Authentic Assessment Based on SPDU module presented by

Authentic Assessment Based on SPDU module presented by Ian Krips

What do you think? “Our current methods of testing and grading are, I believe, deep-seated but unthinking habits. All too often we give contrived tests, hand back scores that have little meaning to students, and move on to the next lessons, irrespective of the assessment results. Assessment can be much more than this. It can inspire and focus work to yield the kind of student improvement we are always hoping for but rarely see. ” ~ Grant Wiggins (1998) Optional: Verbal activity to be conducted in pairs: A talks for 60 seconds – SWITCH! – B talks for 60 seconds A talks for 40 seconds – SWITCH – B talks for 40 seconds

Definitions • Concetta Doti-Ryan Authentic assessment is the process of gathering evidence and documenting a student’s learning and growth in an authentic context. Authentic assessment, unlike traditional assessment, is used to evaluate the individual student.

Definition • Grant Wiggins • Assessment is properly authentic when it places a particular test in a larger context and provides a rationale for mastering it: “I need to know that this drill or exercise helps me do something of importance. ” • Assessment in which students must perform exemplary tasks that are typically required when one has mastered a particular discipline • Academic tests should be the intellectual and academic equivalent of the pubic performances that take place in such areas as athletics or the fine arts

Definitions • Howard Gardner • Authentic assessment must occur in context, much like what occurs in an apprenticeship situation, where the apprentice must demonstrate ability to perform skills of a particular craft.

Key Elements • • Methods that emphasize learning and thinking especially higherorder thinking skills such as problem-solving strategies (Collins) Tasks that focus on students’ ability to produce a quality product or performance (Wiggins) Disciplined inquiry that integrates and produces knowledge, rather than reproduces fragments of information others have discovered (Newman) Meaningful tasks at which students should learn to excel (Wiggins) Challenges that require knowledge in good use and good judgment (Wiggins) A new type of positive interaction between the assessor and assessee (Wiggins) An examination of differences between trivial school tasks (eg. Giving definitions of biological terms) and more meaningful performance in non-school settings (eg. Completing a field survey of wildlife) (Newmann) Involvement that demystifies tasks and standards (Wiggins)

Authentic Assessments • Ask students to perform, create, produce or do something • Tap higher-level thinking and problem-solving skills • Use tasks that represent meaningful instructional activities • Invoke real-world applications • People, not machines, do the scoring, using human judgement • Require new instructional and assessment roles for teachers • (Herman, Aschbacher and Winters, 1992)

An assessment task, problem, or project is authentic if it: • Is realistic. • Requires judgment and innovation. • Asks students to “do” the subject. • Replicates or stimulates the contexts in which adults are “tested” in the workplace, in civic life, and in personal life. • Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task. • Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products. • (Wiggins, 1998)

Reflection – What components of the definitions resonate with you and why? – Where do you see the greatest needs in our school division? – What might be potential arguments against including authenticity in instruction and assessment practices? – What key messages do you wish to learn more about? – What key messages might you discuss/share with parents and/or colleagues?

Key Differences Between Typical Tests and Authentic Tasks • Click here to link to Figure 2. 1

Elements of Authentic Assessment Would Meet Criteria Would Not Meet Criteria Read …. After reading about elements of authentic assessment, what types of tasks from your subject area meet/do not meet these criteria? Brainstorm: Would/Would not?

Your turn to practice • Rework the following examples using the key elements of authentic assessment • One the left of each slide is the traditional version. • Click on the right of each slide for a suggested authentic version. • See the difference? Small changes!!

Small Changes: traditional approach Use the websites listed in the LINKS icon under heading “Saskatchewan Job Futures” to complete this assignment. Please copy and paste the chart into a new document and then fill in the chart in point form: OFFICE CLERK Nature of Work Training Required Example Titles Average Wage from Employer Trends and Outlooks for Employment Which of these 3 careers appeals to you? Place a check mark. ACCOUNTING CLERK BOOKKEEPER

Small Changes: authentic version • You are a recruiter for SIAST. You want to attract potential students to train for the position of office clerk, accounting clerk and bookkeeper. Design a brochure detailing: ü Nature of work ü Training ü Average wage ü Outlook for employment and job titles for which graduates will be qualified ü Rigour of the position

Small Changes: Traditional version: • In the forum discussion area, post your thoughts about the use of a story board. • 1. Most people get too gungho on creating their animation that they don’t want to “waste time” creating a story board. What is you opinion on story boarding and your project? There’s no right or wrong answer, but make a few points to support your decision either way. Authentic version: In the forum discussion area, post your thoughts about the use of a story board. 1. Most people get too gung-ho on creating their animation that they don’t want to “waste time” creating a story board. Create a posting that either supports or calls into question the use of a story board. In your attempt to convince others, provide compelling reasons for your case.

Small Changes Traditional version: • 1. How does the FITT principle help us program plan? • 2. What are the 5 main components of fitness? • 3. What are the four guidelines we need to keep in mind for programming? • 4. What are the stages of programming? • 5. Calculate your target heart rate (60 – 90%) • 6. What are three stretching techniques? Authentic version: • Design a fitness program for one of your parents structured around the FITT principle. Your program plan must include the following: • OR • Choose one of the provided fitness programs for one of your parents based on the following: • 1. the 5 main components of fitness. • 2. The four guidelines – progressive overload, SAID, reversibility and diminishing returns. • 3. How you will administer and use the information from the PAR-Q? • 4. Heart rate calculation information. • 5. Stretching techniques for each component of the program.

Small Changes Traditional version: • This quiz is the great internet search. You will be given twenty things you need to find on the internet. Authentic version: • Your parents want to buy a used car. How might they use the internet to choose the best car? What will they need to keep in mind about how web pages are designed as they research various cars? How will they know they’ve found the most accurate information?

Small Changes: Traditional Version Authentic Version • Using an online search, the • You are going to be creating a information located in your study guide for next year’s links, and other biological class on the following phyla of resource materials research animals: – PHYLUM PORIFERA & PHYLUM the key concepts of the CNIDARIAN phylum Porifera. Use the – THREE WORK PHYLA following headings and – MOLLUSCA & ECHINODERMATA summary questions as guides – PHYLUM ARTHROPODA for your research. – PHYLUM CHORDATA • HEADINGS: For each phylum, include the following: – – – – Major characteristics and Classes Habitat – where are they found? Body plan Symmetry Specialized structures Type of reproduction Lifecycles

Authentic Assessment Tools The assessment tools we use within authentic assessment include: ü Checklists ü Rating scales ü Rubrics ü Performance Assessments ü Self Evaluations ü Portfolios

Apply Authentic Assessment to your own Practice: Small Changes Traditional version • Authentic version