A ut he nt ic

A sse ssm e nt

Alex Dugan
TESOL

Adventist International Institute of Advanced Studies

learn@YouAndMeEnglish.com
W hat is A ut he nt ic
A sse ssm e nt ?

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
W hat is A ut he nt ic
A sse ssm e nt ?

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
W hat do e s A ut he nt ic
A sse ssm e nt lo o k like ?

An authentic assessment usually

includes a task for students to
perform and a rubric by which
their performance on the task
will be evaluated.
Traditional Assessment vs.
Authentic Assessment
Traditional Assessment (TA)
• Multiple choice
• Gap fill
• True-false
• Matching
Traditional Assessment vs.
Authentic Assessment
Authentic Assessment (AA)
• Inventories
• Peer rating / Self rating
• Journals
• Portfolios
• Discussions
• Interviews
Traditional Assessment vs.
Authentic Assessment
Traditional (TA)
• To develop productive
• citizens
• Must possess a body of
knowledge and skills
• Schools must teach this
body of knowledge and
skills
• Test the students if they
acquired the knowledge
and skills
Authentic (AA)
• To develop productive
citizens
• Must be capable of
performing real tasks
• Schools must help students
become proficient at
performing tasks
• Have the students perform
meaningful tasks
Traditional Assessment vs.
Authentic Assessment
Traditional (TA) Authentic (AA)
The curriculum drives Assessment drives the
assessment.   curriculum. 

• 1. body of knowledge is 1. tasks are determined

determined first  first
• 2. design the curriculum 2. students perform to
• 3. assess to determine if demonstrate their mastery
acquisition of the curriculum 3. design the curriculum
occurred.
Traditional Assessment vs.
Authentic Assessment
Traditional (TA) Authentic (AA)

• Selecting a response Performing a task

• Contrived Real-life
• Recall / Recognition Construction / Application
• Teacher-structured Student-structured
• Indirect evidence
Direct evidence
Alternative Names
for Authentic Assessment

Performance Assessment

Alternative Assessment

Direct Assessment
Why Use
Authentic Assessment
Authentic Assessments
are Direct Measures
We do not just want students
to know the content of the
disciplines when they graduate.
We, of course, want them to be
able to use the acquired
knowledge and skills in the real
world. So, our assessments have to
also tell us if students can apply
what they have learned in authentic
situations.
Why Use
Authentic Assessment
Authentic Assessments
are Direct Measures
Can you think of professions which
require some direct demonstration
of relevant skills before someone
can be employed in that field?
Why Use
Authentic Assessment
Authentic Assessments
Capture Constructive
Nature of Learning
We cannot simply be fed
knowledge. We need to
construct our own meaning of
the world, using information we
have gathered and were taught and
our own experiences with the
world (Bransford & Vye, 1989)
Why Use
Authentic Assessment
Authentic Assessments
Integrate Teaching, Learning
and Assessment
In the authentic assessment model,
the same authentic task used to
measure the students' ability to
apply the knowledge or skills is used
as a vehicle for student learning.
Why Use
Authentic Assessment
Authentic Assessments
Integrate Teaching, Learning
and Assessment
When presented with a real-world
problem to solve, students are learning
in the process of developing a solution,
teachers are facilitating the process, and
the students' solutions to the problem
becomes an assessment of how well the
students can meaningfully apply the
concepts.
Why Use
Authentic Assessment
Authentic Assessments
Provide Multiple Paths
to Demonstration
We all have different strengths and
weaknesses in how we learn.
Similarly, we are different in how
we can best demonstrate what
we have learned. Testing favors
those who are better test-takers.
How to Create
Authentic Assessments

• Step 1: Identify the standards

• Step 2: Select an authentic task
• Step 3: Identify the criteria for the
task
• Step 4: Create the rubric 
STEP 1:
Identify the Standards
Standards, like goals, are statements
of what students should know and
be able to do. However, standards
are typically more narrow in scope
and more amenable to assessment
than goals. 

Students will be able to add

two-digit numbers correctly.
STEP 2:
Select an Authentic Task
Find a way students can
demonstrate that they are fully
capable of meeting the standard.
The language of a well-written
standard can spell out what a task
should ask students to do to
demonstrate their mastery of it. 
STEP 3:
Identify the Criteria for the Task
Ask "What does good performance
on this task look like?" or "How will
I know they have done a good job
on this task?"
Criteria: Indicators of good
performance on a task
STEP 3:
Identify the Criteria for the Task
Characteristics
of a Good Criterion

clearly stated
brief
observable
statement of behavior
written in a language
students understand
STEP 3:
Identify the Criteria for the Task
Standard

The student will conduct banking

transactions.

Task

make deposits, withdrawals or cash

checks at a bank

Criteria
Selects needed form (deposit,
withdrawal), Fills in form with
necessary information, Endorses check,
Locates open teller, States type of
transaction
STEP 4:
Create the Rubric
Once you have identified
the criteria you want to look
for as indicators of good
performance, you next
decide whether to consider
the criteria
analytically or
holistically.
Holistic Rubric
(Accent)
Score Criteria
Level
4 The student’s accent has no trace of first language
influence. Accent is fairly Standard American.

3 The student’s accent is very understandable by a native

American although some intonation can be inconsistent
and can be traced back to L1 intonation.

2 The student’s accent is evidently very much affected by

L1 intonation. However, it is fairly understandable.

1 The student’s accent is very much affected by L1

intonation and it is difficult to understand.
Analytic Rubric
(Composition Writing)
Criteria Wt 4 3 2 1
Organization x2 Information in logical, Student presents Reader has difficulty Sequence of
interesting sequence information in logical following work information is difficult
which reader can sequence which because student to follow.
follow. reader can follow. jumps around.

Content x2 Student demonstrates Student is at ease Student is Student does not

full knowledge (more with content, but fails uncomfortable with have grasp of
than required). to elaborate. content and is able information; student
to demonstrate cannot answer
basic concepts. questions about
subject.

Vocabulary x1 Few errors; precise Fairly broad Adequate but Words don’t fit the
and appropriate vocabulary; some repetitive ; invented context; hard to
errors words understand

Neatness x1 Work is neatly done. Work has one or Work has three or Work is Illegible.
two areas that are four areas that are
sloppy. sloppy.
Designing a Rubric
Criteria W 4 3 2 1
t
Yes Yes Yes, No
and but
more
Experts Say…
For many students,
assessment is not an
educational experience in
itself, but a process of
‘guessing what the teacher
wants.’
(McLaughlin & Simpson, 2004)
Thank You
Best wishes
with your
assessment
practices!
Contact Information
Alex Dugan
TESOL
Adventist International Institute
of Advanced Studies
learn@YouAndMeEnglish.com