authentic assessment as part of the classroom assessment

Authentic assessment

1. AUTHENTIC ASSESSMENT: MEANING, METHODS, AND TOOLS

2. OBJECTIVES 01 02 03 04 05 Explain the meaning of authentic assessment and non-test assessment Give example of transversal competencies State the 21 st Century skills based on P12 Framework Describe the features of authentic assessment and 21 st Century assessment Discuss the complementary relationship of authentic and traditional assessments.

3. . Meaning of Authentic Assessment Below are various descriptions or explanations of authentic assessment from several authors:
Authentic assessment is a “form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills…. (Mueller, 2011)

4. Wiggins (1987) says it is… engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively. The tasks either replicas of or analogous to the kind Of problems faced by adult citizens and consumers or professionals in the field. “ Stiggins (1987) claims that authentic assessments “call upon the examinee to demonstrate specific skills and competencies, i.e., to apply the skills and knowledge they have mastered.”

5. Mueller ( 2008) compares traditional assessment and authentic assessment. Study the Table below: Table 3. Comparison Of Traditional and Authentic Assessment Traditional Assessment Selecting a response Contrived/Imagined Recall/Recognition Teacher-Structured Indirect evidence Authentic Assessment Performing a task Simulation/Real-life Construction/Application Student-Structured Direct evidence Attributes 1. Action/Option 2. Setting 3. Method 4. Focus 5. Outcome

6. Non-Test Assessment of Learning Non-test assessment is an alternative assessment in the sense that it diverts from the paper-and-pen test, which is the only test known to many. It is an assessment that measures students’ abilities directly with real tasks. These are tests that do not force the students to give their responses but rather allow the students to manifest their acquired knowledge and skills from the subject though means other than written tests.
Non-test assessment also refers to formative assessment which is an on-going process to give feedback to students to increase their competence.

7. Examples of non-tests are: Portfolio. A purposeful collection of students’ works that exhibit the student’s efforts, progress, and achievements in one or more areas •of the curriculum. Teacher Observation. The teacher observes the students while they work to make certain the students understand the assignment and are on task. Example: Cooperative learning. Slates or Hand Signals. Students use slates or hand signals as a means of signaling answers to the teacher Example: Review questions — write answers and hold up slate.

8. Examples of non-tests are: Daily Assignments. The student completes the work assigned on a daily basis to be completed at school or home. Example: Worksheets or research. Journal. Students write daily on assigned or personal topics. Example: What do your you remember most in yesterdays lesson?
Games. Teachers utilize fun activities to have students practice and review concepts. Example: Science trivia
Projects

9. Debates . The students take opposing positions on a topic and defend their position. Example: The pros and cons of environmental legislations. Checklist . The teacher will make a list of objectives that students need to master and then check off the skill as the students masters it. Cartooning . Students will use drawings to depict situation and ideas. Example: environmental issues Models . The students produce a miniature replica of a given topic. Example: planetarium Notes . Students will write a summary of the lesson. Example: Outline of the day’s lesson.

10. Panel Discussion . A group of students. Verbally present information . Example: A discussion presenting both pros and cons of the environmental issues. Demonstrations . Students present a visual enactment of a particular skill or activity. Example: proving that air has weight. Problem-solving . You are teaching a unit in physics on levers. Discussions . Students in a class verbally interact on a given topic. Example: Discussion on climate change

11. Authentic Assessment Complements Traditional Assessment Authentic assessment and traditional assessment complement each other. So assessment is not a matter of “either-or”. It is not a case of either you use traditional or authentic. It is a matter of “both-and”. Both traditional and authentic assessments are necessary. Mastery of knowledge is the focus of traditional assessment and must be encouraged among learners. This mastery of basic knowledge and skills is the foundation of the learners’ ability to demonstrate and perform the tasks that they are expected to perform in the real world.

12. Robert Marzano proposed A New Taxonomy of Educational Objectives (2000). Marzano’s model of thinking skills incorporates a wider range of factors that affect how learners think and provides a research-based theory to help teachers improve their learners’ thinking. Marzano’s new taxonomy consists of three systems and the Knowledge Domain, all of which are important for thinking and learning.

13. The cognitive system processes all the necessary information and the knowledge which consists of information, mental procedures and physical procedures. The metacognitive system sets goals and keeps track of how well these goals are being achieved and the self-system decides whether to continue the current behavior or engage in a new learning activity. The knowledge domain which is basic in authentic assessment is the subject assessed by traditional methods. Marzano states:

14. Knowledge is a critical factor in thinking. Without sufficient information about the subject being learned, the Other systems have very little to work with and are unable to engineer the learning process successfully. Knowledge is the fuel that powers the thinking process. Marzano identifies three categories of knowledge: information, mental procedures, and physical procedures. …information is the “what” of knowledge and procedures are the “how-to”.

15. Instruction, however, must move beyond the accumulation and assessment of knowledge. Learners must be made to apply the knowledge learned. Unfortunately, however, instruction in traditional classrooms rarely moved beyond the accumulation of knowledge — the what, who, where and when leaving the learners with “a mental file cabinet full of facts, most of which were quickly forgotten after the final test.” ( Marzano , 2007)

16. Philosopher Gilbert Ryle has the same line of thinking with Marzano . Ryle distinguishes knowing how (technical ability) from knowing that (facts and propositions), and knowing what (acquaintance with things and persons). Ryle asserts that knowing that (some fact) is empty intellectualism without knowing how to make use of the fact. Effective possession of a piece of knowledge (museum possession of knowledge) involves knowing how to use that knowledge, when required, for the solution of other theoretical or practical problems (workshop-possession of knowledge).

17. Even the P21 Framework for 21 st Century Skills has basic knowledge and skills (the 3 Rs ) and the 21 st Century themes (global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; health literacy) as foundation for the 21 st Century skills, namely: learning and innovation skills, information, media and technology skills, life and career skills.
This means that basic knowledge and skills cannot be dispensed with and so traditional assessment, which assesses basic knowledge and skills, is here to stay.

18. Non-Test Indicators Academic tests are typically relied upon to assess performance of students in educational tasks. Since schools charged with the major responsibility for preparing with the major responsibility for preparing students to perform the tasks, academic tests are also used to evaluate whether and what extent school programs have achieved their goals. The use of a single form of measurement monitor learner development or the performance of programs, however, may be less reliable. Moreover, if cognitive development is the only intended effect of school programs that is emphasized.

19. Non-Test Indicators Schools ought to teach and assess learners not only cognitive skills but also other skills for them to lead productive, successful and fulfilled lives in the 21 st Century. Schools must therefore teach transversal competencies. These transversal competencies are much more than mere information, knowledge of mental d physical skills in the knowledge domain of Marzano’s taxonomy.

20. Transversal Competencies Transversal competencies are competencies are transferable between jobs that is why they are called transferable competencies. They are not job and sector-specific They are a set of competencies related to attitudes and value (knowing how to be) and procedures (know how). They can b transferred from one specific task to another. Learning transversal competencies puts every graduate of any educational program at an advantage in the future. In 2008, Fisch , et al wrote: “We are currently preparing students for jobs that don’t yet exist… using technologies that haven’t been invented… in order to solve problems we don’t even know are problems yet.” ( Fisch , McLeod, & Brenman , 2008)

21. Transversal Competencies 2013 Asia-Pacific Education Research Institutes Network (ERI-Net

22. Features of Authentic/Performance Assessment 1. An emphasis on ‘doing ‘open-ended activities for which there is no correct, objective answer and that may assess higher thinking – In many performance assessments, there is no correct objective answer unlike in a true-false test multiple choice test. For example, there is no one answer when a student comes up with a painting, designs science project, delivers “I Have a Dream” of Martin Luc King, writes a research report, presents and defends the same before a panel.

23. 2. Direct methods of evaluation – Authentic/Performance assessments use direct method such as judging demonstration of a dance step, oral presentations to assess speaking rather than asking students to enumerate the dance steps in order to describe good oral presentation in a paper-and pencil test.
3. Self-assessment – In authentic/performance assessment students may be given the opportunity to assess their performance with the use of scoring rubrics.

24. 4. Assessment of group performance as well as individual performance - Some performance/authentic assessments evaluate how students perform individually and how they perform as a group. A group may be directed to come up with a capstone project. They may evaluated for the group’s output and individually for the individual member’s contribution.
5 . Extended period of time for assessment – In contrast to traditional assessment, performance/authentic assessment usually requires an extended period. In traditional assessment, a written test may require an hour or less but the completion of a research paper may require months and may be evaluated monthly to check on students’ progress.

25. Characteristics of 21 st Century Assessment • Responsive – Visible performance-based work generates data that inform curriculum and instruction.
• Flexible – Assessment needs to be adaptable to students settings.
• Integrated – Assessments are to be incorporated into the day-to- day practice rather than as add-ons at the end of instruction or during a single specified week of the school calendar.
• Informative — The assessment results give •information on whether or not the desired and targeted 21 st century skills which are clearly stated and explicitly taught are realized

26. • Multiple Methods – An assessment continuum that includes a spectrum of assessment strategies is the norm.
• Communicated – Communication of assessment data is clear and transparent for all stakeholders.
• Technically Sound — For fairness, adjustments and . Accommodations are made in the assessment process to meet students’ needs.
• Systematic – 21 st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels

27. Authentic Assessment: Process-oriented or Product-oriented Authentic assessment is performance assessment. The performance can be process-oriented or product-oriented. The learner is made either to demonstrate the skill or the process learned or show the product of the application of learned knowledge and skills. An example of a process-oriented assessment is demonstrating the skill of note reading or the skill of conducting the singing of the Philippine National Anthem in the Music class. An example of a product-oriented assessment is a PowerPoint presentation, a position paper or a poem composed.

28. • Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures — English, Grade 5
• Perform skit on the importance of national language —Mother Tongue, Grade 3
• Relate story events to one’s experience — Mother Tongue Grade 3
• Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay — Filipino – Grade 7
• Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay — Filipino — Grade 7
• Graphs linear inequalities in two variables — Math, Gr 8

29. Product-Oriented Assessment • Nakagagawa ng isang proyekto gamit ang iba’t ibang multimedia at technology tools— AP, Gr 3
• Creates movements to music of a particular festival-Music, Grade 7
• Creates designs by using two or more kinds of colors and shapes — Art, Grade 2
• Creates original tie-dyed textile design by the traditional steps in tie-dyeing using one or colors. — Art 4
• Prepares a physical activity program — P E, Grade 8
• Writes coherent review of literature – Research I, Grade 11

30. DepEd s. 2015-08 includes 3 components of summative assessment: I) written work, 2) performance tasks, and 3) quarterly assessment. The quarterly assessment consists Of objective tests (written), performance-based assessment or a combination thereof.
For the performance task component, the same DepEd Order states:
They (students) may create or innovate products or do performance-based tasks. Performance—based task may include skills demonstration, group presentation, oral work, multimedia presentation and research projects.

31. Wiggins (1987) says authentic assessment is.. Engaging worthy problems or questions of importance in which must use knowledge to fashion performances effectively creatively.
GRASPS When constructing performance tasks, be guided acronym GRASPS shared by Wiggins and McTighe (2004).
G – Goal
R – Role
A – Audience
S – Situation
P – Product
S – Standards and Criteria Indicators

32. GOAL — Provide a statement of the task.
— Establish the goal of the task; state the problem, challenge or obstacle in the task. ROLE — Define the role of the students in the task. State the job of the students for the task. AUDIENCE — Identify the target audience within context of the scenario. SITUATION — Explain the situation. What’s the context? What is the challenge? PRODUCT - Clarify what the students will create and why they will create it. STANDARDS and CRITERIA -Give rubric to the students or develop them with the students.

33. Guidelines for Performance Assessment Airasian & Russell (2008) cited four issues that must be considered in the use of performance assessment, namely: I) establishing a clear purpose; 2) identifying observable, criteria; 3) providing an appropriate setting; and 4) judging or scoring the performance.
• Establishing a clear purpose – What is the purpose of performance assessment – to assign a grade, to evaluate student’s progress, to generate products to be included in a learning portfolio, or to provide student’s sample of work for college admission?

34. • Identifying observable criteria – These criteria of performance are made clear to students at the beginning of the teaching-learning process to help them focus on learning .
• Providing an appropriate setting – Assessment experts’ advice is “As a rule of thumb, it is a good idea to observe the student more than one occasion, because a single performance might not fairly represent student knowledge or skill.” ( SantrocK 2009)
• Judging or scoring the performance – To judge or score the product or the process/behavior demonstrated, a scoring rubric is a must, to ensure objectivity of scoring. You will learn how to make a scoring rubric in the next chapter.

35. REVIEW OF MASTERY 1. What is authentic/performance assessment? Non-test assessment?
2. What are transversal competencies? Give examples.
3. State the 21 st Century skills based on P-21 Framework .
4. Describe the features of authentic assessment and Century assessment.
5. Authentic/performance and traditional assessments are complementary. What does it mean?
6. What does the acronym GRASPS stand for?

36. COLLABORATE Choose at least 3 competencies from the examples of learning competencies that are concerned with process and product in this Chapter. Describe how you are going to assess each.
2. Formulate one competency that can be subjected to product-based assessment and another competency for process-based assessment. Describe how you will assess each competency.
3. Authentic assessment complements traditional assessment. Illustrate this idea graphically. You are encouraged to use a comic strip or a mathematical equation. Present and explain your work with the class.

37. 4. Group yourselves by 5. Study your College/University grading system. Does your grading system include traditional and authentic assessment which in turn includes process assessment and product assessment? 5. How will you ensure that the learners are being assessed on the skills and demands of the 21 st Century? 6. What is the primary purpose of non-test assessment? In groups of four members each, share your answer on the question, “Which non-test tool/s Ware effective for differentiated? Justify your answer/s.

38. 7. Do you welcome non-test assessment? Why?
8. With a partner, share your answers to the following questions:
A. How relevant are the transversal competencies in the 21A century field of work?
B. How can teachers help learners develop transversal competencies?
9. As a group, come up with a performance assessment tool following the acronym GRASPS.

39. CHECK FOR UNDERSTANDING 1. Which statement on assessment is CORRECT?
a. Authentic assessment is synonymous to performance assessment.
b. Traditional assessment is the same as performance assessment.