Presentation on theme: "Authentic Assessment Strategies How do we authentically assess? HAZEL C. ACOSTA 7 September 2006."— Presentation transcript:
Authentic Assessment Strategies How do we authentically assess? HAZEL C. ACOSTA 7 September 2006
FOCUS QUESTIONS What is assessment? When do we assess? How do we assess? Which assessment strategy brings out evidence of learning? When do we say we have assessed learning well?
1. The Place of Assessment in Teaching What is assessment? Learner Learning ProcessLearning Situation Input: Teach (objective) Output Learning process Processing of information ASSESSASSESS Check on Learning
2. The Triarchic Relation Learner Instructional Objective PROCESSPROCESS Measurement Assessmen t Evaluation
Process of determining how much of a particular knowledge, skill or characteristic an individual possesses. Measurement
Process of gathering information on how an instructional objective or purpose is being achieved. May consist of various methods employed to determine the extent to which learners achieve/realize the intended learning outcomes of instruction. Assessment
Process of making judgments; how good one’s performance or behavior is, based on a pre-determined value or standards that would indicate quality. Evaluation
3. Factors that Affect Assessment When do we assess? Performance objective Assessment Tool Evidence of learning MATCHED! “What do we like students to learn and able to do?” “We assess every time we want to find out if the objective has been met.”
Factors to consider…. Psychology of learning –Multiple IntelligencesMultiple Intelligences –Learning StylesLearning Styles Domains of Learning Learning Targets
The Nature of Authentic Assessment What assessment strategy brings out evidence of learning? Traditional Strategies Ex. Selected-response Assessment Formats a.Multiple choice b.True or false c.Matching type LIMITATIONSLIMITATIONS Problem: Gray areas in giving grades and assessing learning.
Strengths and Weaknesses of Selected-Response Formats ParameterStrengthWeakness Construction of item stem Good distracters or alternative answers relatively difficult to construct Scoring Easy to score Focus of assessment Facts, applications of concepts, usually low-level thinking skills Not enough opportunities for conceptual understanding, problem-solving etc. (HOTS) Information obtained Broad range of topics Susceptible to guessing Message to student One right answer; education is focused on the acquisition of facts. Source: UP NISMED (Intel® Innovation for Education)
4. Progressive and Authentic Assessment Strategies When do we say we have assessed well? AUTHENTIC genuine original reliable real worthy A s s e s s m e n t
Authentic assessment Method of assessing the students’ ability to apply knowledge in performing a task that is exactly what is existing in real life. (Salandanan, 2005) Requires students’ active generation of a response that is observable, either directly or indirectly, via a permanent product. ( UP NISMED: Intel Innovation for Education) Aims to develop and measure multiple skills. Values the learning process as much as the product. (Web-Enhanced Learning Activities: An Instructional Design Workshop)
Specifically… Assess skills that could not be measured by paper and pencil tests. Allow for multiple answers. Elicit a variety of individual responses. Ensures application of knowledge and skills.
Objectives to be Assessed knowledge skills products Thinking skills values authentic assessment targets all objectives…….
The Strategies… Knowledge and its application –Critical thinking assessment (ex. reports, researches and experiments) –Reasoning skills assessment (ex. Essays – students construct their own answers, informal questioning, conferences) Skills and Products –Performance-based assessment (model example)
Performance-based Assessment the essence of authentic assessment….. Constructed Response formats: Fill in the blanks Short answer Label a diagram Visual representation (concept map, flow chart, illustration, diagram, matrix) Products: Essay Research paper Journal Laboratory report Science projects Video/audiotape Spreadsheet Source: UP NISMED (Intel® Innovation for Education )
Performance: Debate Oral Presentation Communication strategies: dramatic dialogue, monologue Process-based: Oral questioning Observation Process description Learning Log (Source: UP NISMED (Intel® Innovation for Education ) What is the most important factor to consider in using performance-based assessment? T A S K
(1) ((2) (3) (4) (5) Does the task match the objective/target? Is the task suitable to students? Does the task incorporate the real world? Are the conditions of the task feasible and clear? Does the task enable students to make use of their MI?
Self-Assessment Self-assessment exercises comprise the intangible aspect of the learning process. The assessment is subjective and value- laden, but forms the core of a reflective nature of the educational process. Positive and negative values that are formed are considered integral to the outcomes of instruction.
Self-assessment “The involvement of students in identifying standards/criteria to apply their work and making judgments about the extent to which they have met these criteria and standards. (Boud, 1995, 1999)
Peer and Group Feedback Critical evaluation of student’s work by their peers (classmates or the entire class). Provides the opportunity for students to be involved in the critiquing process; thereby enhancing their sense of judgment. Fosters collaborative work. SAMPLE
Portfolio Assessment Project Plan Resources Self- Reflection Papers Quizzes, assignments Student Support Materials Pictures, Video Collection of student’s work. Comprehensive view/gauge of student’s progress vis-à- vis the desired learning outcomes. Diversity of entries of student’s work. Cohesiveness and coherence of the components of the portfolio.
Checklists CriteriaObservedNot Observed Criterion 1 Criterion 2 Criterion 3 A checklist determines the presence or absence of a certain characteristic of a performance or product. SAMPLE (Source: UP NISMED: Intel Innovation for Education )
Rating Scales A rating scale uses three or more categories to describe the characteristics of a performance or product CriteriaRating Category 1234 Criterion 1 Criterion 2 Criterion 3 SAMPLE (Source: UP NISMED: Intel Innovation for Education )
Rubrics Matrices of criteria that define what is expected in a learning situation. Show levels of performance. Each level of performance has has a specific standard. Different rubrics are required to assess different tasks. Holistic Rubric Assesses the overall quality of the output by relating the parts to the whole. Analytic Rubric The whole output is broken up into or separated into parts and scored accordingly. SAMPLE (Source: UP NISMED: Intel Innovation for Education )
References Web-Enhanced Learning Activities: An Instructional Design Workshop. Authored by Patricia Arinto.
Internet Resources A Collection of Assessment Strategies http://www.educ.state.ak.us/tls/frameworks/math sci/ms5_2as1.htmhttp://www.educ.state.ak.us/tls/frameworks/math sci/ms5_2as1.htm Exhibit Digital Edge Learning Interchange http://ali.apple.com/ali_sites/deli/exhibits/100034 7/Authentic_Assessment.htmlhttp://ali.apple.com/ali_sites/deli/exhibits/100034 7/Authentic_Assessment.html Math Star http://mathstar.nmsu.edu/exploration1/s3_desig n.htmlhttp://mathstar.nmsu.edu/exploration1/s3_desig n.html
Oregon State Education Department: Authentic Assessment http://oregonstate.edu/instruction/ed555/zo ne5/zone5hom.htmhttp://oregonstate.edu/instruction/ed555/zo ne5/zone5hom.htm On-Line Assessment for K12 Teachers http://www.uwstout.edu/soe/profdev/asses s.shtmlhttp://www.uwstout.edu/soe/profdev/asses s.shtml Internet Resources