Philippines – Australia Basic Education Assistance for Mindanao Beam Pre-service Workshop “Authentic Assessment”

Links to constructivist principles Constructivism is a theory about how we learn. It focuses on the learner having an in-depth understanding of ideas and concepts by.. constructing … creating … inventing (or, even re-inventing) … and developing … … their own knowledge.

As a teacher this means you enable your learners to … ask questions interpret information analyze information or events critique information or events discriminate develop (or alter) meanings, concepts, and ideas apply their learning integrate new experiences with their prior knowledge

Applying ‘constructivist principles’ to the assessment of student learning

What key words or phrases do you associate with the term ‘authentic assessment?’ -record them in the star’s points

What assessment strategies do you associate with the term ‘authentic assessment?’ -record them on the flip side of the star’s points

an Overview of Authentic Assessment

 Assessment is about gathering evidence  Evaluation is about interpreting the evidence and making judgments based on the evidence. It monitors the learner’s change and development over a period of time.

 Assessment for learning is not the same as assessment of learning..  Assessment for learning (formative) is a regular part of teaching and learning that shapes the learning process  Assessment of learning (summative) is for accountability purposes – for reporting Q: which do you do – when? why?

1. Uses relevant, real life examples and contexts 2. Is directly connected to the objectives of the lesson (s) 3. Is about teaching for long term learning, and then assessing for understanding. 4. Is about assessing as a whole rather than as a set of fragmented, unconnected tasks. 5. Has value beyond the evaluation period – the learning is applied and related to other aspects of life. 6. Often involves collaboration with others. 7. Assists curriculum evaluation. Q: Which of these principles do you use? When?

An Evaluation of all the Assessment pieces which is …  a final judgment  the end result  summative Authentic Assessment A range of Assessment Strategies and tools 1. Involves 3. Concludes with 2. Incorporates That include  Conferences and interviews  Graphic organizers  Learning logs and journals  Meta-cognitive reflection  Multiple intelligence approach  Observation checklists  Performance tasks  Portfolio  Teacher-made tests  An Assessment Process which is..  on going  A collection of sources  Balanced  Explicit  Using real life examples  An application of learning  Formative

integrative Assessment task: When we buy products we want to be sure that they have been thoroughly tested so they work well. 1. In groups of 5 demonstrate your understanding of the concept of a ‘fair test’ by investigating which ball bounces the best. 2. Prepare a diagram that justifies your conclusion. 3. Your grade will be based on items one and two.

What should we consider if we are assessing ‘authentically’?

1. Who conducted the assessment? S = self (assessment by the individual) Te = the teacher P = the students’ peer (s) ____________ Q: who takes the assessment S.TE.P. ?

2. What was assessed? A = attitudes S = skills K = knowledge ____________ Q: A.S.K. ‘what is being assessed?’

3. Which techniques are being used to assess the learner? C = conference (interview) the learner O = observe the learner P = product of the learner ____________ Q: which C.O.P. will you call for help?

… CHALLENGE … - What do you assess? Why? -Which assessment strategies and tools do you use? Why? - Who conducts the assessment? Why?

Assessment Tools

Activity: 1. List 2 (two) assessment tools that you use when assessing your students. 2. Share these with your group. 3. As a group decide which of these could be used as examples of ‘authentic assessment’.

Assessment tools include: Conference and interview templates Graphic organizers Learning logs and journals Meta-cognitive reflections by students Multiple intelligence charts Observation checklists Performance tasks Portfolio Teacher-made tests Rubrics ????

Some Key ideas about assessment tools… Assessment tools need to be developed and trialed before the assessment period Tools need to focus on the learning objectives Tools should be easy to use with every student Tools need to match the assessment task Tools should be developed/shared with the learner ????(add your ideas …) … For example …

A rubric … - Is a guideline for distinguishing between performances, or products, of differing qualities; - Should be based on stated performance standards; - Should indicate a scaled, descriptive levels of progress towards the desired result; - Should be shared with the learners Q: what would a pizza rubric look like ???? Criteria ( task: design a poster about caribou) Standard excellent Standard good Standard poor 1.Poster Clear Labeled A3 size ….. Xxx xxx Xxx xxx Xxx xxx 2. Explanation Concise Coherent key ideas …. Xxx

Summary Assessment is to assist learning. Assessment should use relevant contexts for the learner. Assessment should be meaningful for the learner, as well as for the teacher. Assessment should allow the learner to demonstrate what s(he) knows, understands, and can do, with confidence.