AA Authentic Assessments
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Transcript of AA Authentic Assessments
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Xavier University-Ateneo de Cagayan
Performance-basedAssessment of Learning
by
Dr Amparo Vedua-Dinagsao
Outline
Introduction of Objectives/Topics
Activity: A taste of performance-based
assessments
Presentation
Processing
Formal Discussion
Application
Short Presentation
Definition: Assessment
Assessment is the purposeful,systematic and ongoing collectionof information as evidence for usein making judgments aboutstudent learning.
(Education Queensland 2001, Years1-10 Curriculum Framework forEducation Qld Schools, Department
of Education, p.13)
Assessing Student Learning
Essential Question:
What purposes do assessments serve and how can wemost effectively utilize assessments to achieve ourgoals?
Objectives: You will be able to
Design a performance-based assessment
Topics:
Authentic AssessmentPerformance-based Assessment
Rubrics
Science : Circulatory SystemYour father, a cardiologist has asked you tohelp out in his medical mission. He hasasked you to prepare a SIMPLE brochureIN YOUR OWN WORDS about how theheart works, its importance, some diseases
of the heart that are prevalent today andtheir causes, how one can care for theheart. You will be using this brochure toteach children in the outreach communityabout the heart so that they can teachthem what kind of measurement the bloodpressure is and then demonstrate how totake the blood pressure of some adults inthe community. Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008
Biomes
NASA is calling! The task is to create amodel of an imaginary plant or animalthat is capable of surviving in a given
planetary environment, to support theastronauts going there to live. Studentswill need to justify various structures andhow they aid in the function and survivalof their organism.
Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008
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English (Point of view, Narrative Writing)You are a well-known writer of childrens
books. A publisher comes to you and says,We really liked the 3 Little Pigs and the
REAL story of the 3 Little Pigs, by A. Wolf.
Would you please take a familiar story andwrite another version of it from another point
of view, like that one? We think it iswonderful idea, and you are a great writer-
so it should be very successful You agree
to start work on a story and present the
editors with a draft. When you submit the
draft, write a cover page to convince yourpublisher that this is a great story and
explain why you came up with this particular
version and what message, if any, you
would like to relay to children who read it.Prepared by: R.Atienza 2010 Adapted from: Wiggins, Grant 2008
English: Biographies (vivid details)
You have written to Jose Rizalasking, How did you become whoyou are?
1) Now, put yourself in Rizalsshoes and answer this question,explaining which events andexperiences in his childhood orlife resulted in big decisions orimportant events in his life. 2)Then, write a letter back to Rizalexplaining how his life was likeand unlike yourreal life.Prepared by: R.Atienza2010 Adapted from: Wiggins, Grant 2008
Math: HoopsHoops McGinty wants to donate millions of dollars
from his salary and sports-drink earnings toward aspecial exhibit in the new Rose Planetarium area of
the Museum of Natural History. Hoops wants there
to be a 3-D scale model of our planetary system.
There is a catch, however. The size of the planets
and the distance of each planet from the sun mustbe exactly to scale- where the sun is represented
by a regular NBA basketball. The nervous folks in
the souvenirs and gifts department of the Museum
call you up to their office because of your expertise
in astronomy. What will you advise them about thefeasibility of the plan? What approach toward a
scale model will work best to ensure a basketball
related design?
Prepared by: R.Atienza 2010 Adapted f rom: Wiggins, Grant 2008
Its time to present . . . . Tadang!
Just 1 !
wide variety of assessment options
instructional objectives, content, and necessary
skills and behaviors.
right kinds of information, (if used effectively)
students -> thinkers and learners
assessment --to all kinds of methods and
strategies that provide information about a
students learning
categories: alternative and traditional
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Promote, assist and improvestudents learning
Inform teaching and learning
Provide data that can becommunicated to a range ofpeople about the progress andachievements of individualstudents or groups of students.
(Education Queensland 2001, Years 1-10 CurriculumFramework for Education Qld Schools, Department ofEducation, p.13)
Assessment Purposes Wh at is Authe ntic Assessme nts?
A form of assessment in which students are ask ed
to perform real-world tasks that demonstrate
meaningful application of essential knowledge and
skills -- Jon Mueller
"...Engaging and worthy problems or questions of
impor tance, in which students must use knowledge
to fashion perf ormances effectively and creatively.
The tasks are either replicas of or analogous to the
kinds of problems faced by adult citizens and
consumers or professionals in the field." -- Grant
Wiggins -- (Wiggins, 1993, p. 229).
"Performance assessments call upon theexaminee to demonstrate specific skills and
competencies, that is, to apply the skills and
knowledge they have mastered." -- Richard J.Stiggins -- (Stiggins, 1987, p. 34).
Wha t is Pe r formance Assessments?Performance and Authentic Assessments (Chapter 13, p.212 by E. Raagas)
1.specific behaviors or outcomes
of behaviors are to be
observed
2.appropriateness of students
actions
3.cannot be directly measured
using a paper-and-pencil test.
When is it called a Performance Assessment?When is it called a Performance Assessment?
Categories of Performance Assessments:Categories of Performance Assessments:
1. Process versus Product Measures
process a procedure that a student uses to
complete a task
product a tangible outcome that may be aresult of completing a process
2. Simulated versus Real Settings
3. Natural versus Structured Stimuli
Why use?Why use?
evaluation of complex skills which are
difficult to assess by written tests.
good effect on instruction andlearning.
used to evaluate the process as well
as the product.
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amount of time they require to
administer
student responses often cannot bescored later
scoring is susceptible to rater error.
inconsistencies in performance on
alternative skills within the same
domain.
Drawbacks?Drawbacks?
An authentic assessment usually
includes a task for students to
perform and a rubric by which
their performance on the task will
be evaluated.
Wh at is doe s Authe ntic Assessm ent look like?
Traditional AuthenticSelecting a Response Performing a Task
Contrived Real-life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence
Difference be tween TA and AA
Observations
Rubrics
Portfolios
Projects
Presentations
Constructed response
questions
Essays
Student self-assessment
Auth entic Assessme nts Exam ples
Performance Assessment
(or Performance-based)
-- so-called because students areasked to perform meaningful tasks.
Alternative nam e for Authe ntic Assessm ent
Direct Measures
Captures Constructive Nature of Learning
Integrates Teaching, Learning and
Assessment
Provides Multiple Paths to Demonstration
Wh y Use Authe ntic Asse ssme nts?
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Students are asked to perform real-
world tasks that demonstrate meaningful
application of essential knowledge and
skills
How d o you crea te Auth entic Assessm ents?
Questions t o Ask:
1) What should students know and be able to do?This list of knowledge and skills becomes your . . .
STANDARDS
2) What indicates students have met thesestandards? To determine if students have met thesestandards, you will design or select relevant . . .
AUTHENTIC TASKS
How d o you crea te Auth entic Assessm ents?
STANDARDS
AUTHENTIC TASKS
3) What does good performance on this task look like?To determine if students have performed well on thetask, you will identify and look for characteristics of goodperformance called . . .
CRITERIA
How d o you crea te Auth entic Assessm ents?
STANDARDS
AUTHENTIC TASKS
CRITERIA
4) How well did the students perform? To discriminateamong student performance across criteria, you will
create a . . .RUBRIC
How d o you crea te Auth entic Assessm ents?
Three issues should be considered whenestablishing a scoring plan.
1. Is each quality to be measured directlyobservable?
2. Does the scoring plan delineate essential
qualities of a satisfactory performance?
3. Will the scoring plan result in differentobservers assigning similar scores to a
students performance?
Scoring Performance Assessments:Scoring Performance Assessments:
STANDARDS
AUTHENTIC TASKS
CRITERIA
RUBRIC
How d o you crea te Auth entic Assessm ents?
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Sample of Auth entic Tasks: COIN GAME (Math)
CONTENT STANDARDS:
Students will be able to compute simpl e probabili ties. Students will be able to determine if and when a game is fair. Students will be able to com municate mathematical ideas.
PROCESS STANDARDS: Students will be able to use a model to sol ve problems.
TASK:Make up a game that invol ves tossing three coins. Describe the rules
of your game and explain why your game is fair.
CRITERIA: You must describe the rules for a two-person fair game invol vingthreecoins. Make sure to in cluding a point system for scoring.
You must prove that your game is fair using a tree diagram.
You must show the probabil ities of winni ng for each player.
Geometry Poster (Math)
Your job is to create a poster to help
illustrate the meaning of parallel,
perpendicular, and intersecting lines. The
poster should include definitions, illustratedexamples, and real-life clips or pictures of
each one of the lines.
Keep in mind every poster will either be
displayed in the classroom or in the
hallway during our geometry unit.
Refer to the rubric: Definitions, appearance, illustrations, real-life
problems
English (Persuasion Unit)
Standards
Students will use writing styles that appeal to a variety of
audiences for a variety of purposes.
Students will use appropriate word choice when producingpersuasive documents.
Students will produce documents that exhibit a range of
persuasive writing techniques that contain topic sentences,
position statements, support for position statements, andproposals using formats suitable for submission.
Students will apply the rules of grammar in writing.
Task: Letter of Complaint
Task: Letter of Complaint
Have you or has someone you know, ever bought an item,
used it once, and found out it didnt w ork the way youexpected, or that it broke entirely? Choose a time when this
happened to you and wr ite a complaint letter to the
manufacturer to express your disappointment. In order for
you to completely tell your story, your letter must contain at
least 3 paragraphs with a minimum of 6-8 sentences each.Your letter should be in correct letter format and apply th e
rules of g rammar, spelling and punctuation.
Keep in Mind: State the problem, explain what happened and propose a reasonable solution.
Use language that will persuade, not anger.
Make sure your argument is clear. Explain how i t happened. (6-8 meaningful sentences per paragraph.)
Remember to use words that persuade.
English (Focus Skill Unit: Sequencing)
Content Standards:
Apply reading strategies to improve understanding and fluency.
Comprehend a broad range of reading materials.
Arrange events in chronological order.
Task: Using events and details from the story Pyramids, create a
timeline on white construction paper that places the events of thepyramids in chronological order. Since the exact dates are not
given for the events, create your timeline based on the estimated
dates that were given in the story. After you have finished yourtimeline, trace your writing with a black marker. Remember that
neatness and quality counts!
English (Focus Skill Unit: Sequencing)
Rubric:
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Science: Hurricanes vs. Tsunami Article
You have been given some information about hurricanes and tsunami throughclass. What I want you to do is write an article about the differences betweenhurricanes and typhoons. You will be given 1 day in the library and 1 day inthe computer lab. In your article you should cover the following topics:
1.Where do hurricanes and a tsunami occur?
2.What kind of damage do they cause?3.What are the warning signs of them?4.Are the warning times long enough?5.How many lives do they affect each year?
Please note that there are two sides to every question; a hurricane and atsunami are different in nature. So please make sure that you are treatingthem differently when you are answering the questions!PLEASE DO NOTLUMP A H URR ICANE AND A TSUNAMI TOGETHER ! ! ! !! !
Your article must be written properly. Make sure that you use paragraphs,complete sentences, organize your ideas, and use your punctuation properly.Your articles are going to be evaluated by your peers. There will be fourpeople evaluating your article, and the four scores will be averaged. Theaverage will be your final grade.
BACTERIA WANTED POSTER (Science: Viruse, Bacteria, Immunology Unit)
TASK: Students will research a bacterial infection and create a
poster displaying information about their bacteria. Students will also
have to present their poster to the class. A peer assessment of both
the poster and the oral presentation will
be conducted.
CRITERIA:
Description:
Your poster should be no smaller than a 8 X 11 piece of
poster board Your poster should be colorful
Your poster should be organized and free from errors!
and CREATIVE
Specific Requirements (what you should include!): Photo of your pathogen (microscopic picture or a diagram)
Description of pathogen (What it look like, how it originated, etc.)
Organisms mode of operation (how it attacks and spreads,
vectors)
Most common victim it preys on (adults, kids, males, females) Hideout of culprit (where it is found across the
worldgeographically)
Injury done to its victims symptoms of disease
Is it armed and dangerous? (rate the degree of damage caused)
Number of victims to date Most effective weapon against the bacteria (treatments, cures?)
Include documentation of sources (at least 2!)
BACTERIA WANTED POSTER (Science: Viruse, Bacteria, Immunology Unit) Activity: GRASPSI. Choose a unit or topic from your field or subject you are teaching.
II. Write the instructional objective/s.Instructional objectives are statements of what the students will be
doing at the end of the instructionable to demonstrate as an application of what they have learned
III. List the content or sub topics you will include in your class discussion.
IV. Design or select relevant tasksWhat indicates that students have met these competencies?
Think of a requirement/project/ assignment given to students designed to assess
their ability to apply competencies-driven knowledge and skills to real-worldchallenges.
Consider the tasks where you will ask students to construct their own responsesrather than to select from set of responses; or tasks which replicate challengesfaced in the real world.
V. Identify and determine the characteristics of a good performance on thetask
What does good performance on this task look like?identify the criteria, that, if present in your students work, will indicate that they have
performed well on the task, i.e., they have met the competencies.
Is Authentic Assessment a
consideration in our design for the
evaluation of learning with our
students?
Reflection: Lets get ba ck to ou r ActivityXavier University-Ateneo de Cagayan
Assessment of Learning
by
Dr Amparo Vedua-Dinagsao