Authentic Assessment
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Transcript of Authentic Assessment
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Alexandra Briggs, Pittsfield, NH
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Start with your success
1. Reflect on and write a short description of a meaningful learning experience in your life. Note what it is about the practice that makes it so successful.
2. In groups of 3, the first person shares their meaningful learning experience and why it is so successful.
3. The group of 3 discusses how this practice is different from what is typically considered a good learning experience.
4. Each of the other three members of the group shares their meaningful learning experiences and why it is so successful.
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Synthesize Best Practices
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ELO Process
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In fact, ELOs can be:
individual or group-basedschool-based or larger communitystudent initiated or adult
initiatedlarge scale or small scaletied to a class or extracurricular
In ANY disciplineFor ANY student
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providing rich experiences
Engage students by
through meaningfulcontexts that
develop students’competence and
confidenceas measured byobservation and
feedback
Address competencies throughguiding essential questions explored inauthentic context supported bycontent and skill developmentevaluated through learning assessments
Community BasedGroup Experiences
School BasedGroup Experiences
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ELO Planning
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Categories of ELOs
Interest-driven ELOs – creative, highly personalized, beyond-the-classroom experiences. Student-support-driven ELOs – flexible responses to students’ academic or social support needs.
Integration-driven ELOs – bringing existing programming under the ELO tent.
~Executive Summary: Final Report of Evaluation Findings
May 2011, UMass Donohue Institute
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Best Practices• All students have access and the
support/resources they need for proper implementation
• Student constructs meaning and produces knowledge
• Student uses disciplined inquiry to construct meaning
• Student needs and interests are key• There is a vetted community partner/adult• Learning team for each student• Assessment strategies and grading criteria are
defined up front• There is a qualified facilitator overseeing the
process
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The Six A’s of Designing Successful Projects
Authenticity• Projects use a real world context (e.g.,
community and workplace problems) and address issues that matter to the students
Academic Rigor• Projects address key learning standards
identified by the school or district and helps students develop habits of mind and work associated with academic and professional disciplines.
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Applied Learning• Projects engage students in solving
semi-structured problems calling for competencies expected in high-performance work organizations (e.g., teamwork, problem-solving, communication, etc.)
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Active Exploration• Projects extend beyond the classroom
and connect to work internships, field based investigations, and community explorations .
Adult Connections• Projects connect students with adult
mentors and coaches from the wider community.
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Assessment Practices• Projects involve students in regular
exhibitions and assessments of their work in light of personal, school and real-world standards of performance .
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Online Resources
www.education.nh.gov/innovations/elo/
BeyondClassroom.org
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Please contact us at: Alexandra Briggs, Pittsfield, NH [email protected] Ward, Pittsfield, [email protected]
Thank You