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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.