assessment in learning 2

Communicating
authentic
assessment
results
with
Stephanie C. Pablo, LPT, MAEd
 EFFECTIVE
COMMUNICATION
EFFECTIVE COMMUNICATION
Effective Communication is about something other than trading
information. It’s tied in with understanding the feeling and expectations
behind the information. Just as having the option to unmistakably pass on
a message, you need to likewise tune in such that acquire the full
significance of what’s being said and cause the other individual to feel
heard and comprehended. (Robinson, L. Effective Communication)
 LET'S DISCUSS

What is
communicate?
Communicating is important in the daily lives of people, by
using this tool we can exchange information with others
that can give us ideas, knowledge, and motivations.

Communication is a process of exchanging information, it

involves one sender that encodes a message and a
recipients or receiver that decodes the message.
 CATEGORIES OF COMMUNICATION
verbal non-verbal written visualization
an interaction is a type of
an interaction
that involves communication that using of
that uses body
vocalizing the express their thoughts pictures, graphs
language, sign
thoughts of a or information through and charts to
language, or
sender through writing or typing a communicate
gestures to
face-to-face, letter, e-mail, posting
communicate.
telephone, radio status on social media,
or television, and books, magazine,
other media. messenger, and SMS.
 BARRIERS OF
COMMUNICATION
Communication is a helpful tool to seek and share information but
there are hindrances in communicating, this is challenging for us
people because these hindrances can cause misunderstanding.

culture and language

differences noise

lack of interest distractions

lack of communication skills different perspectives

emotional state
WHY COMMUNICATE?
Communicating is one of the
activities that people do in their
daily lives. It is a tool that can
motivate, influence and bring out We can communicate to
changes in our and others' persuade- meaning to let everyone
attitudes.(General, 2010) do something by commanding or
promoting them

We communicate in order to give or

provide information.

We communicate seeking information-

If we want to know some information we
ask someone that can provide us
information.

We communicate to express
our thoughts and emotions.
 assessment in learning 2

how to
communicate
 authentic
assessment
01 04

02 05

03 06
 Typical tests
Require correct responses
Must be unknown to the student in
advance to be valid
Are disconnected from real-world
contexts and constraints
Contain items that isolate particular
skills or facts
Include easily scored items
Are “one shot”; students get one
chance to show their learning
Provide a score
Authentic tasks
Require a high-quality product or
performance, and a justification of
the solutions to problems
encountered
Should be known in advance to
students as much as possible
Are tied to real-world contexts and
constraints; require the student to
“do” the subject.
Are integrated challenges in which a
range of skills and knowledge must
be used in coordination
Involve complex tasks that for which
there may be no right answer, and
that may not be easily scored
Are iterative; contain recurring
tasks
Provide usable diagnostic
information about students’ skills
and knowledge
Indicators of authenticity
Correctness is not the only criterion;
students must be able to justify
their answers.
The tasks and standards for
judgment should be known or
predictable.
The context and constraints of the
task are like those encountered by
practitioners in the discipline.
The task is multifaceted and
complex, even if there is a right
answer.
The validity of the assessment is not
sacrificed in favor of reliable
scoring.
Students may use particular
knowledge or skills in several
different ways or contexts.
The assessment is designed to
improve future performance, and
students are important “consumers”
of such information.
 Provide a case study of a patient and ask students
Nursing
to assess and create a plan of care

Develop a business/marketing/sales plan for an

Business imaginary (or real) company in a student's area of
interest.

Troubleshoot a problemmatic piece of code;

Computer
Develop a website/app to solve a particular
Science
problem and/or meet a set of criteria

Examine/critique a case study from multiple

Psychology
theoretical positions

Public Affairs
Consider how a community agency might be
or Service
impacted by a particular challenge (budget cuts,
Learning
infrastructure outage, public health crisis, etc.)
Courses

Biology/Chemi Draw a diagram of how a process works,

stry indicating what happens if X occurs

Engage in a role play of a particular event in

History history; Describe what might have happened if one
element of a historical event had changed.
as a communication medium
 A portfolio is not a pile of student work that
accumulates over a semester or year. Rather, a
portfolio contains a purposefully selected subset of
student work. "Purposefully" selecting student work
means deciding what type of story you want the
portfolio to tell. All decisions about a portfolio
assignment begin with the type of story or purpose
for the portfolio. The particular purpose(s) served,
the number and type of items included, the process
for selecting the items to be included, how and
whether students respond to the items selected,
and other decisions vary from portfolio to portfolio
and serve to define what each portfolio looks like.
 Student portfolios have most commonly
been associated with collections of artwork and,
to a lesser extent, collections of writing. Students
in these disciplines are performing authentic
tasks which capture meaningful application of
knowledge and skills. Their portfolios often tell
compelling stories of the growth of the students'
talents and showcase their skills through a
collection of authentic performances.
Furthermore, in the more thoughtful portfolio
assignments, students are asked to reflect on
their work, to engage in self-assessment and
goal-setting. Those are two of the most authentic
skills students need to develop to successfully
manage in the real world.
 Focus is on development of self-
evaluation skills.

Teachers and students must meet to

discuss evaluations (teachers can get a
good window into students’
understanding of their progress).

In addition to improving instruction,

the goal is to help student internalize
criteria for excellence.

Focus is on evaluation of student

work in its entirety and certifying
accomplishment.

Teacher should provide student with

clear guidelines about content of
portfolio and scoring criteria.

If used to assess program goals, the

content and organization of portfolios
must be highly standardized.
The Cover Letter. This element tells
about the author of the portfolio
and what the portfolio shows about
the author’s progress as a learner.
It summarizes the evidence of the
student’s learning and progress.
Table of Contents. Shown in this
element are the detailed contents
in the portfolio.
Entries. Entries in the student portfolio can
either be core or optional. Core entries are
items the student have to include, while
optional are entries of student choice. The
core elements provide a common base
from which to make decisions on
assessment. The optional items permit
each student to represent his or her
uniqueness.
Dates. Specific dates have to be included
for all entries to facilitate evidence of
growth overtime
Drafts. Drafts of oral, aural, and written
products and revised versions have to be
included in the portfolio.
Reflections. It can appear in the different
stages in the learning process. Through
reflections students can express their
feelings regarding their progress and or
themselves as learners.
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