Authentic Assessment Tools

report in methods.

1. AUTHENTIC ASSESSMENT TOOLS Chapter 3

2. Authentic assessment makes use of three models of assessment: Observations which include date and information that the teacher collects for daily work with students. Performance samples which are tangible results that demonstrate student achievements. Tests and measures of student’s actual performance at a specific place and time.

3. Observations-Based Assessment Tools To make observation-based assessment systematic and objective, Diane Hart (1994) suggested the following guidelines: Observe not only one but all the students. Observation must be frequent and regular as possible. Observations must be recorded in writing. Observations should cover both routine and exceptional occurrences. Reliability of observation records is enhanced if multiple observations are gathered and synthesized.

4. Developmental Checklist is an observation tool which requires the teacher recorder to describe the traits or learning behaviours being assessed. Example of Individual Developmental Checklist

5. Example of Group Developmental Record Sheet

6. Example of Observation Checklist

7. Interview Sheet – is another observation tool which is also called the conference recording form. Interview sheets consist of a list of questions the teacher intends to ask and space for recording the student’s answers.

8. II. Performance Samples Assessment Tools A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas, interests, and accomplishments. The portfolio serves the following purposes: The teacher can asses the growth and development of the students at various levels. Parents are informed of the progress of their children in school. Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program. What can be included in a portfolio?

9. III. Performance Assessment Tools Performance checklist consists of a list of behaviors that make up a certain type of performance.

10. Oral questioning is an appropriate assessment method for actual performance when objectives are: (a) to assess the student’s stock knowledge and/or (b) to determine the student's ability to communicate ideas in coherent verbal sentences. Observations and self-reports need a tally sheet as a device when used by the teacher to record the frequency of student behaviors, activities or remarks.