AUTHENTIC

ASSESSMENT
SEN HARVEY P. MELCHOR
Facilitator
1
Those Teachers who are
Students of their own
effects are the
Teachers who are the
most influential in
raising students
achievement. 2
 OBJECTIVES
1. Know what Authentic Assessment is?
2. Know the different kinds of Authentic
Assessment tools.
3. Why use of Authentic Assessment in
the teaching and learning process?
4. When to use Authentic Assessment?
5. How to use Authentic Assessment?
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ACTIVITY

4
 ASSESSMENT

A systematic process of
gathering information
about what a student
knows, is able to do, and is
learning to do.
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 CLASSROOM-BASED ASSESSMENT

It is an integral part of
instruction that enhances,
empowers, and celebrates
student learning.

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 MEANINGFUL ASSESSMENT

It should occur in authentic

context that allow students
to demonstrate learning by
performing meaningful
tasks.
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 MEANINGFUL ASSESSMENT

It may identify
misunderstandings in student
learning, and provide
corrective feedback and
direction for further
instruction.
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 MEANINGFUL ASSESSMENT

It must achieve a
purpose and
provides clear and
useful information.
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 AUTHENTIC ASSESSMENT

A form of assessment in which

students are asked to perform real-
world tasks that demonstrates
meaningful application of essential
knowledge and skills.

Jon Mueller
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 AUTHENTIC ASSESSMENT

Performance assessment call upon

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

Richard J. Stiggins
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 AUTHENTIC ASSESSMENT

An authentic assessment usually

includes a task for students to
perform and a rubric by which their
performance on the task will be
evaluated.

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 AUTHENTIC ASSESSMENT

An authentic assessment means that

assessment occurs as an artifact of
learning activities. This can be
accomplished, for instance, through
individual & group projects that
occur on an ongoing basis rather
than at a single point in time.
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 INDIVIDUALIZATION

Individualization means that

teachers instruct each student
by drawing upon the
knowledge and experience
that particular student
already possesses.
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 COLLABORATIVE LEARNING

Collaborative learning
means that teachers
allow students to work
together in groups.
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TRADITIONAL ASSESSMENT VS. AUTHENTIC ASSESSMENT

TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT

Multiple Choice Inventories
Gap Fill Peer Rating/Self
True-False Rating
Matching Type Journals
Portfolios
Discussions
Interviews
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TRADITIONAL ASSESSMENT VS. AUTHENTIC ASSESSMENT
TRADITIONAL ASSESSMENT
To develop productive
citizens
Must possess a body of
knowledge & skills
Schools must teach this
body of knowledge & skills
Test the students if they
acquired the knowledge &
skills
AUTHENTIC ASSESSMENT
To develop productive
citizens
Must be capable of
performing real tasks
Schools must help
students become
proficient at performing
tasks
Have the students
perform meaningful tasks
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TRADITIONAL ASSESSMENT VS. AUTHENTIC ASSESSMENT

TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT

The Curriculum drives Assessment drives the
Assessment Curriculum
Body of knowledge is Tasks are determined
determined first first
Design the curriculum Students perform to
Assess to determine if demonstrate their
acquisition of the mastery
curriculum occurred Design the curriculum
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TRADITIONAL ASSESSMENT VS. AUTHENTIC ASSESSMENT

TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT

Selecting a Performing a task
response Real-life
Contrived Construction/
Recall/Recognition Application
Teacher-structured Student-structured
Indirect evidence Direct evidence
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 TYPES OF AUTHENTIC ASSESSMENTS
ASSESSMENT DESCRIPTION ADVANTAGES
Informal and relaxed
Teacher asks students context
questions about personal Conducted over successive
ORAL INTERVIEWS
background, activities, days with each student
reading, and interests Record observations on an
interview guide
Student produces oral
report
Can be scored on content
Students retell main
or language components
ideas or selected details
Scored with rubric or rating
STORY/ TEST RETELLING of text experienced
scale
through listening or
Can determine reading
reading
comprehension, reading
strategies, and language
development
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 TYPES OF AUTHENTIC ASSESSMENTS
ASSESSMENT DESCRIPTION ADVANTAGES
Student produces written
document
Students generate Can be scored on content
narrative, expository, or language components
WRITING SAMPLES
persuasive, or reference Scored with rubric or rating
paper scale
Can determine writing
processes
Students make oral
presentation, written
Students complete report, or both
project in content area, Can observe oral and
PROJECTS/EXHIBITIONS
working individually or written products and
in pairs thinking skills
Scored with rubric or rating
scale
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 TYPES OF AUTHENTIC ASSESSMENTS
ASSESSMENT DESCRIPTION ADVANTAGES
Students make oral
presentation, written
Students complete report, or both
EXPERIMENTS/ experiment or Can observe oral and
DEMONSTRATIONS demonstrate use of written products and
materials thinking skills
Scored with rubric or rating
scale
Student produces written
report
Students respond in Usually scored on
CONSTRUCTED-
writing to open-ended substantive information and
RESPONSE ITEMS
questions thinking skills
Scored with rubric or rating
scale
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 TYPES OF AUTHENTIC ASSESSMENTS
ASSESSMENT DESCRIPTION ADVANTAGES
Teacher observes Setting is classroom
student attention, environment
response to instructional Takes little time
TEACHER OBSERVATIONS
materials, or Record observations with
interactions with other anecdotal notes or rating
students scales
Integrates information from
a number of sources
Gives overall picture of
Focused collection of student performance and
PORTFOLIOS student work to show learning
progress over time Strong student involvement
and commitment
Calls for student self-
assessment
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 Design Process
Learner
outcomes

Criteria
Creating a
Rubric
Assessment Task

Rubric &
Reflection
14.12.2017 24
 HOW TO CREATE AUTHENTIC
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

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 PRINCIPLES OF ASSESSMENT

1. Assessment should be
well aligned with
students objectives,
competencies, and
emotional standards.
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 PRINCIPLES OF ASSESSMENT

2. The formative
assessment needs to
scaffold students in the
summative assessment.

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 PRINCIPLES OF ASSESSMENT

3. Assessment should
become more like
instruction.

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 PRINCIPLES OF ASSESSMENT

4. Assessment results
needs to be used by
teachers to help
students learn better.

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 PRINCIPLES OF ASSESSMENT

5. Assessment is NOT used

to threaten and
intimidate students.

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 PRINCIPLES OF ASSESSMENT

6. The teacher should

encourage the learning
community to engage in
assessment.

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 PRINCIPLES OF ASSESSMENT

7. Assessment is a
technical competency.

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 WORKSHOP
Create an instructional plan integrating
assessment and instruction for one learning
competency.
Useone objective and list the learning
experience or procedure.
Show specifically in the procedure the flow
of the lesson and how assessment is
integrated before, during, and after the
lesson. 33
 I MAY NOT BE THE BEST
EDUCATOR OF THIS
INSTITUTION, BUT RATHER,
I WANTED TO BE A SIMPLE
TEACHER WHO GIVES EVEN
JUST A SIMPLE SPARK TO
EVERY LEARNERS. 34
ANY QUESTIONS?

THANK
YOU 35