Authentic

Assessment
Presenters:

April Jean Gumalas Mary Jane Pagmanoja

Kristine Quino Ferllen Joy Broncillo
Venus Bearneza Jovannie Deypalobos
Joyce Lopez
 Table of Contents
01. Characteristics of Authentic Assessment

02. Examples of Product and Process Assessments

03. Traditional and Authentic Assessments Complement

One Another

04. Formulating Product and Process Types of

Authentic Assessment including GRASPS
Learning outcomes/objectives:

at the end of this lesson students should be able to;

• discuss the nature and characteristics of authentic assessment,

transversal skills, and other related terms;

• give examples of product and process authentic assessments;

• show the complementary relationship between traditional and
authentic assessment;

• design and develop performance tasks using the Goal, Role,

Audience, Standardsm (GRASPS) model; and

• formulate authentic assessment tasks based on given learning

outcomes.
01
CHARACTERISTICS OF
AUTHENTIC
ASSESSMENT
• Authentic assessment simulates real
life situations. Students are asked to
participate in real-world tasks and
activities to demonstrate their knowledge
of the course or subject matter.

• Authentic assessment questions are

presented as poorly-structured problems.
• Authentic assessment methods
are tailored to 1 specific and well defined purpose.

• There are no right or wrong answers in authentic

assessment. It is all about showing how the student
can use the knowledge from the course in real-
world contexts and scenarios.
• Authentic assessment involves both oral
tests like presentations and written tests
with open-ended questions.
• It requires in-depth creativity and originality.
The students have to think outside the box to create
unique solutions to the problem.
• It is complex and action-oriented.
Examples of Authentic
Assessment

 STUDIO PORTFOLIOS
 ROLE-PLAY
 MEMOS
 PRESENTATIONS
 Nature of authentic assessment
• Authentic assessment is the idea of using creative
learning experiences to test students' skills and
knowledge in realistic situations.

• Authentic assessment measures students' success

in a way that's relevant to the skills required of them
once they've finished your course or degree
program.
02
Examples of Product and
Process Assessments
A product assessment will review your existing
operations as well as your needs and goals in
order to streamline your product mix.

Product assessments find the right balance

between cost savings, storage and brand
identity.
• In Education, Product assessment focuses on
evaluating the result or outcome of a process.

• Products can include a wide range of student

works that target specific skills.
For example:

Students performances can be defined as

targeted tasks that lead to a product made
and not on the actual performance of making
that product.
Process Assessment is the disciplined
examination of the processes by an organization
against a set of criteria to determine capability of
those processes to perform within quality, cost
and schedule goals.
Software process assessments are performed in an open and
collaborative environment. They are for the use of the
organization to improve its software processes, and the
results are confidential to the organization. The
organization being assessed must have members on the
assessment team.
For example:

research papers, exams, oral presentations, and

individual creative or performance projects can be and
have been assessed at the course level, in some cases
even for the purpose of department/program-level
assessment.
The Four Steps of the Assessment Cycle

Step 1: Clearly define and identify the learning outcomes.

Step 2: Select appropriate assessment measures and assess

the learning outcomes.

Step 3: Analyze the results of the outcomes assessed.

Step 4: Adjust or improve programs following the results
of the learning outcomes assessed.
03
Traditional and Authentic
Assessments Complement
One Another
 What is Traditional
Assessment?

Traditional assessments are “tests” taken with paper and

pencil that are usually true/false, matching, or multiple choice.
These assessments are easy to grade, but only test isolated
application, facts, or memorized data at lower-level thinking
skills. Traditional assessment provides little evidence of what a
language learner actually can do with the language.
 What is Authentic Assessment?

Authentic assessments combine the traditional

academic content with the knowledge and skills
needed to function appropriately in the real world.
The context, purpose, audience, and focus should
connect to real-world situations and problems.
 Traditional Assessment Vs. Authentic
Assessment: The Differences

Some may argue that traditional tests also can provide insight
into how a student will deal with a real-world situation. However,
there are main differences between the two types of
assessment that better position authentic assessment to test
situations outside of the classroom.
Characteristics Of Traditional
Tests
 Have one correct response

 Do not have real-world constraints

 Isolate skills, facts, and specific knowledge

 Results in a score

 Are unknown in advance

 Are graded easily

Characteristics Of Authentic
Assessment
 Are meant to be known to students in advance

 Are complex and have multiple right answers

 Contain recurring tasks

 Have real-world constraints

 Provide insight to a student’s knowledge

 Authentic Assessment Complements
Traditional Assessment
The mission of most educational institutes is to develop productive
citizens. Both traditional and authentic assessments can help to
achievethis mission; however, they do so in their own ways.

Under traditional assessments, the ability of a productive citizen will

rely on his/her knowledge and understanding of skills and
information. So,teachers explain these skills and then administer
tests to determine if a student has absorbed the information.
 On the other hand, authentic assessments mirror what a
student will face as a citizen in the real world. Then, to
determine if a student is ready to perform these tasks
upon graduation, they replicate challenges and problems
to test if a student is ready and capable to overcome
such challenges.
There’s no one right or wrong way to assess a
student’s knowledge. Both authentic and traditional
assessment can work together to better understand
how well students absorb information.
 04
Formulating Product and Process
Types of Authentic Assessment
including GRASPS
 What is GRASPS?

GRASPS is a model for demonstrating performance of

understanding using authentic assessments. It is one of
many performance of understanding models, but is ideally
suited to the kind of project-based inquiries we do in design.
• GRASPS represent a framework for organizing,
delivering, and assessing a project-based
assessment.

• The assessment associated with the inquiry is

structured around the following expectations
and goals.
GRASPS stands for:

G- Goal: A definition of the problem or goal

R- Role: Define the role of the student
A- Audience: Identify the target audience
S- Situation: This is the context or scenario of the goal
P- Product/Performance: What is created and why it
will be created
S- Standards: Rubrics or success criteria
Using GRASPS tasks to create authentic
assessment

How can I create an authentic performance

task that fosters understanding?
G- Goal (What task do I want the students to achieve?)

R- Role (What's the students role in the task?)

A- Audience (Who is the student's target audience)

S- Situation (What's the context? The challenge)

P- Product/Performance (What will students create/develop?)

S- Standards (On what criteria will they be judged?)

 Example GRASPS tasks

You are a member of a team of scientists

investigating deforestation of the Papua New
Guinean rainforests. You are responsible for
gathering scientific data (including visual evidence
such as photos) and producing a scientific report in
which you summarise current conditions, possible
future trends and the implications for both
Papua New Guinea and its broader influence
on our planet. Your report, which you will present to
a United Nations subcommittee, should include
detailed and fully supported recommendations for
an action plan that are clear and complete.
GRASPS

G = The goal (within the scenario) is to

determine current deforestation conditions
and possible future trends

R = Student is a member of a team of

investigative scientists

A = The target audience is the United Nations

subcommittee
S = The scenario: inform the United Nations subcommittee of the
effects of deforestation on the Papua New Guinean rain forest
and convince them to follow the recommended action plan.

P = The product is a clear and complete action plan

S = The standards by which the product will be judged are

detailed and fullysupported recommendations in an action plan
that is both clear and complete.
THANKS!
 REFERENCES
https://ctl.wiley.com/authentic-assessment-in-the-online-classroom/
https://www.formpl.us/blog/authentic-assessment
https://www.studocu.com/en-us/search/assessment%20of%20learning%202%5C?institutionId=7992
https://www.studocu.com/en-us/document/university-of-northern-philippines/education/chapter-11-0-
assessment-learning-2/27435815
http://www.aidan-hammond.net/new-blog/tag/GRASPS
http://www.slideshare.net/jdumaresq/understanding-by-design-the-basics
http://slideplayer.com/slide/6354306/
https://www.uopeople.edu/blog/authentic-assessment/#:~:text=Authentic%20Assessment%20Complements
%20Traditional%20Assessment&text=So%2C%20teachers%20explain%20these%20skills,citizen%20in
%20the%20real%20world
https://ncssfl.org/lfmodules/module6-5/#:~:text=Traditional%20assessments%20are%20%E2%80%9Ctests
%E2%80%9D%20taken,at%20lower%2Dlevel%20thinking%20skills.