authentic assessment strategies (acosta)

8/3/2019 Authentic Assessment Strategies (Acosta)

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Authentic AssessmentStrategiesHow do we authentically assess?

HAZEL C. ACOSTA7 September 2006


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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 assessedlearning well?


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1. The Place of Assessment in

TeachingWhat is assessment?

Learner

Learning Process Learning Situation

Input: Teach(objective)

OutputLearning process

Processing of information

A

SS

E

S

S

Check onLearning


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2. The Triarchic Relation

Learner

Instructional Objective

P

RO

C

E

S

S

Measurement

Assessmen

t

Evaluation


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Process of determining how much of a particular

knowledge, skill or characteristic an individual

possesses.

Measurement


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Process of gathering information on how an instructionalobjective 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


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Process of making judgments; how good ones performance

or behavior is, based on a pre-determined value or

standards that would indicate

quality.

Evaluation


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3. Factors that Affect

AssessmentWhen do we assess?

Performance

objectiveAssessment Tool

Evidence oflearning

MATCHED!

What do we like

students to learn

and able to do?

We assess

every time we

want to find outif the objective

has been met.


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Factors to consider.

Psychology of learning

Multiple Intelligences

Learning Styles

Domains ofLearning

Learning Targets


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Multiple Intelligences

Linguistic

1, 2, 3, 4,Logical-Mathematical

Spatial

Bodily-Kinesthetic

Musical

Interpersonal

Intrapersonal


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Learning Styles

Sensing-thinking

Intuitive-Thinking

Intuitive-Feeling

Sensing-Feeling

MASTERY

UNDERSTANDING

SELF-EXPRESSIVE

INTERPERSONAL


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Domains of Learning

Cognitive

AffectivePsychomotor


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Learning Targets

skills

reasoning

knowledge

Products/

constructed outputs

Effects/

impact


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The Nature of Authentic

AssessmentWhat assessment strategy brings out evidence of learning?

Traditional Strategies

Ex. Selected-response

Assessment Formats

a. Multiple choice

b. True or false

c. Matching type

L

I

M

IT

A

T

I

O

N

S

Problem: Gray areas in giving grades

and assessing learning.


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Strengths and Weaknesses

of Selected-Response Formats

Parameter Strength WeaknessConstruction 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)


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4. Progressive and Authentic

Assessment StrategiesWhen do we say we have assessed well?

AUTHENTIC

genuine

original

reliable

real

worthy

As s e s s m e n t


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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 permanentproduct.

(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)


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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.


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Objectives to be Assessed

knowledge

skills

products

Thinking

skills

values

authentic assessment

targets all objectives.


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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 (modelexample)


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Performance-based

Assessmentthe 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)


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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


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(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 theirMI?


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Thinking skills

Problem-solving

Reasoning skills

Values

Affective assessment

Self-assessment

Peer Review/Group Feedback Portfolio Assessment


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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.


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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)


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Peer and Group Feedback

Critical evaluation of students 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


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Portfolio Assessment

Project Plan

Resources

Self-Reflection

Papers

Quizzes,assignments

Student

Support

Materials

Pictures,Video

Collection of students work.

Comprehensive view/gauge

of students progress vis--

vis the desired learningoutcomes.

Diversity of entries of

students work.

Cohesiveness and

coherence of the componentsof the portfolio.


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5. Commonly-used Tools

Checklists

Rating Scales

Rubrics


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Checklists

Criteria Observed Not

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)


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Rating Scales

A rating scale uses three or

more categories to

describe the characteristicsof a performance or product

Criteria Rating Category

1 2 3 4

Criterion 1

Criterion 2

Criterion 3SAMPLE



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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 andscored accordingly.

SAMPLE



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References

Corpuz, Brenda & Salandanan, Gloria.

Principles & Strategies of Teaching. Quezon

City: Lorimar Pub. Co. 2003.

Doran, R., Chan, F., Jamira, P. ScienceEducators Guide to Assessment. Virginia:

National Science Teachers Association

Intel Teach to the Future Pre-Service Module.

Salandanan, Gloria. Teaching and the Teacher.

Quezon City: Lorimar Pub. Co. 2005.


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References

Web-Enhanced Learning Activities: An

Instructional Design Workshop. Authored

by Patricia Arinto.


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Internet Resources

A Collection of Assessment Strategies

http://www.educ.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm

Exhibit Digital Edge Learning Interchange http://ali.apple.com/ali_sites/deli/exhibits/100034

7/Authentic_Assessment.html

Math Star

http://mathstar.nmsu.edu/exploration1/s3_design.html


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Oregon State Education Department:

Authentic Assessment

http://oregonstate.edu/instruction/ed555/zone5/zone5hom.htm

On-Line Assessment for K12 Teachers

http://www.uwstout.edu/soe/profdev/assess.shtml

Internet Resources

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