Chapter 2- Authentic assessment

Chapter 2- Authentic assessment

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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 Republic of the Philippines CAPIZ STATE UNIVERSITY College of Education Main Campus, Roxas City Tel. No. (036) 6214 578 local 118 A COMPILATION OF HANDOUTS In Partial Fulfillment of the Requirements in Ed. 322- ASSESSMENT OF STUDENT LEARNING 2 Second Semester 2014-2015 Compiled by: Group 2 Submitted to: MARIA SHEILA D. SIMON, Ed. D. Course Facilitator Leader JARRY S. FUENTES Member KIM VERLY AGUSAN
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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 Republic of the Philippines CAPIZ STATE UNIVERSITY College of Education Main Campus, Roxas City Tel. No. (036) 6214 578 local 118 JARRY S. FUENTES MARIA SHEILA D. SIMON, Ed. D. BSEd 3d TLE Major Course Facilitator Discussant Number 1 Group Number 2 Topics:  AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRACTICES  Why Authentic assessment?  CHARACTERISTICS OF AUTHENTIC ASSESSMENT (AA)  WHAT IS AUTHENTIC ASSESSMENT? CHAPTER 2: AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRACTICES LEAR N IN G OBJECTIVES 1. Identify the relationship of assessment, evaluation and marks to determine the attainment of student learning outcomes. 2. Discuss the authentic assessment meaning, characteristics and practices. 3. Illustrate the phases of authentic assessment. Introduction: In 1935, the distinguished educator Ralph Tyler proposed an "enlarged concept of student evaluation," encompassing other approaches besides tests and quizzes. He urged teachers to sample learning by collecting products of their efforts throughout the year. That practice has evolved into what is today termed "authentic assessment," which encompasses a range of approaches including portfolio assessment, journals and logs, products, videotapes of performances, and projects. Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful,as compared to multiple choice standardized tests. Authentic assessment can be devised by the teacher, or in collaboration with the
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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.” Performance assessments require students to demonstrate mastery of a skill or procedure by performing it. Both assessment and evaluation are based on the judgmental of an experienced, thoughtful human being – an expert. Machines don’t assess, papers don’t assess, test don’t assess. Humans assess. And what better person is there to assess the progress and development of his or her students than the classrooms teacher. LARRY MALONE Lawrence Hall of Science, University of California, Berkeley The term assessment, evaluation, testing and marks are term often used in determining the degree of attainment of students learning outcomes. At times they are used interchangeably, it will be useful to clarify their meaning to distinguish them from one another. Assessment- refers to the process of gathering data and information about what students know and can do. Through assessment, the teacher can find out what students are learning. Evaluation – involves the task of interpreting, forming conclusions and making judgment about the information which was gathered in the process of assessment. Testing- is an instrument of assessment. A test is an assessment tool that reflects the records of the students’ learning outcomes. Marks- are reports of the result of evaluating information obtained in assessment process. Marks have certain components related to the learning activities undertaken by the students. Example of such components are: 20% for class participation 10% for completed assignments 20% for quizzes 30% for submitted reports 20% for oral presentation of completed project ______________________________________ 100% TOTAL Assessment involves review of evidence of learning such as journal entries, written work, portfolios, skill demonstrations, and performance in learning activities, test result and rubrics ratings which cover a period time and should reveal the progress of students in
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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 competencies. Evaluation in the other hand occurs when a mark or grade is assigned after a quiz, a presentation or a completed task. Why Authentic assessment? “The common practices of using recall and recognition objective the skills and knowledge they have mastered”. --- Richard Stiggins (1987) “Authentic assessment is products and/or performances correlated with real experiences”. --- Newton Public Schools Other names of authentic assessment are performance assessment, alternative assessment, and direct assessment. Authentic assessment tends to focus on contextualised tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessment categories include:  performance of the skills, or demonstrating use of a particular knowledge  simulations and role plays  studio portfolios, strategically selecting items CHARACTERISTICS OF AUTHENTIC ASSESSMENT (AA) 1. Authentic Assessment starts with clear definite criteria of performance made known to the students. 2. Authentic Assessment is a criterion- referenced rather than norm- referenced and so it identifies strengths and weaknesses, but does not compare students nor rank their levels of performance. 3. Authentic Assessment requires students to make their own answer to questions rather than select from given options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS). 4. Authentic Assessment often emphasizes performance and therefore students are required to demonstrate their knowledge, skills or competencies in appropriate situations. Authentic assessment does not rely on ability to recall facts or memorize details, instead students are asked to demonstrate skills and concepts they have learned. 5. Authentic Assessment encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired student learning outcomes. 6. Authentic Assessment does not encourage rote learning and passive taking of test; instead, students are required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work in group, skills in oral and written communications. In brief, authentic assessment values not only the finished products which are the learning outcomes, but also the process of learning. 7. Authentic Assessment changes the role of students as passive test takers into become active and involve participants in assessment activities that emphasize
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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 what they are capable of doing instead test to measure students’ skills or retained facts has come under scrutiny because of the limitation encountered in determining the students’ capability to utilized their knowledge and skills in work and professional practice. WHAT IS AUTHENTIC ASSESSMENT? Here are some definitions: “A form of assessment in which students are asked to perform real-world task that demonstrate meaningful application of essential knowledge and skills..” –Jon Mueller (2011) “Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in field.” – Grant Wiggins (1987) “Performance (authentic) assessments call upon the examinee to demonstrate specific skills and competencies; that is, to apply of their weaknesses. This results is diminished fear of tests and improvement of self-esteem. From teacher- centered activities, authentic assessment encourages a learner-centered class where the teacher’s major role is to help students accept responsibility for their learning and become self-evaluators. KIM VERLY V. AGUSAN BSED-3D Discussant Number 2 Topic: Phases of Authentic Assessment Phases of Authentic Assessment The purpose of assessment is to improve student learning. Assessment achieves this purpose by gathering pieces of evidence of student performance over a period of time. Such evidence may be in the form of written works, journal entries, oral presentations, research paper results, essay, story writing, and examination results. “Closing the loop” encourages the use of assessment results for further improvement. In general, Outcome assessment goes through five (5) phases. 1. Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities. 2. Determining the criteria and standards of outcomes performance and the acceptable evidence that may be presented as proof of outcomes’ attainment.
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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 3. Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes. 4. Measuring the extent at which the student is attaining the desired learning outcomes. 5. Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes and utilizing them for continuous improvement. Phase I Phase II Phase V Phases III Evaluate results to determine attainment of outcome and ensure continuous improvement. Phase IV Implement assessment strategies. Examples of Authentic Assessment Activities 1. Doing science experiments. 2. Conducting social science field research. 3. Writing stories and reports. 4. Reading and interpreting literary pieces. 5. Solving mathematical problems that have real-world implications. 6. Performing particular skills/competencies 7. Simulation or role playing. 8. Exhibiting and displaying completed works 9. Submitting portfolios 10. Submitting original creative projects Identify learner outcome. Determine criteria and acceptable evidences of performance Implement supporting learning experiences and instructional activities.
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  Ed. 322- Assessmentof Student Learning 2 (Second Semester) 2014 Traditional Assessment- Is commonly associated with pre- determined choice measure of assessment such as multiple choices tasks, fill-in-the blanks, true – false, matching type and others. Students typically recall or select the answers. Essentially, TA springs from the educational which involves the following principles and practices. 1. A School’s mission is to develop useful citizens. 2. To be a useful citizen, one must process a certain body of knowledge and skills; 3. The school is entrusted to teach this body of knowledge and skills; 4. To determine if the student have acquired these knowledge and skills, the school must test the student on these knowledge and skills. Authentic Assessment- on the other hand is grounded on the following principles and practices: 1. A school’s mission is to develop useful citizen; 2. To be a useful citizen, one has to be capable of performing useful tasks in the real-world; 3. The school’s duty is to help students develop proficiency in performing the tasks that they will be required tom perform after graduation in the work place; 4. The school must then require students to perform tasks that duplicate or imitate real-world situations. Attributes Traditional Assessment Authentic Assessment 1. Action/ options Selecting a response Performing a task 2. Setting Contrived/ imagined Simulation/ Real-Life 3. Method Recall/ recognition Construction/ applications 4. Focus Teacher –structured Student- structured 5. outcome Indirect evidence Direct evidence Reference: 1. Navarro, Rosita L. et. al; 2013. Assessment of learning 2 (second Edition) LORIMAR Publishing, Inc. 776 Aurora; cor. Boston Street, Cubao, Quezon City, Manila 2. http://en.wikipedia.org/wiki/Authentic_assessment