RASIONAL KURIKULUM 2013 (MD.1)

AUTHENTIC ASSESSMENT IN ENGLISH LANGUAGE LEARNINGKEMENTERIAN PENDIDIKAN DAN KEBUDAYAANBADAN PENGEMBANGAN SUMBER DAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN DAN PENJAMINAN MUTU PENDIDIKANDefining Authentic Assessment Authentic assessment is a process of gathering information through which the skills and needs of a student are identified with respect to the language and curricular demands they will encounter. Prendeville & Wellman (2011)2Language Underpinnings Language underpinnings are the requisite language abilities that are needed to access both spoken and written information. These underpinnings are also necessary to be able to express thoughts and ideas both through speaking and writing. Gaps in one or more of aspect(s) of the language underpinnings can cause challenges in interactions and participation in the curriculum. Prendeville (2011)

What are the specific language underpinnings?

3Language underpinnings are the cognitive/linguistic processes needed for the understanding and application of information.Language underpinnings are the processes behind the product.Language underpinnings are the foundation for learning, reading, writing, speaking, listening. [Wellman (2011]

4(Lanj)LISTENINGSPEAKINGREADINGWRITINGSOCIALCOMMUNICATIONEXECUTIVEFUNCTIONCRITICALTHINKINGListening Skills Speaking Mechanics Emergent SkillsEmergent SkillsConversationalKnowledgeTask DevelopmentKnowledgeListening VocabularyLanguage StructurePhonologicalAwarenessWriting VocabularyClassroom Language UseOrganizing TasksComprehensionListening Comprehension andAnalysisSpeaking VocabularyWordAnalysisText Structures Situation SpecificRegisterStarting & Completing TasksApplicationClassroom DirectionsSpeaking ApplicationsReadingVocabularyWriting Processand OrganizationNon-VerbalCommunicationChanging TasksAnalysisClassroom Discourse Reading Comprehension andAnalysisWriting ConventionsPragmatic LanguageStructureSelf RegulationSynthesisReadingApplications Language Structure Using MemoryEvaluationClassroom Performance Communication DomainsWiig, Secord, Glaser, Prendeville, & Sotto, (2005)5 Dimensions of Authentic AssessmentAdapted from Gulikers, Bastiaens, & Kirschner (2004)Assessment tasks should be relevant and represent the knowledge and skills that the child needs to learn. The physical environment should represent the way that the skills are actually used. The social context should also represent the way the skills will be used.The assessment result should incorporate the performance that is required of the child. The criteria should be based on the level of performance indicated by the standards.6(Lanj)Traditional Standardized Testing

Intervention Based Data Collection:Authentic Assessment

One time assessment

Data collected over time shows progress over time

Scores based on national norms

Scores/data based on skills/processes developed over time.Can develop local norms

Assessment is based on a limited number of skills at each grade level

Assessment is dynamic, involves examining over time how a student responds to various supports/interventions

Assessment focuses on answers.

Assessment focuses on strategies/processes.

Assessment results do not guide intervention/instruction

Assessment results guide intervention/instruction

Wellman (2009)

Authentic AssessmentsSetting the Stage for Authentic AssessmentObservationEthnographic Interviewing Progress MonitoringStructured Probes Behavioral Sampling Curriculum-Based Assessment Dynamic Assessment Checklists/Rating Scales/RubricsSummativeClassroom Performance Communication DomainsPortfolios

8Continuum of SpecificityChecklistsRating ScalesRubrics

9(Lanj)Checklists DefinedChecklists are somewhat like a questionnaire in that they are a list of skills or behaviors that the respondent reads and checks to indicate the presence or absence of a particular skill/behavior.

Checklists simply require a yes/no , +/- or present or absent, response.

Do not confuse a checklist with a rating scale.

10(Lanj)Rubric Defined [Wiggins, 1998]A rubric is a set of scoring guidelines for evaluating students workA rubric contains a scale of possible points to be assigned to the workA rubric provides descriptors for each level of performance

11Rubrics answer the following questions:By what criteria should performance be judged?Where should we look and what would we look for to judge performance?What does the range of quality of performance look like?How do we determine validity, reliability, and fairly what scores should be given and what scores mean?How should the different levels of quality be described and distinguish from one another?

12(Lanj)Scoring Rubrics [Perlman, 2002]Components of Scoring Rubrics:One or more dimensions on which performance is ratedDefinitions and examples that illustrate the attribute(s) being measuredA rating scale for each dimension

13(Lanj)

Holistic Rubrics [Schreyer Institute for Innovative Learning, 2001]Holistic Provides a single score based on an overall impression of a students performanceAdvantage: quick scoring, provides and overview of student achievementDisadvantage: does not provide detailed information, may be difficult to provide one overall score

14(Lanj)Rating Scales Rating scales set criteria and standards for grading a students performance in an academic or social area. They are generally assignment or task specific, so they change according to task. Users evaluate a student on how well or to what degree he or she demonstrates a trait.Informs instruction &/or intervention: development requires careful reflection about learning activities and students strengths and weaknesses.Improves communication between users, students, and parents because the criteria are explicit and consistent.

15(Lanj)Identify a set of underlying language traits associated with an assignment or activity. Build a scale for scoring each trait. Four-point scales are the most common. The number of traits and complexity of each point on a scale depend on the goals of the builder.

16(Lanj)Holistic Rubric/Rating ScaleDevelop a set of descriptors and assign a rank to each of the descriptorsfrequently, sometimes, rarely, never1-2-3-4-5

17(Lanj)Holistic RubricIdentify text based information that will aid in inferencing in fictional narrativesAlways FrequentlySometimesRarelyNeverDescribe why the information is important.Always FrequentlySometimesRarelyNeverIdentify text based information that will aid in inferencing in content area reading. Always FrequentlySometimesRarelyNeverDescribe why the information is important. Always FrequentlySometimesRarelyNeverIdentifying experience based information that aids in inferencing in fictional narratives. Always FrequentlySometimesRarelyNeverDescribe why the information is important.Always FrequentlySometimesRarelyNeverIdentify experience based information that aids in inferencing in content area reading. Always FrequentlySometimesRarelyNeverDescribe why the information is important.Always FrequentlySometimesRarelyNever Respond to questions requesting an inferential response for fictional narratives. Always FrequentlySometimesRarelyNever Respond to questions requesting an inferential response for content area reading. Always FrequentlySometimesRarelyNever

18Analytic RubricsSchreyer Institute for Innovative Learning (2001); Arter & McTighe (2001)AnalyticProvides specific feedback along several dimensionsDivides a product or performance into essential traits so that they can be judged separatelyAdvantages: More detailed feedback, scoring more consistent across students and gradersDisadvantage: Time consuming to score

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