AUTHENTIC ASSESSMENT TOOLS Ir we want students to develop such competencies as analyzing, interpreting, synthesizing and evaluating information, we must be able to assess those skills in relevant settings and context. Authentic assessment makes use of three modes of assessment: © Observations which include date and information that the teacher collects from daily work with students. ¢ Performance samples which are tangible results that demonstrate student achievements. e Tests and measures of student’s actual performance at a specific place and time. I. Observations-Based Assessment Tools To make observation-based assessment systematic and objective, Diane Hart (1994) suggested the following guidelines: 1. Observe not only one but all the students, 2. Observation must be as frequent and as regular as possible. 3. Observations must be recorded in writing. 4. Observations should cover both routine and exceptional occurrences. 5. Reliability of observation records is enhanced if multiple observations are gathered and synthesized,Developmental Checklist is an observation tool which requires the teacher recorder to describe the traits or learning behaviors being assessed. When used regularly during the school year, developmental checklists give a moving picture of the student’s progress towards the desired competencies, Example of Individual Developmental Checklist Name: Year and Section: Oral Communications Stage 1 Stage 2 Stage 3 Stage 4 Speaks with Speaks in Speaks Volunteers to hesitation complete sentences extemporaneously participate in speaking activities Date: Date: Date: Date: Written Communications Stage 1 Stage 2 Stage 3 Stage 4 Writes with Writes with some Writes with correct Submits essays difficulty improvement grammar and syntax —_ and reports Date: Date: Date: Date:Example of Group Developmental Record Sheet For Student Teachers with major in Biology Sciences Name Prepares lesson | Writes outcome | Motivates class | Students plan before | based objectives | and sustains actively teaching interests participate in class activities | Angeles, Susan 70 7S 78 Cnz, Shirley m2 W7 Manalo, Kirk 78 m2 7/20 7/26 Perez, Regina 7/20 725 Valdez, Robert 78 76 Zermudo, Claire 5 TO 721 7/28Example of Observation Checklist Name. Topic/Activity Attributes Rating] 5] 4]3]2]1 . Clarity of presentation Opportunity for class interaction . Organization , Grammar and syntax . Provision of summary WRwWnNe TOTAL: The Interview Sheet is another observation tool which is also called the conference recording form. Interview sheets consist of a list of questions the teacher intends to ask and space for recording the student’s answers. Example of Interview Sheet Research Proposal Interview Sheet Student’s Name Date Interviewer’s Name Course / Subject Topic 1. Why did you select this topic? 2. What are the sources of your materials? 3. What is the theoretical basis of your research topic? 4. How do you plan to gather data for your research? 5. What research instruments do you intend to use? 6. What is your timeable for the completion of your research? 7. How much do you expect to spend for this research?8 IL. Performance Samples Assessment Tools A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas, interests, and accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook containing evidence of a student’s accomplishments or as high-tech as a laser disk containing stored descriptions, written works and pictures of the student’s activities and accomplishments. The portfolio serves the following purposes: (a) The teacher can assess the growth and development of the students at various levels. (b) Parents are informed of the progress of their children in school. (c) Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program. What can be included on a portfolio?Graduating students should be able to prepare employability portfolio such as the following: Employability Competencies Portfolio Academic Competencies can understand printed materials can use research and library skills can use technology in preparing oral presentation can use scientific method in solving problems can write and speak effectively in English and Filipino Personal Management Competencies attends school work daily punctually meets school deadlines knows personal strengths and weaknesses demostrates self-control can follow oral and written instructions can work without supervision can learn new skills Team Work Competencies can participate actively in a group knows and respects group’s values listens to other group members can express ideas to other group members can be either leader or member of a team can adjust in changing settings and peopleIII. Performance Assessment Tools . Student achievements at specific place and time are actual student performances that deserve to be assessed. One of the most frequently used measurements instrument is the checklist. A performance checklist consists of a list of behaviors that make up a certain type of performance (e.g. using a microscope, preparing a letter, solving a mathematics performance, etc.) It is used to determine whether or not an individual behaves in a certain way (usually desired) when asked to complete a particular task. If a particular behavior is present when an individual is observed, the teacher places a check opposite it on the list. Example: Performance Checklist in Solving a Mathematical Problem Behavior: . identifies the given information 2. identifies what is being asked 3. uses variables to replace the unknown 4. formulates the equations 5. performs algebraic operations 6 7 . obtains an answer |. verifies if the answer is correct Oral questioning is an appropriate assessment method for actual performance when the objectives are: (a) to assess the student’s stock knowledge and/or (b) to determine the student’s ability to communicate ideas in coherent verbal sentences. While . oral questioning is indeed an option for assessment, several factors need to be considered when using this option. Of particular significance are the student’s state of mind and feelings, anxiety and nervousness in making oral presentations that could mask the student’s true ability. Observations and self-reports need a tally sheet as device when used by the teacher to record the frequency of student behaviors, activities or remarks. A self-checklist is a list of several characteristics or activities presented to the subjects of a study.The students are asked to study the list and then to place a mark opposite the characteristics that they possess or activities in which they have engaged for a particular length of time. Observation “and self-reports are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests. Exercises A. Decide whether each of the following assessment tools is for (a) observation, (b) performance sample or (c) actual performance. 1. Individual developmental checklist 2. Group developmental record sheet 3. Oral interview sheet 4. portfolio 5. behavior checklist 6. oral questioning 7. employability portfolio 8. self-report checklist 9. Oral presentation checklist 10. Written interview sheet B. Explain each of the following by presenting an example 1. observation-based assessment tool 2. performance sample assessment tools 3. actual performance assessment tool