Name: Ereme Chatin B.

Suarez BTLED-HE 2A EDUC 109

Case Study: The Misuse of Authentic Assessment in a High School Math Class

at Quezon National High School of Panabo city

In a high school math class, the teacher decides to implement authentic

assessment as a way to assess students' understanding and application of

mathematical concepts. Authentic assessment involves real-world tasks and

scenarios that require students to demonstrate their knowledge and skills in practical

contexts.

However, instead of designing authentic assessments that align with the

learning objectives and promote critical thinking, the teacher focuses solely on

making the assessments entertaining and fun for the students. As a result, the

authenticity and educational value of the assessments are compromised.

For example, one of the assessments involves a math scavenger hunt where

students have to solve math problems to find hidden clues around the school. While

the activity seems engaging, it lacks a clear connection to the learning goals of the

math curriculum. The focus shifts from understanding mathematical concepts to

simply completing the scavenger hunt.

As a result of this misuse of authentic assessment, students may not develop

a deep understanding of the mathematical concepts being taught. They may

prioritize the hunt itself rather than focusing on the problem-solving skills and
mathematical reasoning required. This could lead to superficial learning and a lack of

transferability of skills to real-life situations.

To address this issue, the teacher should ensure that authentic assessments

are designed with a clear alignment to the learning objectives. They should be

challenging and meaningful, providing opportunities for students to apply their

knowledge and skills in relevant contexts. By doing so, students can develop a

deeper understanding of the subject matter and enhance their problem-solving

abilities.

Summary: The Misuse of Authentic Assessment in a High School Math Class

In this case study, a high school math teacher implemented authentic

assessment as a way to assess students' understanding and application of

mathematical concepts. However, the teacher focused more on making the

assessments entertaining and fun for the students rather than aligning them with the

learning objectives. For instance, one assessment involved a math scavenger hunt

that lacked a clear connection to the math curriculum, shifting the focus away from

understanding the concepts. As a result, students may not have developed a deep

understanding of the subject matter and may have prioritized completing the

scavenger hunt over learning essential problem-solving skills. To address this issue,

it is crucial for authentic assessments to be designed with a clear alignment to the

learning objectives, challenging students to apply their knowledge in meaningful

contexts.