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IN THE CLASSROOM
Overview
In this module, we will discuss the authentic assessment in the classroom.
Authentic assessment is where students thoughtfully apply their acquired skills to a
new situation or environment. Assessments are authentic if they are realistic, require
judgment and innovation, and assess students’ ability to effectively use their
knowledge or skills to complete a task. This module will provide you information on
the nature and characteristics of authentic assessment and the features and
characteristics of authentic and 21st-century assessments.
Learning Outcomes
• At the end of the unit, the students can
1. Discuss the nature and characteristics of authentic assessment and non-test assessment;
2. Differentiate authentic and traditional assessment;
3. Discuss process oriented and product-oriented authentic assessments;
4. Describe the features of authentic assessment and 21st century assessments;
5. Reflect on the importance and application of authentic assessment;
6. Make connections between the principles of high-quality assessment and the development and
use of authentic assessment techniques and tools within and across teaching areas; and
7. Determine the guidelines for performance assessment.
8. Design and develop performance tasks using the Goal, Role, Audience, Situations, Products,
Standards (GRASPS) model.
Authentic Assessment in the Classroom
Authentic Assessment
A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills (Mueller, 2011).
Engaging and worthy problems or questions of importance, in which students must use knowledge
to fashion performances effectively and creatively. The tasks are either replica of or analogous to the
kinds of problems faced by adult citizens and consumers or professionals in the field. (Wiggins, 1993).
Authentic assessments call upon the examinee to demonstrate specific skills and competencies, that
is, to apply the skills and knowledge they have mastered." (Stiggins, 1987).
Mueller (2008) compares traditional assessment and authentic assessment.
Selecting a Response to Perform a Task: On traditional assessments, students are typically given
several choices (e.g., a,b,c, or d; true or false; which of these match with those) and asked to select the
right answer. In contrast, authentic assessments ask students to demonstrate understanding by
performing a more complex task usually representative of more meaningful application.
Contrived to Real-life: It is not very often in life outside of school that we are asked to select
from four alternatives to indicate our proficiency at something. Tests offer these contrived means of
assessment to increase the number of times you can be asked to demonstrate proficiency in a short
time. More commonly in life, as in authentic assessments, we are asked to demonstrate proficiency by
doing something.
Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-designed
traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students have
acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement to
authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to recall or
recognize facts and ideas, and propositions in life, so tests are somewhat authentic in that sense.
Authentic assessments often ask students to analyze, synthesize and apply what they have learned
substantially, and students create new meaning in the process as well.
With authentic assessment, teachers are encouraged to teach to the test. Students need to learn how
to perform well on meaningful tasks. To aid students in that process, it is helpful to show them models
of good (and not so good) performance. Furthermore, the student benefits from seeing the task rubric
ahead of time as well. Is this "cheating"? Will students then just be able to mimic the work of others
without truly understanding what they are doing? Authentic assessments typically do not lend
themselves to mimicry. There is no one correct answer to copy.
Alternative Names for Authentic Assessment
You can also learn something about what authentic assessment is by looking at the other common
names for this form of assessment. For example, authentic assessment is sometimes referred to as:
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. Regarding the traditional assessment model, answering
multiple-choice questions does not allow for much variability in how students demonstrate the
knowledge and skills they have acquired. On the one hand, that is a strength of tests because it makes
sure everyone is being compared on the same domains in the same manner which increases the
consistency and comparability of the measure. On the other hand, testing favors those who are better
test-takers and does not give students any choice in how they believe they can best demonstrate what
they have learned.
How Do You Create Authentic Assessments?
Authentic Assessment: Students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills.
Fortunately, you do not have to develop an authentic assessment from scratch. You may already be
using authentic tasks in your classroom. Or, you may already have the standards were written, the first and
most important step in the process. Perhaps you have a task but need to more clearly articulate the
criteria for evaluating student performance on the task. Or, you may just want to develop a rubric for the
task.
The steps of creating authentic assessments.
I tend to think of authentic assessment development in terms of four questions to be asked. Those
questions are captured in the following graphic:
Questions to Ask:
1) What should students know and be able to do?
This list of knowledge and skills becomes your . . .
STANDARDS
5) How well should most students perform? 6) What do students need to improve upon?
The minimum level at which you would want most Information from the rubric will give students feedback
students to perform is your ... and allow you to ...
G - Goal
R - Role
A - Audience
S - Situation
P - Product
S - Standards and Criteria Indicators
How do you come with a performance task guided by GRASPS?
Goal - Provide a statement of the task
- Establish the goal of the task; state the problem,
Challenge or obstacle in the task
Role - Define the role of the students in the task
Audience - Identify the target audience within the context of
the scenario
Situation - Explain the situation. What’s the context?
What is the challenge?
Product - Clarify what the students will create and why they
Will create it.
Standards and Criteria - Identify specific standards for success
- Give rubric to the students or develops them with
The students
Here is an example of a Science class
Five Keys to High-Quality Classroom Assessment
3. Self-assessment.
In authentic assessment, students may be allowed to assess their performance with the use of
scoring rubrics.
4. Assessment of group performance as well as individual performance.
Some authentic assessments evaluate how students perform individually and
how they perform as a group. A group may be directed to come up with a capstone
project. They may be evaluated for the group’s output and individually for the
individual member’s contribution.
Product-oriented Assessment
Students’ performance may lead to a concrete product. These students’ products are the concern of product-
oriented authentic assessment.
• Nakagagawa ng isang ng isang proyekto gamit ang iba’t ibang multimedia at technology tools sa pagpapatupad
ng mga bats sa kalinisan, kaligtasan, kalusugan at kapayapaan
• Creates movements to the music of a particular Philippines festival
• Writes coherent review of literature
• Formulates multiple-choice test items aligned to the learning outcomes.
• Develops scoring rubric for an oral defense of a research paper.
Guidelines for Performance Assessment
Airasian & Russell (2008) cited four issues that must be considered in the use of performance assessment
such as establishing a clear purpose; identifying observable criteria; providing an appropriate setting; and judging or
scoring the performance.
Establishing a clear purpose – What is the purpose of the performance assessment – to assign a grade, to
evaluate student’s progress, to generate products to be included in a learning portfolio, or to provide a student’s
sample of work for college admission?
Identifying observable criteria – These criteria of good performance are made clear to students at the
beginning of the teaching-learning process to help them focus on their learning. These observable criteria also help
the teacher or anyone assessing for that matter make his/her observations more systematic and focused.
Providing an appropriate setting – Will you observe the target behavior in a natural setting like observing a
student teacher teach in a real classroom or observe her in an announced and prepared demonstration teaching
with her classmates acting as students? As a rule of thumb, it is a good idea to observe the student on more than
one occasion, because a single performance might not fairly represent student knowledge or skill.
Judging or scoring the performance – To judge or score the product or the process/behavior
demonstrated, a scoring rubric is a must, to ensure the objectivity of scoring.
Guide Questions: