Authentic Assessment in The Classroom

AUTHENTIC
ASSESSMENT IN
THE CLASSROOM
High Quality Assessment in Retrospect
Purpose
-is to IMPROVE students’ learning
Targets
assessment can be precise, accurate
and dependable.
Sources of learning targets

A. Benjamin Blooms Taxonomy
1. Cognitive targets- mental skills
(knowledge)
2. Affective- growth in feelings (attitude)
3. Psychomotor- manual or physical
(skills)
B. National, Regional and District
Standards
C. Textbooks
Example
Types of Target Areas Target Behavior Possible Assessment
Knowledge Spell word correctly Quizzes, essays,
questions
Reasoning Solve math problems Observations

Performance Speak foreign language Observations, rubrics
Product Development Create a web Rubrics

Attitudes Positive attitudes Surveys, observations
Methods
the methods of
assessment should be
matched with the
learning targets
Example
Types of Target Area Assessment Method
Selected response One correct answer
Extended written response Short answer to essay, original
written answer
performance Product
Personal communication Oral exam, interview, discussion
Commonly used Assessment Methods
■ Teacher observations ■ Question box/board
■ Oral questioning
■ Self-assessment ■ Follow-up probes
■ Peer-assessment ■ Concept mapping
■ Index card ■ Learning contracts
summaries/questions
■ videotaping
■ One minute-essay
Sampling
An Authentic Assessment, is based
on teachers’ observations of children
at work in the classroom learning,
solving problems, interacting, and
creating products.
Provides a rich source of information about

students strengths and weaknesses.
Elements
A. Developmental guidelines
and Checklist
B. Portfolios
2 Types
1. core items
2. individualized items
C. Summary Reports
Accuracy
tools are materials or instruments that are used by the rater
to determine the accuracy of the assessment.
Types of Assessment Tools
1) Hand signals
2) Students progress cards
3) Checklists
4) Rating Scale
5) Rubric
What is Authentic Assessment?
Authentic assessment is a form of assessment in which

students are asked to perform real-world tasks that
demonstrate meaningful application of essential
knowledge and skills (Jon Mueller, 2011)
Nature of Assessment
An approach to measure student

performance in a direct, relevant way to
see if the learning objectives were met.
Gives students situations that occur in the

real-world which require them to apply
their relevant skills and knowledge.
Characteristics of Authentic
assessment
tasks that require extensive engagement and complex
performance, which;
 Elicits higher order thinking in addition to basic
skills
 Realistic in nature
 Require creativity, ingenuity, and resourcefulness
 Complex enough that the student apply variety of
skills and information-seeking methods
Bean (1993) and Svinicki (2004)
■ Resemble real-world tasks and activities
■ Can be structured as written or oral assessments completed
individually, in pairs, or in groups
■ Often presented as ill-structured problems with no right
answers
■ Ask students to communicate their knowledge orally or in
writing to a specific audience and for specific purpose
■ Usually ask students to address professional or lay audiences
Responsive
assessment
projects (Henning-
Stout, 1991)
Related terms portfolios

(authentic
assessment)
Performance Dynamic
assessment (Lidz,1991)
Why Use Authentic Assessment?
Principles of Authentic Assessment
Authentic Assessment is grounded by the following principles and practices:
 A schools mission is to develop useful citizens
 To be useful citizen, one has to be capable of performing useful tasks in real
world
 The school’s duty is to help students develop proficiency in performing the
tasks that they will be required to perform after graduation in the workplace
The school must then require the students to perform tasks that duplicate or
imitate real-world situations.
Traditional Assessment vis-à-vis
Authentic Assessment
Authentic assessment Traditional assessment
‘for learning’ (process-oriented) ‘of learning’ (product-oriented)
Encourage divergent thinking in generating Encourage memorization of correct answers
possible answers
Goal is to enhance development of Goal is to measure acquisition of knowledge
meaningful skills/tasks in the real world
Assessment directs curriculum Curriculum directs assessment

Promotes ‘how’ knowledge Promotes ‘what’ knowledge
Real-life tasks are used to assess students’ Test materials is often isolated from real-life
level of understanding.
Requires students to be effective performers Reveals only whether students can
with acquired knowledge recognize, recall what was learned out of
context
Basic differences between Traditional
Assessment and Authentic Assessment
ATTRIBUTES TRADITIONAL AUTHENTIC
ASSESSMENT ASSESSMENT
1. Action/options Selecting a response Performing a task
2. Setting Contrived/imagined Simulation/ real-life
3. Method Recall/recognition Construction/ application
4. Focus Teacher-structured Student-structured
5. Outcome Indirect evidence Direct evidence

Developing Authentic Classroom Assessments
A Framework for Authentic Assessment
TASK
-Integration of knowledge, skills and attitudes FORM
-Meaningfulness, typicality and relevance in students’ eyes -Demonstration of competence
-Degree of ownership of problem and solution space
-Observation/ Presentation to others
Degree of Complexity
Solutionscape (one/multiple) CRITERIA -Multiple indicators of learning
Structure (well/ ill-defined) -Based on criteria used in
professional practice
Domains (mono/multidisciplinary)
-Related to realistic result
(product/process)
-Transparent and explicit
-Criterion-referenced SOCIAL CONTEXT
PHYSICAL CONTEXT -Similarity to social context of profeassional
-Similarity to professional work space (fidelity) practice
-Availability of professional resources (methods/tools)
Individual work/ decision-making
-Similarity to professional time frame (Thinking/acting)
Group work/ decision-making
Authentic Assessment Development
Process (Mueller, 2018)
Identify the • Step 1
standards
Select an • Step 2
authentic
task
Identify the • Step 3

criteria for
the task
Create the • Step 4
rubric
Group 2
■ Carolyn Aoay
■ Hanna Baguitan
■ Cole Cabita
■ Griesiel Goway
■ Carolyn Medina
■ Emery Torres
References:
Navarro,R. &De Guzman, R. 2013. Assessment in learning 2. Lorimar Publishing Inc.
Vega, V. & Macarandang, M. (2009). Assessment of Learning 1. Books Atbp. Publishing Corp. pp. 128-139
Santos, R. (2007). Assessment of Learning 1. Lorimar Publishing, INC. pp.
Reganit, et.al (2010). Assessment of Student Learning 1 (cognitive Learnig). C & E Publishing, Inc. pp.
https://edpolicy.stanford.edu/sites/default/files/publications/higher-quality-assessment_2.pdf
https://www.daily-sun.com
http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
https://education.cu-portland.edu/blog/classroom-resources/tips-on-how-to-use-authentic-assessment-as-a-teaching-strategy/

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AUTHENTIC

Sources of learning targets

Reasoning Solve math problems Observations

Product Development Create a web Rubrics

Provides a rich source of information about

Authentic assessment is a form of assessment in which

An approach to measure student

Gives students situations that occur in the

Related terms portfolios

Assessment directs curriculum Curriculum directs assessment

1. Action/options Selecting a response Performing a task

2. Setting Contrived/imagined Simulation/ real-life

3. Method Recall/recognition Construction/ application

4. Focus Teacher-structured Student-structured

5. Outcome Indirect evidence Direct evidence

Identify the • Step 3

Santos, R. (2007). Assessment of Learning 1. Lorimar Publishing, INC. pp.

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