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Authentic
Assessment
Ms. Crizalyn May A. Salazar, LPT
 High Quality
Assessment in
Retrospect

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 High Quality Assessment in
Retrospect
1. Purpose
2. Targets
3. Methods
4. Sampling
5. Accuracy

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 Purpose

Assessment for Assessment of Assessment as

Learning Learning Learning

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 Targets

Assessment can be made precise, accurate and dependable

only if what are to be achieved are clearly stated and
feasible. The learning targets, involving knowledge,
reasoning, skills, products, and effects, need to be
stated in behavioral terms which denote something which
can be observed through the behavior of the pupils.

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 1. Written-Response
Instruments
Methods a. Objective tests
b. Essays
c. Checklists
2. Product Rating Scales
3. Performance Tests
Performance checklist
4. Oral Questioning
5. Observation and Self
Reports

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 Sampling

1. Simple random sampling

2. Systematic sampling
3. Stratified sampling
4. Cluster sampling

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 Population vs Sample

The population is the The sample is the

entire group that you specific group of
want to draw individuals that you
conclusions about. will collect data from.

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 Every member of the population

Simple Random has an equal chance of being

selected. Your sampling frame
Sample should include the whole
population.
Example
You want to select a simple random sample of
100 employees of Company X. You assign a number
to every employee in the company database from
1 to 1000, and use a random number generator to
select 100 numbers.

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 Every member of the population

Systematic is listed with a number, but

instead of randomly generating
Sample numbers, individuals are
chosen at regular intervals.
Example
All employees of the company are listed in
alphabetical order. From the first 10 numbers,
you randomly select a starting point: number 6.
From number 6 onwards, every 10th person on the
list is selected (6, 16, 26, 36, and so on),
and you end up with a sample of 100 people.

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 To use this sampling method, you
divide the population into
Stratified subgroups (called strata) based

Sample on the relevant characteristic

(e.g. gender, age range, income
bracket, job role).
Example
The company has 800 female employees and 200 male
employees. You want to ensure that the sample
reflects the gender balance of the company, so you
sort the population into two strata based on
gender. Then you use random sampling on each
group, selecting 80 women and 20 men, which gives
you a representative sample of 100 people.

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 Also involves dividing the population
into subgroups, but each subgroup

Cluster should have similar characteristics

to the whole sample. Instead of
Sample sampling individuals from each
subgroup, you randomly select entire
subgroups.
Example
The company has offices in 10 cities across the
country (all with roughly the same number of
employees in similar roles). You don’t have the
capacity to travel to every office to collect your
data, so you use random sampling to select 3
offices – these are your clusters.

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 Accuracy

Validity
Reliability
The validity of an assessment
The reliability of an
tool is the extent by which
assessment tool is the
it measures what it was
extent to which it
designed to measure.
For example, a test of reading
consistently and accurately
comprehension should not require measures learning.
mathematical ability.

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Factors that The phrasing and terminology of
can affect the questions.
reliability: The consistency in test
administration (e.g. time,
The length of the assessment instructions)
a longer assessment generally The readiness of students for
produces more reliable the assessment
results. for example, a hot afternoon or
The suitability of the straight after physical activity
questions or tasks for the might not be the best time for
students being assessed. students to be assessed.

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 What is
Authentic
Assessment?
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 Nature of
Authentic
Assessment
1. Evaluation Process
2. Real World task Evaluation is feedback
3. Realistic, judgment from the instructor to
and innovation
the student about the
4. Student’s
performance
student's learning

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 Nature of
Authentic
Assessment
1. Evaluation Process
It often stimulates students
2. Real World task
to hold themselves more
3. Realistic, judgment accountable, produce higher
and innovation quality work, and make
4. Student’s connections between course
performance content and the real-world.

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 Nature of
Authentic
Assessment
1. Evaluation Process Assessments are authentic if
2. Real World task they are realistic, require
3. Realistic, judgment judgement and innovation and
and innovation assess students' ability to
4. Student’s effectively use their
knowledge or skills to
performance
complete a task.

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 Nature of
Authentic
Assessment
1. Evaluation Process Authentic Assessment changes
2. Real World task the roles of students as
3. Realistic, judgment passive test takers into
and innovation becoming active and involved
participants in assessment
4. Student’s
activities that emphasize what
performance
they are capable of doing.

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 Characteristics of
Authentic Assessment
Clear definite
Integrate
criteria Demonstration knowledge

Criterion Students and Active and

reference Teacher’s involve

Progress participants
HOTS

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 Related Terms of
Authentic Assessment
Performance Alternative Direct
Assessment Assessment Assessment
Provide for the direct
Requires students to
examination or observation
directly demonstrate what Any classroom assessment of student knowledge or
they know and are able to do practice that focuses on skills against measurable
through open-ended tasks continuous individual learning outcomes.
such as constructing an student progress Ex.: presentations,
answer, producing a project,
interviews, writing
or performing an activity. Ex.: Open book exam summaries, or portfolios

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 Why use
Authentic
Assessment?
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 Focus assessment on what
Principles really matters;
of Authentic Ensure that assessments
Assessment are valid indications of
student competence;
Use assessment to support
student learning; and
Develop assessment
practices that use the
teacher’s time
efficiently.

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Traditional assessment vis-à-
vis authentic assessment
Traditional assessments
refer to conventional
methods of testing
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Authentic assessments
refer to assessments
wherein students are
asked to perform real-
world tasks.
 Traditional assessment vis-à-
vis authentic assessment

Authentic assessments
Traditional assessments
Purpose: to measure
Purpose: to evaluate if
students’ proficiency
the students have
by asking them to
learned the content;
perform real life-
tasks;

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 Traditional assessment vis-à-
vis authentic assessment
Traditional assessments
Measures students’
knowledge of the
content
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Authentic assessments
Measures students’ ability
to apply knowledge of the
content in real life
situations; ability to
use/apply what they have
learned in meaningful ways
 Examples

Traditional assessments Authentic assessments

True or False Observation
Multiple choice Essays
Interviews
Standardized tests
Performance tasks
Achievement tests Exhibitions and demonstrations
Intelligence tests Portfolios
Aptitude tests Journals

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AA complements TA
In conclusion, teachers do not
have to select between authentic
assessment and traditional
assessment.

Mastery of knowledge and skills

which is the focus of traditional
assessment must be encouraged
among the students to from the
foundation on which will be built
the activities that will require
students to demonstrate and
perform tasks that they are
expected to perform in the real
world.
 Activity Time

Determine whether 1. dramatizing a story

each of the 2. writing business letters for
various purposes
following
3. administering a multiple choice
assessment
test
activities/strateg 4. requiring memorization of
ies is traditional historical facts
or authentic. 5. keeping and updating a portfolio

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Developing
Authentic
Classroom
Assessments
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 A framework for authentic
assessment
Gulikers, Bastiaens and Kirschner (2004, pp. 70-­ 77) suggested a
­
five-­
dimensional framework for designing authentic assessment with
­
pertinent questions to consider in relation to each dimension. It
includes:

(1) The task; has to be one that involves the students in carrying
out activities that reflect what is done in professional practice.
What do you have to do?

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 A framework for authentic
assessment
(2) A physical context; real places of work are
different from institutional learning environments, so
the assessment should mirror the way knowledge, skills
and attitudes are used in real contexts.
Where do you have to do it?

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 A framework for authentic
assessment
(3) A social context; an authentic assessment task
should involve social processes that are equivalent to
those in real life situations. These may or may not
include teamwork and collaboration depending on whether
these characteristics are demanded in the real context.
With whom do you have to do it?

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 A framework for authentic
assessment
(4) The assessment result or form; has to involve a
product or performance, demonstration of competencies,
array of tasks, and oral and/or written presentation to
others
What has to come out of it? What is the result of your
efforts?

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 A framework for authentic
assessment

(6) Criteria and standards; How does what you have done
have to be evaluated or judged? (pp. 70-­
77)
­

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 Authentic
Assessment Process

1) What should students know

and be able to do?

This list of knowledge and

skills becomes your...

STANDARDS
Retrived from
http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit
.htm
 Authentic
Assessment Process
2) What indicates students have
met these standards?

To determine if students have met

these standards, you will design
or select relevant . . .

Retrived from
AUTHENTIC TASKS
http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit
.htm
 Authentic
Assessment Process
3) What does good performance on
this task look like?

To determine if students have

performed well on the task, you will
identify and look for
characteristics of good performance
called . . .
Retrived from
http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit
.htm
CRITERIA
 Authentic
Assessment Process

4) How well did the students

perform?

To discriminate among student

performance across criteria, you
will create a . . .

Retrived from
http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit
RUBRIC
.htm
 Authentic
Assessment Process

5) How well should most students

perform?

The minimum level at which you would

want most students to perform is
your ...

Retrived from
http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit
CUT SCORE or BENCHMARK
.htm
 Authentic
Assessment Process

6) What do students need to

improve upon?

Information from the rubric will

give students feedback and allow you
to ...

Retrived from
http://jfmueller.faculty.noctrl.edu/toolbox/howdoyoudoit
ADJUST INSTRUCTION
.htm
 Summary of Steps
1. Identify your standards for your students.
2. For a particular standard or set of standards, develop a task your
students could perform that would indicate that they have met these
standards.
3. Identify the characteristics of good performance on that task, the
criteria, that, if present in your students’ work, will indicate that
they have performed well on the task, i.e., they have met the standards.
4. For each criterion, identify two or more levels of performance along
which students can perform which will sufficiently discriminate among
student performance for that criterion. The combination of the criteria
and the levels of performance for each criterion will be your rubric for
that task (assessment).

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 Reflective
Guide Questions:
1. What is Authentic Assessment?
Journal #1
2. Why is Authentic Assessment also called direct,
alternative and performance assessment?
3. How does authentic assessment differ from traditional
assessment?
4. Why must a teacher utilize authentic assessment methods
in the classroom?
5. What are the basic questions a teacher has to answer in
developing an authentic form of assessment?
6. When is learning task said to be authentic?
FORMAT: No necessary format SUBMISSION: March 4, 12NN.
 ANNOUNCEMENT

Summative Quiz #1
Topic: Student Learning Outcomes
Authentic Assessment
Platform: Canvas
Date: March 7 (Monday) 1:00 PM to 4:00 PM
Number of Items: 30 Duration: 1hr
Types: Multiple Choice / True of False

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References
https://knilt.arcc.albany.edu/Unit_3:_Steps_to_Creat
ing_Authentic_Assessment
https://ctal.udel.edu/resources/the-case-for-
authentic-assessment/
https://www.plymouth.ac.uk/uploads/production/docume
nt/path/10/10105/AUTHENTIC-ASSESSMENT_adapted_.pdf

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File Edit View

Thank You
See you next meeting.

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