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Authentic Assessment in the Classroom

Assessment In Learning 2 (Negros Oriental State University)

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AUTHENTIC ASSESSMENT IN THE CLASSROOM

HIGH QUALITY ASSESSMENT IN RETROSPECT

 No single assessment can evaluate all kinds of learning. With the changing times,
competencies are increasing in complexity to meet the world demands. For teachers to
guide their actions and students to be able to measure their progress, assessment tasks
and activities must be able to acquire these competencies.

PURPOSE
 Assessment for and of learning. The purpose of formative assessment is to provide
students with feedback on how they are going. Students use this information to offer
each other effective feedback, to self-assess, and to set goals for improvement. It is
reported to cause gains in student achievement. Another purpose of assessment is to
gather evidence to make a judgement. Teachers use the information gathered to
determine the level of student achievement at a given point in time. One form of
assessment supports learning, the other verifies it.

 Protect academic standards. Grades from cumulative assessment are used to certify
that a person has the necessary knowledge and skills to be awarded a qualification.
Some standardized assessment procedures are designed to compare the academic
achievement of students from different schools, states, nationwide or worldwide.

 Feedback for teaching. Results from assessments can be used to help you track your
students' learning. It can help you determine difficulties of students so you can alter
your approach to teaching.

TARGETS
 Learning Targets are statements of the intended learning. There are 5 categories of
learning targets: knowledge, reasoning, skill, product and disposition. The purpose of
categorizing learning targets is three-fold. First, the process will be useful in determining
whether the targets in your own curriculum are clear enough. Second, if you need to
deconstruct a content standard into smaller teachable parts, knowing the target type
will help with identifying the enabling learning targets. Third, it is helpful for selecting
the appropriate assessment method.

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Examples of Learning Targets

A. KNOWLEDGE TARGETS represent the factual information, procedural, knowledge and
conceptual understandings that underpin each discipline.
Subject Learning Target
Mathematics 1. Recognizes acute, obtuse and
right angles.
2. Knows the remainder theorem
for polynomial division.

English Language Arts 3. Identifies nouns and verbs.

4. 4. Knows how to use subject and
object pronouns correctly.
Social Studies 5. Explains the difference between
he powers and authority.
6. 6. knows the major reasons for
the rapid expansion of Isla during
the 7th and 8th centuries.
Science 7. Describes how organisms interact
with each other to transfer
energy and matter in ecosystem.
8. 8. Describes where mitochondria
and chloroplasts come from.
Health/Physical Education 9. Identifies the factors that
determine the reliability of health
information.
10. Knows how influences that
promote alcohol, tobacco, and
other drug use.
The Arts 11. Identifies and describes elements
of design in a work of art. (Visual
Arts)
12. Identifies and writes notes on a
treble clef. (Music)

B. REASONING TARGETS specify thought processes students are to learn to do well within
a range of subjects.

Subject Learning Target

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Mathematics 1. Identifies the shapes as two-

dimensional or three dimensional.
2. Uses data from a random sample to
draw inferences about a population
with an unknown characteristic of
interests.
English Language Arts 3. With the prompting and support,
describes the relationship between
illustrations and the story in which
they appear.
4. Delineates and evaluates the
argument and specific claims in a
text, assessing whether the
reasoning is valid, and the evidence
is relevant and sufficient.
Social Studies 5. Compares and contrasts points of
view from and historical event.
6. Evaluates the strengths and
weaknesses of candidates in terms
of the qualifications required for a
particular leadership role.

Science 7. Uses the characteristic properties of

liquids to distinguish one substance
from another.
8. Draws the conclusions from
experiment results.

Health/Physical Education 9. Uses criteria to set goals for

improving health and fitness
information.
10. Evaluates health and fitness
information.
The Arts 11. Compares purposes of chosen
musical examples.
12. Evaluates quality of own work to
refine it.

C. SKILL TARGETS are those where a demonstration or physical skill-based performance is

at the heart of the learning.

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Subject Learning Target

Mathematics 1. Measures the length of an object

twice, using length units of
different lengths for the two
measurements.
2. Uses a protractor correctly.
English Language Arts 3. Pronounces, blends, and
segments syllables in the spoken
words.
4. Propels conversations by posing
and responding to questions that
relate the current discussion to
broader themes or larger ideas
Social Studies 5. Learns how to greet people from
other countries.
6. Participate in civic discussions.
Science 7. Measures properties of objects
using balances and
thermometers.
8. Uses laboratory equipment
safely.
Health/Physical Education 9. Performs CPR correctly.
10. Dribbles to keep the ball away
from an opponent; passes and
receives on the move.
The Arts 11. Performs songs using appropriate
expression to reflect music.
(Band)
12. Integrates voice into character
development. (Theater)

D. PRODUCT TARGETS describe learning in terms of artifacts where creation of a product is

the focus of the learning target. With the product targets, the specifications for quality
of the product itself are the focus of teaching assessment.

Subject Learning Target

Mathematics 1. Draws a bar graph to represent a

data set with up to four

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categories.
2. Construct the inscribed and
circumscribed circles of a
triangle.
English Language Arts 3. Creates a visual display for use in
a presentation to enhance the
message.
4. Writes opinion pieces on topics
or texts, supporting a point of
vies with the reasons and
information.
Social Studies 5. Creates a timeline to show the
order of early explorations and
settlements.
6. Produces maps to scale.
Science 7. Makes pictographs to describe
and observations ad draw
conclusions.
8. Creates an accurate, complete,
and organized display of data
obtained through scientific
investigation.
Health/Physical Education 9. Develops a home fire escape
plan.
10. Develops a personal health-
related fitness plan.
The Arts 11. Creates drawings demonstrating
one- and two-point perspectives.
(Visual Arts)
12. Creates a script scene based on
improvised work. (Theater)

E. DISPOSITION/AFFECTIVE TARGETS refer to attitudes, motivations and interests that

affect the student’s approaches to learning. They represent important affective goals we
hold for students as a byproduct of their educational experience.

Subject Learning Target

English Language Arts 1. Chooses to read to learn more

about something.

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2. Looks forward to group

discussions.
Mathematics 3. Views oneself as capable of doing
mathematics.
4. Sees mathematics as important
to learn.
Social Studies 5. Respects individuals worth and
human dignity.
6. Has the inclination to question
the validity of various positions,
including one’s own.
Science 7. Seeks opportunities to
understand how things work.
8. Is curious about the natural
world.
Health/Physical Education 9. Enjoys playing sport.
10. Chooses to avoid drugs and
alcohol.
The Arts 11. Values practice for its own sake.
12. Wants to participate in
community theater.

 Cognitive Targets. As early as 1950 Bloom (1956) proposed a hierarchy of educational

objectives at the cognitive level: knowledge which refers to the acquisition of facts,
concept and theories; comprehension which refers to the same concept as
understanding, where one can re-state data or information in one’s own words,
interpret, and translate; application which refers to the transfer of knowledge from one
field of study to another; analysis which refers to the breaking down of the concept or
idea into each component and explaining the concept as the composition of these
concept; synthesis which refers to the opposite of analysis and entails putting together
the components in order to summarize the concept; and evaluation which refers to
making judgments based on criteria and standards through checking and critiquing.

METHODS
4 Basic Categories:
1. Selected response is an assessment in which students select the correct or best
response from a list provided. Format includes multiple choice, true/false test, matching
type and fill-in-the-blank questions.

2. Written response requires students to construct an answer in response to a question or

task rather than to select the answer from a list. It includes short answer items and
extended written response items.

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3. Performance assessment is assessment based on observation and judgment. Students

complete a task that is evaluated by judging the level of quality using a rubric.

4. Personal communication is finding out what students have learned through structured
and unstructured interactions with them. It can be done by asking questions during
instruction, listening to students through class participation, giving examinations orally,
etc.

Properties of Assessment Method:

1. Validity
2. Reliability
3. Fairness
4. Practicality & Efficiency

TEACHING AND LEARNING: MY PERSPECTIVE: Properties of Assessment Methods

SAMPLING
Sampling is used to keep the assessment process manageable when there is a large number
of students. It also keeps the process manageable where there are multiple or lengthy
artifacts/products to review.

ACCURACY
Accurate information comes from (1) clearly identifying the purpose for which
information about student learning is being gathered, (2) clearly defining learning targets for
students, (3) using the appropriate assessment method well, (4) selecting a sample to
accurately represent achievement of the intended learning, and (5) avoiding circumstances that
might bias results. These are the keys to quality classroom assessment
KEY 1: Clear Purpose: Who will use the information? How they will use it? what information, in
what detail, is required?
KEY 2: Clear Targets: Are learning targets clear to teachers? What kinds of achievement are to
be assessed? Are these learning targets the focus of instruction?
KEY 3: Sound Design: Do assessment methods match learning targets? Does the sample
represent learning appropriately? Are items, task and scoring rubrics of high quality? Does the
assessment control for bias?

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KEY 4: Effective Communication: Can assessment results be used to guide instruction? Do

formulative assessments function as effective feedback? Is achievement tracked by learning
target and reported by standard? Do grades communicate achievement accurately?
KEY 5: Student involvement: Do assessment practices meets student’s information need? Are
learning targets clear to students? will the assessment yield information that students can use
to self-assess and set goals? Are students tracking and communicating their evolving learning?

ASSESSMENT
The best classroom assessments are authentic. Here are some definitions:

 “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
replicas of or analogous to the kinds of problems faced by adult citizens and consumers
or professionals in the field.” - Wiggins (1993)

 “Performance assessments call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered.” - Stiggins
(1987)

Authentic assessment helps students contextualize their learnings, putting theories into action.
It encourages a learner-centered environment where the teacher helps the students to be
responsible for their own learning and become self-evaluators.

CHARACTERISTICS OF AUTHENTIC ASSESSMENT

1. It starts with clear and definite criteria of performance that students are aware of.
2. It is criterion-referenced. It identifies students’ strengths and weaknesses without
comparing their performances.
3. It encourages students to come with their own answers to questions rather than choose
from a range of choices. It requires the use of higher order thinking skills.
4. It does not rely on ability to recall facts or memorize details but requires students to
demonstrate their knowledge, skills and competencies in appropriate situations. It
emphasizes performance.
5. It encourages both the teacher and the students to determine their pace of progress in
attaining the desired learning outcomes.

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6. It does not only value the finished products which are the learning outcomes, but also
the process of learning.
7. It turns students into becoming active and involved participants in assessment activities
rather than passive test takers.

AUTHENTIC CLASSROOM ASSESSMENT

WHY USE AUTHENTIC ASSESSMENT

Authentic assessment evaluates how students are learning the material or lesson over time. It
provides students a chance to apply what they have learned and construct meaning about what
they have been taught.

PRINCIPLES OF AUTHENTIC ASSESSMENT

1. Focus on What Really Matters

Are the criteria we are using—consciously or not—to judge students’ work
reflective of the most important educational objectives? Assessment that are slanted
towards a restricted scope of desired outcomes (e.g. outcomes related solely to factual
knowledge) fail to evaluate and perhaps unintentionally discourage student
development in other desired areas. We should assess for all relevant goals, and the
emphasis assigned to these goals should reflect their relative importance

2. Provide Valid Indications

An assessment strategy is valid if it actually assesses the outcomes it intends to
assess. In order to know whether students are able to use their knowledge in significant
ways, we assess beyond isolated competencies in artificial situations. If the ability to
solve real-life problems is an important goal then, we should assess the students’ ability
in facing real problems and not be satisfied by asking students to list the factors they
would consider in a hypothetical context.

3. Use Assessment to Support Learning

In a study (Assessment Reform Group, 2002), it was concluded students would be
better motivated and learn more if assessment practices focused more on supporting
learning than on measuring learning. Assessment practices can support learning in at
least four other important ways
 clearly communicate expectations;
 involve students in the assessment process;
 provide helpful feedback on learning; and
 provide opportunities and incentives for students to improve

4. Develop Assessment That Uses Teachers’ Time Efficiently

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Although efficiency has no immediate relationship to authentic assessment, it is

hard to apply changes, however desirable, if they are more time consuming.

TRADITIONAL ASSESSMENT VIS-A-VIS AUTHENTIC ASSESSMENT

Traditional Authentic
Selecting a response Performing a task
Contrived Real life
Recall/recognition Construction/application
Teacher-structured Student-structured
Indirect evidence Direct evidence
Convergent assessment divergent

Teachers do not have to select between authentic assessment and traditional assessment.
There’s no right or wrong in assessing students’ learning. Both traditional and authentic can
work together to better understand how well students absorb information.

DEVELOPING AUTHENTIC CLASSROOM ASSESSMENTS

A FIVE-DIMENSIONAL FRAMEWORK FOR AUTHENTIC ASSESSMENT

1. Task. An authentic task is a problem task that confronts students with activities that are
also carried out in professional practice.

2. Physical context. The physical context of an authentic assessment should reflect the way
knowledge, skills, and attitudes will be used in professional practice.

3. Social context. A model for authentic assessment should consider social processes that
are evident in real-life contexts. What is really important in an authentic assessment is
that the social processes of the assessment is similar to the social processes of the
corresponding real-life situation.

4. Assessment result or form. An authentic result or form is characterized by four elements.

It should be a: (1) quality product or performance that students can be asked to produce
in real life; (2) demonstration that permits making valid inferences about the underlying
competencies; (3) full array of tasks and multiple indicators of learning in order to come
to fair conclusions; and (4) work students present to other people, either orally or in
written form, because it is important that they defend their work to ensure that their
apparent mastery is genuine.

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5. Criteria and standards. Authentic assessment requires criterion-referenced judgment.

Some criteria should be related to a realistic outcome, explicating characteristics or
requirements of the product, performance, or solutions that students need to create.
Besides basing the criteria on the criterion situation in real life, criteria of an authentic
assessment can also be based on the interpretation of the other four dimensions of the
framework.

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