discussing the
authentic “thinking question” (TQ) that is face up.
•While the TQ is discussed by all members of the team, the
student who rolled the dice acts as the facilitator &
summarizes the conversation before the next player rolls the
cube.
Variation
•Use cubing in a learning center. The student will roll the
cube or die and then complete the authentic task that is face
up on the cube/die.
References
Airasian, P.W. (1991). Classroom assessment. New York:
McGraw-Hill.
A Question of Thinking: A First Look at Students'
Performance on Open-ended Questions in Mathematics,
copyright 1989, California Department of Education
Wiggins, G. (1989). A true test: Toward more authentic and
equitable assessment. Phi Delta Kappan, May, 703-713.
Wiggins, G. (1993). Assessment, authenticity, context, and
validity. Phi Delta Kappan, November, 200-214.
Wiggins,G. (1998). Educative assessment: designing
assessments to inform and improve student performance
San Francisco, CA: Jossey-Bass.