Why use authentic assessment?

We use authentic assessment in order to evaluate whether the students can successfully transfer the
knowledge and skills gained in the classroom to various context, scenario, and situations. Authentic
assessments give students the chance to not only know the content, but to actually apply the knowledge
in a meaningful way. It allows for more direct evidence of learning the skill through demonstration or
application.

1. Principles
There are four Principles of Assessment; Fairness, Flexibility, Validity and Reality. Fairness
Principle – aims to create an environment of equality and provide learners with access to
training, and that those learners that require additional assistance are not disadvantaged in the
process. Flexibility – involves considering the various needs of individual learners during the RTO
assessment process. Validity – ensure that the assessment decision is based on evidence of
performance. Essentially, it means that the assessment process does what it claims, assesses the
competency of the individual learner. Reliability – consistency of RTO Assessment outcomes,
meaning that given the same condition for the same unit of competency, all assessors should
reach the same conclusion regarding the competency of the learner.

2. Traditional assessment vis-à-vis authentic assessment

Traditional assessment follows selecting a response from learners whereas authentic
assessment engages learners to perform a task on the basis of the item they are informed.
Traditional assessment is contrived but authentic is in real-life.

Developing Authentic

Classroom Assessment

1. A framework for authentic assessment

2. Authentic assessment development process

What and why of performance assessment

1. Meaning and nature

- Purpose of performance tasks
 Process-based – according to Gronlund, use the process when: there is no product; the
process is orderly and direct observable; correct procedures/steps are crucial to later
success; analysis of procedural steps can help in improving the product; and learning is
at the early stage. Example: skills in acquiring organizing, and using information.
 Product-based – according to Gronlund, use the product when: different procedures
result in an equally good product; procedures not available for observation; the
procedures have been mastered already; and products have qualities that can be
 identified and judge. Example: poems, essays, charts, graphs, exhibits, drawing, and
map.
2. Principles of performance assessment
A direct and systematic observation of the actual performance based on a predetermined
performance criteria. Alternative form of assessing the performance of the students.

Developing Performance Tasks

1. Designing performance tasks

2. Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: A guide to developing
authentic performance tasks
3. Differentiating performance tasks for diverse learners
4. Scoring Rubrics
Scoring rubrics are used when judging the quality of the work of the learners. One of the
alternative methods in rating the performance.
- Types – holistic rubric – to score an overall product or process, Analytic Rubric – provides
information regarding performance in each component parts of a task.
- Components
- Development – be sure the criteria focus on important aspects of the performance. Match
the type of rating with the purpose of the assessment. The descriptions of the criteria
should be directly observable. The criteria should be written so that students, parents, and
others understand them. The characteristics and traits used in the scale should be clearly
and specifically defined. Take appropriate steps to minimize scoring error. x
- Interpretation and
- Utilization