1. By: Kelsi Daly Email: kelsi.daly@knights.ucf.edukelsi.daly@knights.ucf.edu Wiki: http://dalydose.wikispaces.com/Home!http://dalydose.wikispaces.com/Home

2. 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

3.  Formal  Traditional  Standardized  Cookie Cutter  Boring

4.  Informal  Alternative  Integrative  Formative  Holistic  Performance  Direct …Confusing huh?

5.  To gain insight into students capabilities when performing tasks and applying their own knowledge to situations.  It can provide more accurate information  It can guide instruction  And because its FUN!

6.  Science  Social Studies  Math  Reading  Writing  Behavior  Art  P.E.  The possibilities are endless!

7.  Choose if the assessment will be structured or unstructured.  Structured- teacher planned, specific, may include correct or incorrect answers.  Unstructured- creative, observable learning

8.  Checklists  Sorts  Structured interviews  Anecdotal Records  Inventories  Surveys  Graphic Organizers  Student-teacher interaction

9.  Writing samples  Logs or journals  Games  Group work  Problem Solving  Creative observed learning

10.  PLAN, PLAN, PLAN  To make assessment truly authentic A LOT of planning is needed to carry out and grade the assessment.  A traditional lesson plan may be even more important when assessing an untraditional lesson.

11.  What subject or topic is being assessed?  Does this align with the standards?  What are the learning goals?  What materials do I need?  How will this guide my instruction?  Can it accommodate different levels of ability?  Will I pre-assess?

12.  Title  Topic/Concept  Standards  Goals/Objectives  Materials  Anticipatory Set  Procedures  Closure Teacher Notes: Include adaptations, extensions, and connections to other subjects.

13.  Use rubrics and checklists as a guide when evaluating student’s performance.  Ask yourself:  What is outstanding? (4) What is good? (3) What is acceptable? (2) & What is unacceptable? (1)  Use this information to create a scoring guide.

14.  Visit each center for 2 minutes to learn about the authentic assessment in that subject!  How would YOU assess these activities? Try to make a rubric or checklist to assess each center!  Center #1 Reading  Center #2 Writing  Center #3 Science  Center #4 Math  Center #5 Social Studies

15.  Ideas? Examples? Suggestions?

16.  http://www.finchpark.com/courses/assess/inf ormal.htm http://www.finchpark.com/courses/assess/inf ormal.htm  http://jfmueller.faculty.noctrl.edu/toolbox/wh atisit.htm#names http://jfmueller.faculty.noctrl.edu/toolbox/wh atisit.htm#names  http://aded.tiu11.org/disted/FamLitAdminSit e/fn04assessinformal.pdf http://aded.tiu11.org/disted/FamLitAdminSit e/fn04assessinformal.pdf