Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines

GRADUATE SCHOOL
MAED- SOCIAL STUDIES

PRODUCTION OF INSTRUCTIONAL AND ASSESSMENT MATERIALS

IN SOCIAL STUDIES
(SS304)
First Trimester, A.Y. 2020-2021
___________________________________________________________________________
Topic: Authentic Assessment
Objective/s: Describe and discuss the aspect: (a) Authentic learning and authentic assessment,
(b) activities varying in authenticity and (c) the difference with traditional assessment.
Professor: MARIE FE D. DE GUZMAN, Ed. D.
Presenter: JEROME DANSALAN

NOMENCLATURE OF ASSESSMENT OF STUDENT LEARNING

PERFORMANCED-
BASED

ALTERNATIVE AUTHENTIC

ASSESSMENT PORTFOLIO

AFFECTIVE

TRADITIONAL

WRITTEN TESTS

Authentic Learning and Authentic Assessment

 Authentic learning or authentic assessment is a concept promoted by Grant Wiggins
(1989)
 Characteristic: students are engaged in applying skills and knowledge to solve “real
world” problems, giving the sense of authenticity.
 Many, but not all performance-based assessments are authentic.
  A form of assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills -- Jon Mueller
 "Performance assessments call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered." -- Richard
J. Stiggins -- (Stiggins, 1987, p. 34).
 Authentic learning allows students to explore, discover, discuss, and meaningfully
construct concepts and relationships in contexts that involve real-world problems and
projects that are relevant and interesting to the learner.
 Authentic assessment starts with authentic instruction

AUTHENTIC LEARNING IS EVIDENT IN THESE PRODUCTS

1. Verbal products. Role-playing, simulations, panel discussions, audiotapes, debates
and lectures.
2. Visual products. Charts, illustrations, graphs, murals, maps, flowcharts and posters.
3. Kinesthetic products. Dioramas, puzzles, games and exhibits
4. Written products. Journals, diaries, reports, essays and abstracts

ACTIVITIES VARYING IN AUTHENTICITY

RELATIVELY SOMEWHAT AUTHENTIC

UNAUTHENTIC
Indicate which parts of a
garden design are accurate
Write a paper on zoning
Answer a series of questions
about what materials are
needed for a trip
AUTHENTIC
 Design a garden
Write a proposal to change
fictitious zoning laws
Defend the selection of
supplies needed for a
hypothetical trip
 Create a garden
Write a proposal to present to
city council to change zoning
laws
Plan a trip with your family
indicating needed supplies
Explain what you would teach Show how to perform Play a basketball game.
to students learning to play basketball skills in practice
basketball
Listen to a tape and interpret a Hold a conversation with a Hold a conversation with a
foreign language teacher in a foreign language person from a foreign country
in his or her native language

AUTHENTIC ASSESSMENT VS. TRADITIONAL ASSESSMENT

TRADITIONAL ASSESSMENT
Selecting a Response
Contrived
Recall/Recognition
Teacher-structured
Indirect Evidence
relies on indirect or proxy "items"--efficient,
simplistic substitutes
reveal only whether the student can recognize,
recall or "plug in" what was learned out of
context
Usually limited to paper-and-pencil, one-
answer questions.
only ask the student to select or write correct
responses--irrespective of reasons
AUTHENTIC ASSESSMENT
Performing a Task
Real-life
Construction/Application
Student-structured
Direct Evidence
directly examine student performance on
worthy intellectual tasks
Require students to be effective performers
with acquired knowledge.
present the student with the full array of tasks
that mirror the priorities and challenges found
in the best instructional activities
attend to whether the student can craft
polished, thorough and justifiable answers,
performances or products

HOW DO YOU CREATE AUTHENTIC ASSESSMENTS?

 STANDARDS
  TASKS

HOW TO CREATE AN AUTHENTIC LEARNING TASK?

1. Identify your lesson and its objectives.

  Lesson: Ecosystem
Contents/Topics:
Definition of Ecosystem
Natural Ecosystem
Man-made Ecosystem
Objectives:
1. Define ecosystem
2. Differentiate between natural and man-made ecosystem
3. Exemplify natural and man-made ecosystem
4. Create a miniature model of the ecosystem 

2. Design a task based on the objectives of the lesson. Based on the given example,
objective no. 4 can be realized through authentic task.
Authentic Task Identified: Making a Terrarium

3. Check its authenticity by relating its characteristics to the authentic learning.

 Interesting to the learners
  Learners will become interested since the task is new and exciting.
 Engaged students in exploration and inquiry
Learners have to explore the net, library and other resources to have an idea what
a terrarium looks like. They may ask their brothers and sisters or their parents to
identify the best soil and plants to be included in the terrarium.
  Learning is interdisciplinary.
Learners may use Geometry to determine the shape, Math for the measurement,
Art for the decoration and arrangement, Chemistry for the composition of soil and
balance of gasses and Biology for the organisms to include.
 Learning is closely connected to the world
Learners may easily solve problems that may occur during the process of creating
the task since they are making a close picture of the life in real world, like a
pond. 
 Students become engaged in complex tasks and higher-order thinking skills
Learners will be able to develop HOTS since they are learning through actual
experience.
 Students produce a product that can be shared with an audience outside the
classroom.
  A terrarium can be displayed after its completion for other learners to see.
 Learning is student driven
Whatever decision the learners make during the process of creating the task, this
is basically a product of intrinsic motivation.
 Learners employ scaffolding techniques.
Learners are expose to completing a task using a step-by-step procedure, starting
from the simplest to the most complex.
 Students have opportunities for social discourse.
  Learners are given the chance to interact, mingle and socialize with other people.
 Ample resources are available. 
  Materials are abundant and readily available.
 

REFERENCE/s
 Authentic Assessment (ppt).