Transcript Authentic Assessment

Authentic Assessment
What is it?
“Authentic assessment is a _________________________
assessment that requires a student to go beyond basic recall
and demonstrate his/her knowledge and understanding through a ________________,
________________, or ________________.”
-Grant Wiggins
Types of Authentic Assessment

____________ ___________________or _______________
_________________exercises are questions or other prompts that require students to
explore a topic orally or in writing.

________________ ________________are assignments that require sustained
attention in a single work area & are carried out over several hours or longer.

________________are selected collections of a variety of performance-based work.
A portfolio might include a student's "_______ _________" & the student's
evaluation of the strengths & weaknesses of several pieces. The portfolio may also
contain some "_________ ______ _________________" that illustrate the
improvements the student has made over time.
Criteria for An Authentic Assessment
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The task…
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is ________________; meaningful
is ________________; found in the real world
is ___________; involves a variety of higher thinking skills
is ________________& student-centered
is ________________; learning is by discovery
is ________________for all students
is ______________ __________________; supports a variety of responses
and/or may support more than one solution process
• has clear & tangible ________________/________________to meet; process &
product measured (scoring guides)
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What thinking skills are involved?
Levels
Knowledge
Comp.
Application
Analysis
Synthesis
Evaluation
Description
Remembering
of
___________
___________
material
Grasping the
meaning of
material;
__________;
predicting
outcome &
effects.
___________
___________
___________
__________;
understanding
organization,
clarifying,
concluding.
Ability to put
parts together
to
___________
___________
___________
Ability to
___________
___________
for purpose;
base on
criteria;
support
judgment
with reason
Choose
Find
Group
Identify
Know
Label
List
Match
Memorize
Outline
Read
Recall
Recite
Record
Select
What
When
Where
Who
Write
Associate
Change
Contrast
Define
Draw
Estimate
Expand
Explain
Group
Outline
Reorganize
Retell
Show
Simplify
Summarize
Transform
Order
Predict
Understand
Transfer
Ability to
___________
___________
___________
in a new
situation;
apply rules,
laws,
methods,
theories.
Apply
Calculate
Choose
Classify
Complete
Construct
Demonstrate
Employ
Experiment
Interview
Model
Modify
Predict
Product
Prove
Record
Relate
Select
Solve
Use
Analyze
Classify
Compare
Contrast
Discover
Divide
Examine
Infer
Inspect
Simplify
Sort
Survey
Take Apart
Transform
Blend
Build
Combine
Compose
Construct
Create
Design
Devise
Develop
Form
Imagine
Invent
Make Up
Originate
Predict
Produce
Rearrange
Suppose
Determine
Award
Conclude
Criticize
Decide
Defend
Assess
Evaluate
Grade
Judge
Justify
Measure
Rank
Rate
Select
Support
Test
Activities
Structuring the Task
1. Give the students a _______.
2. Use direction words so that they are thinking on a _______of levels.
3. Ensure that the task is something done by an _______in the real-world.
4. Ensure that the student can complete the task in an _______way.
5. Tell the students who the _______is (if you can find a real audience,
it is truly authentic).
6. Give the students a “_______” and stick to it.
7. List all _______for the project.
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Example Task
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Task: You work for the U.S. government in the Office
of
War Information, and you have been assigned to create
a
piece of propaganda convincing the young men in the
country
to enlist OR convincing all Americans to do their part in the war effort (ex.
buy bonds). Take into consideration the elements that make propaganda
effective and synthesize them into an effective product.
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Audience: American Men 18-35 or American Men, Women, & Children of
all ages.
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Deadline: Monday, November 25.
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Requirements: at least one relevant graphic, catchy text/slogan, attentiongetting color (See also: scoring guide.)
Creating a Scoring Guide
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Making your own:
– Identify the overall performance or task to be assessed, & _______it
yourself or imagine yourself performing it.
– List the _______ _______of the performance or product. (Try to limit
the number of performance criteria, so they can all be observed during a
pupil's performance.)
– Describe what each level of performance “looks” like in _____,
_______language.
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Using a Template:
– use _______ (www.4teachers.org)
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Types
– _____________
–
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Wow!
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You got it!
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Getting there.
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Not yet.
All graphics are
related to the topic
and make it easier to
understand; includes
all required elements
as well as additional
information;
exceptionally
attractive in terms of
design, layout, and
neatness; graphic and
text are so
emotionally-laden,
that any ready would
have an emotional
response to them;
slogan is catchy,
unique, and works on
more than one level
of meaning.
All graphics are
related to the topic
and most make it
easier to understand;
all required elements
are included on the
poster; attractive in
terms of design,
layout and neatness;
graphic and text are
emotionally-laden so
that the average reader
would have an
emotional response to
them; slogan is catchy
and unique, but works
only on a literal level.
All graphics relate to
the topic; all but 1 of
the required elements
are included on the
poster; acceptably
attractive though it
may be a bit messy;
graphic and text evoke
a mild emotional
response from the
reader; slogan is
catchy but not unique;
it has been used in
other situations.
Graphics do not relate
to the topic; several
required elements
were missing; the
poster is distractingly
messy or very poorly
designed; not
attractive; graphic and
text evoke little or no
emotion from the
reader; no slogan.
________________
CATEGORY
Excellent
Good
Satisfactory
Needs Improvement
Graphics - Relevance
All graphics are related to the All graphics are related to the All graphics relate to the
topic and make it easier to
topic and most make it easier topic.
understand.
to understand.
Graphics do not relate to the
topic.
Required Elements
The poster includes all
required elements as well as
additional information.
All required elements are
included on the poster.
All but 1 of the required
elements are included on the
poster.
Several required elements
were missing.
Attractiveness
The poster is exceptionally
attractive in terms of design,
layout, and neatness.
The poster is attractive in
terms of design, layout and
neatness.
The poster is acceptably
attractive though it may be a
bit messy.
The poster is distractingly
messy or very poorly
designed. It is not attractive.
Emotional Appeal
The graphic and text are so
emotionally-laden, that any
ready would have an
emotional response to them.
The graphic and text are
The graphic and text evoke a The graphic and text evoke
emotionally-laden so that the mild emotional response from little or no emotion from the
average reader would have an the reader.
reader.
emotional response to them.
Slogan
Slogan is catchy, unique, and Slogan is catchy and unique, Slogan is catchy but not
works on more than one level but works only on a literal
unique; it has been used in
of meaning.
level.
other situations.
No slogan.
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Let’s Try it for Your Classroom.
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Task:
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Audience:
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Deadline:
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Requirements:
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4.
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Scoring Guide criteria:
1.
2.
3.
4.
5.
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Types of Tasks
Writing/Composing
•Compile a book of poetry or short stories
•Compile a newsletter
•Compose a historical marker
•Create a report card
•Create and write a postcard
•Create children’s books
•Rewrite endings to stories
•Write a diary entry
•Write a eulogy
•Write a formal letter
•Write a friendly letter
•Write a newspaper article or letter-to-the-editor
•Write a newspaper headline
•Write an invitation to a historical event
•Write and act out a skit
•Write and perform a song
•Write and/or deliver a speech
Artistic Projects
•Create a book or CD cover
•Create a brochure or pamphlet
•Create a comic strip or comic book
•Create a dance
•Create a game (board)
•Create a magazine or newspaper advertisement
•Create a mosaic
•Create a movie poster
•Create a musical instrument
•Create a propaganda poster
•Create a sculpture
•Create children’s books
•Create museum exhibits
•Draw a caricature
•Draw a political cartoon
•Illustrate a story/text
•Paint a mural
Multimedia Projects
•Create a game (video)
•Design a web page
•Prepare a PowerPoint or Hyperstudio
Presentation
•Write & perform a radio spot
•Write & perform a TV commercial
•Write a TV Documentary
Architectural/Building Projects
•Design a building
•Design a monument
•Find a new use for something
•Invent something and explain its uses
Miscellaneous
•Create crossword puzzles for vocabulary
•Conduct a survey & graph results
•Design an experiment
•Plan a vacation
•Plan & implement a
community project
•Plan & implement a press conference
•Plan and/or make a meal
•Prepare & take part in a debate
Your ideas:
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Differentiating with Authentic Tasks
Tic Tac Toe
Students choose questions to answer in an effort to complete a vertical or
diagonal row, thereby answering a question at each of the different levels of
thinking.
Application &
Analysis
Synthesis
Evaluation
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Cubing
•In teams of 3 or 4, one student rolls the cube or die.
•The student who rolls the cube begins by discussing the authentic “thinking
question” (TQ) that is face up.
•While the TQ is discussed by all members of the team, the student who rolled
the dice acts as the facilitator & summarizes the conversation before the next
player rolls the cube.
Variation
•Use cubing in a learning center. The student will roll the cube or die and then
complete the authentic task that is face up on the cube/die.
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References
Airasian, P.W. (1991). Classroom assessment.
New York :McGraw-Hill.
A Question of Thinking: A First Look at Students'
Performance on Open-ended Questions in
Mathematics, copyright 1989, California
Department of Education
Wiggins, G. (1989). A true test: Toward more
authentic and equitable assessment. Phi Delta
Kappan, May, 703-713.
Wiggins, G. (1993). Assessment, authenticity,
context, and validity. Phi Delta Kappan,
November, 200-214.
Wiggins,G. (1998). Educative assessment:
designing assessments to inform and improve
student performance San Francisco, CA:
Jossey-Bass.
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