1
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2
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- If we want students to analyze, interpret, synthesize, and evaluate
information, we must assess those skills in a meaningful context.
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3
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- TO HAVE STUDENTS DEMONSTRATE WHAT THEY KNOW ABOUT A CONCEPT THROUGH =
AN
INSTRUMENT DIFFERENT FROM A PAPER AND PENCIL TEST
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4
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- ASKS STUDENTS TO DEMONSTRATE CERTAIN BEHAVIORS OR ABILITIES IN TESTI=
NG
SITUATIONS.
- ASKS STUDENTS TO DEMONSTRATE THAT THEY CAN PERFORM PARTICULAR TASKS<=
/li>
- TESTS PROCEDURAL KNOWLEDGE RATHER THAN DECLARATIVE
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5
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- Authentic
- Constructivist
- Embedded
- Developmental
- Focused
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6
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- Is aligned with goals, objectives and content of curriculum
- Allows students to display their thinking and understanding
- Stresses depth more than breadth
- Stresses mastery more than speed
- Is divergent, that is, does not have one clear path of action specif=
ied
at beginning
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7
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- Names criteria for quality performance
- Provides advance look at expectations
- Provides feedback to students
- Phrased in terms of expected quality
- Does not provide numeric score
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8
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- Sets performance standard
- Provides advance look at expectations
- Rates a large variety of products
- Used for grading
- Contains a numeric scale
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9
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- Permits students to compete with themselves rather than others.
- Permits students to gain a real understanding of what they know and =
what
they can do
- Can take the fear out of learning
- Makes school learning more relevant to students’ lives and to =
the
real world
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10
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- AUTHENIC ASSESSMENT ASKS THAT THE DEMONSTRATION APPLY TO A REAL-LIFE
SITUATION.
- AUTHENTIC ASSESSMENT TAKES THESE DEMONSTRATIONS A STEP FURTHER AND
STRESSES THE APPLICATION OF THE SKILL TO A REAL-LIFE SITUATION.
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11
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- TASKS ARE WORTHWHILE, SIGNIFICANT, AND MEANINGFUL
- LOOKS LIKE LEARNING ACTIVITIES INSTEAD OF TRADITIONAL TESTS
- INVOLVES HIGHER-ORDER THINKING SKILLS
- COMMUNICATES TO STUDENTS WHAT IT MEANS TO DO WORK WELL
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12
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- Having students perform in dance or music recitals
- Asking students to keep a journal
- Having students construct models to demonstrate their understanding =
of
concept
- Asking students to present oral presentations for the class
- Asking students to create bulletin boards to show knowledge
- Asking students to show their skill through a portfolio
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13
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- Students learn how to organize data
- Students learn to problem-solve
- Students learn to identify their mistakes
- Students demonstrate their own thinking
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14
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- Linda Darling-Hammond (1996) and Jeannie Oakes (2003) believe that
authentic assessments “can more closely capture the richness of
what students understand about how they can apply this knowledge than
can testing for ‘bits and pieces’ with conventional
assessment procedures.”
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15
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16
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- “REPLICATE THE CHALLENGES AND STANDARDS OF PERFORMANCE THAT
TYPICALLY FACE WRITERS, BUSINESSPEOPLE, SCIENTISTS, COMMUNITY LEADER=
S,
DESIGNERS, OR HISTORIANS.”
- Grant Wiggins
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17
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- GO TO THE HEART OF ESSENTIAL LEARNING
- ARE EDUCATIONAL AND ENGAGING
- REFLECT REAL-LIFE
- PRESENT COMPLEX, OPEN-ENDED PROBLEMS AND TASKS
- CULMINATE IN PRODUCTS OR PERFORMANCES
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18
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- CAN BE ATTEMPTED BY ALL STUDENTS, WITH TASKS SCAFFOLDED UP
- OFTEN REQUIRE COLLABORATION WITH OTHER STUDENTS
- ARE KNOWN TO STUDENTS IN ADVANCE
- ALLOW VARYING AMOUNTS OF TIME TO COMPLETE THEM
- ALLOW FOR A DEGREE OF STUDENT CHOICE
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19
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- Grant Wiggins (1997) believes the criteria and standards must be cle=
ar
- The use of scoring rubrics, which provide a detailed description of =
some
type of performance, communicate criteria and standards to students
before a performance.
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20
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- EMPHASIZES SCORING BASED ON STANDARDS
- REVEAL STUDENTS’ STRENGTHS
- ARE SCORED ACCORDING TO STATED PERFORMANCE STANDARDS, NOT A CURVE
- ENCOURAGE SELF ASSESSMENT
- DE-EMPHASIZE COMPARISONS
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21
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- “IF IT CAN’T BE TESTED, IT ISN’T WORTH
TEACHING.”
- Accountability—are we getting value?
- Monitoring—how well are we doing?
- Placement—which students should be assigned to special program=
s?
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22
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- “IF IT’S WORTH LEARNING, IT’S WORTH ASSESSING.R=
21;
- Modeling—what do we want teachers to teach and how?
- What do we want students to learn and how?
|