WORKSHEET ASSESSMENT OF THE DEVELOPED AUTHENTIC ASSESSMENT TASKS

ASSESSMENT TASK 1:

Checklist:

CHECKLIST FOR ASSESSING THE OUTPUTS OF PERFORMANCE TASK

(Authentic Assessment Tasks)
Yes No
1. Is the task authentic, i.e., it presents a meaningful and realistic condition?  
2. Is it aligned with desired learning outcomes?  
3. Does it provide opportunities for students to show both what they know and
how well they can demonstrate what they know?
 
4. Does it provide opportunity for application of knowledge and skills learned?  
5. Does it tap higher-order cognitive skills and the ability to apply knowledge?  
6. Does it allow students to engage in more challenging activities that demonstrate
a broader array of skills?
 
7. Is the task feasible to implement?  
8. Is the task challenging and stimulating?  
9. Is the task appropriate to the grade level of the students?  
10. Are criteria for scoring included?  
11. Is there consistency in the scenario, task, roles and output required?  
12. Is the task and expected output clear and not open to many interpretations?  
13. Will the task involve students in collaborative work?  
14. Does the authentic task adhere to the GRASPS framework?  
15. Will the task give the students opportunity to demonstrate communication
skills?
 
Rating: Criteria Rating
Authenticity
Appropriateness of activity
Integration of multiple knowledge and skills
Innovativeness
Alignment of assessment criteria and indicators
Total
Strengths:
Areas for Improvement

ASSESSMENT TASK 2:

Checklist:

CHECKLIST FOR ASSESSING THE OUTPUTS OF PERFORMANCE TASK

(Authentic Assessment Tasks)
Yes No
1. Is the task authentic, i.e., it presents a meaningful and realistic condition?  
2. Is it aligned with desired learning outcomes?  
3. Does it provide opportunities for students to show both what they know and
how well they can demonstrate what they know?
 
4. Does it provide opportunity for application of knowledge and skills learned?  
5. Does it tap higher-order cognitive skills and the ability to apply knowledge?  
6. Does it allow students to engage in more challenging activities that
demonstrate a broader array of skills?
 
7. Is the task feasible to implement?  
8. Is the task challenging and stimulating?  
9. Is the task appropriate to the grade level of the students?  
10. Are criteria for scoring included?  
11. Is there consistency in the scenario, task, roles and output required?  
12. Is the task and expected output clear and not open to many interpretations?  
13. Will the task involve students in collaborative work?  
14. Does the authentic task adhere to the GRASPS framework?  
15. Will the task give the students opportunity to demonstrate communication
skills?
 
Rating: Criteria Rating
Authenticity
Appropriateness of activity
Integration of multiple knowledge and skills
Innovativeness
Alignment of assessment criteria and indicators
Total
Strengths:

Areas for Improvement

ASSESSMENT TASK 3:

Checklist:

CHECKLIST FOR ASSESSING THE OUTPUTS OF PERFORMANCE TASK

(Authentic Assessment Tasks)
Yes No
1. Is the task authentic, i.e., it presents a meaningful and realistic condition?  
2. Is it aligned with desired learning outcomes?  
3. Does it provide opportunities for students to show both what they know and
how well they can demonstrate what they know?
 
4. Does it provide opportunity for application of knowledge and skills learned?  
5. Does it tap higher-order cognitive skills and the ability to apply knowledge?  
6. Does it allow students to engage in more challenging activities that
demonstrate a broader array of skills?
 
7. Is the task feasible to implement?  
8. Is the task challenging and stimulating?  
9. Is the task appropriate to the grade level of the students?  
10. Are criteria for scoring included?  
11. Is there consistency in the scenario, task, roles and output required?  
12. Is the task and expected output clear and not open to many interpretations?  
13. Will the task involve students in collaborative work?  
14. Does the authentic task adhere to the GRASPS framework?  
15. Will the task give the students opportunity to demonstrate communication
skills?
 
Rating: Criteria Rating
Authenticity
Appropriateness of activity
Integration of multiple knowledge and skills
Innovativeness
Alignment of assessment criteria and indicators
Total
Strengths:

Areas for Improvement