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    Add as FriendAuthentic Assessment A Modern Perspective

    by: Pamela

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    1 : Authentic Assessment: Modern Perspectives DR. ROUEL A. LONGINOS PRESENTOR
    2 : Authentic Assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills…Jon Mueller
    3 : Authentic Real Valid True Reliable
    4 : Assessment is a general term that includes the full range of procedures used to gain information about student learning and the formation of value judgments concerning the learning process.
    5 : Many authors used the term assessment as similar to the term evaluation, but with greater emphasis on realistic and complex types of performance tasks. It may be quantitative or qualitative.
    6 : Authentic assessment is often based on performance. Students are asked to demonstrate their knowledge, skills, or competencies in whatever way they find appropriate.
    7 : An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.
    8 : Teaching Learning Assessing Grading
    9 : Why Assess Student Learning?
    10 : In classroom where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn.
    11 : Authentic Assessment (AA) springs from the following reasoning and practice: 1. A school's mission is to develop productive citizens. 2. To be a productive citizen, an individual must be capable of performing meaningful tasks in the real world.
    12 : 3. Therefore, schools must help students become proficient at performing the tasks they will encounter when they graduate. 4. To determine if it is successful, the school must then ask students to perform meaningful tasks that replicate real world challenges to see if students are capable of doing so.
    13 : Alternative assessment – type of assessment in which students create a responsive to a question or task. eg. Essay, recitation, role play, readers theater, storytelling etc. (and other tests that does not require pen and paper).
    14 : The role of assessment in teaching is a pressing issue in all levels of education This has led to an increasing interest in performance-based assessment in all course
    15 : Performance-based Assessment Is a method for measuring knowledge or ability based on a student’s performance on a given task.
    16 : Assessment should be based on Performance.
    17 : Performance-based assessment requires students to develop responses rather than select from predetermined options
    18 : elicit higher order thinking in addition to basic skills
    19 : directly evaluate performances
    20 : synthesize using samples of student work (portfolios) collected over an extended time period
    21 : make sure that clear assessment criteria are made known to students
    22 : allow for the possibility of multiple human judgments; relate more closely to classroom learning
    23 : teach students to evaluate their own work
    24 : A rubric is a scoring tool that lays out the specific expectations for a performance task.
    25 : How do you know if you need a rubric? One sure sign is if you check off more than three items from the following list: You are getting carpal tunnel syndrome from writing the same comments on almost every student paper.
    26 : Do you need a Rubric? It’s 3 a.m. The stack of papers on your desk is fast approaching the ceiling. You’re already 4 weeks behind in your grading, and it’s clear that you won’t be finishing it tonight either.
    27 : Students often complain that they cannot read the notes you labored so long to produce. You have graded all your papers and worry that the last ones were graded slightly differently from the first ones. You have graded all our papers and worry that the last ones were graded slightly differently from the first ones.
    28 :
    29 : Benefits of Performance Criteria for Teachers Benefit 1: Consistency in Scoring Benefit 2: Improved Instruction
    30 : As a performance / authentic assessment tool, a rubric measures student performance or output (product) based on real-life criteria.
    31 : A rubric has five basic parts which the teacher sets out the parameters of the assignment.
    32 : a task description (the performance task), 2. objective (the target competency) 3. a scale or level of some sort (levels of achievement),
    33 : 4. the criteria (dimensions of the task, a breakdown of the skills and knowledge) 5. descriptions of what constitutes each level of performance (specific feedback) all set out on a grid.
    34 :
    35 :
    36 : Authentic assessments require rubrics to assess student performance. Here are five reasons why we should use rubrics according to Heidi Goodrich (1997). Why use Rubrics?
    37 : They are powerful tools for both teaching and assessment. 2. Rubrics are useful in developing students to become more thoughtful judges of the quality of their own and others' work.
    38 : 3. Rubrics reduce the amount of time teachers spend evaluating student work.
    39 : 4. Teachers appreciate rubrics because their "accordion" nature allows them to accommodate heterogeneous classes. 5. Rubrics are easy to use and to explain.
    40 : Teachers and students may adapt rubrics from books and websites. However, the following are some points to consider when selecting a rubric to be used in the class. The rubric should: How to select Rubrics?
    41 : relate to the outcome(s) being measured. 2. cover important criteria of student performance. 3. reflect current concepts of "excellence" in the field. 4. have well-defined categories or scales. 5. have clear basis for assigning scores at each scale point.
    42 : 6. be understood by students and parents. 7. be developmentally appropriate. 8. be applicable to a variety of tasks. 9. be fair and free from bias. 10. useful, feasible, manageable and practical.
    43 : How to Construct Rubrics?
    44 : Step 1. Identify and define the learning objective that students are expected to achieve. Write down the performance task that can achieve the learning objectives. Specific mechanics should be included in the explanation of the task.
    45 : Step 2. Define the possible criteria or performance levels that students would possibly demonstrate. The tasks should be appropriate to students' abilities to avoid or minimize scoring error. No more than six criteria should be used for a single final product. Descriptions or indicators within each criteria should also be clear enough for students to focus on what is expected. Fewer criteria are better than more in most cases when developing rubrics.
    46 : Step 3. Determine how to describe each level and use "anchor products" that represent various performances that can be evaluated as high quality, average, and low. Use three or four samples to evaluate all of the students products.
    47 : Step 4. Assign score or rating (either numerical or qualitative, or a combination of both) for each level from highest to lowest, or vice versa.
    48 : Step 5. Share the descriptions to students, once each level is assigned with rating scales. Ask feedback from students so that each level is clearly understood by them.
    49 : Step 6. Present the rubric to the class and provide examples (or video) of students performances that illustrate each performance level. Explain to students what each performance level means in relation to the rubric and the rating scales used to evaluate the performances.
    50 : Step 7. Develop scoring system that is objective and consistent. The rubric should have a clear scoring criteria so that two teachers who utilize the rubric to a student's performance will generally arrive at the same score. 
    51 : Step 8. Pilot test the rubric based on actual performances of students.
    52 : Step 9. Revise the rubric based on feedbacks from students and colleagues. Remember that rubrics may be modified or improved by the user based on the activity, students, learning environment and other factors.
    53 : Step 10. Share the rubric with the students and teachers.
    54 : http://www.teach-nology.com http://www.rubrics.com http://www.2learn.ca http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics http://edtech.kennesaw.edu/intech/rubrics http://www.ncsu.edu/midlink http://www.tcet.unt.edu http://www.middleweb.com/rubricsHG.html
    55 : A good scoring rubric helps teachers define excellence and plan how to help students achieve it. communicates to students what constitutes excellence and how to evaluate their own work and the goals and results to parents and others. helps teachers or other raters be accurate, unbiased and consistent in scoring. rubric documents the procedures used in making important judgments about students.  Herman et al(1992)
    56 : Holistic scoring proves to be efficient and quick. One score provides a overall impression of ability on any given product of work. most commonly used with writing products, but can be used just as effectively with other subject areas.
    57 : Analytic scoring breaks down the objective or final product into component parts and each part is scored independently. the total score is the sum of the rating for all of the parts that are being evaluated. When using analytic scoring, it is necessary to treat each component or part as separate to avoid bias toward the whole product.
    58 : Example 1 (Holistic Rubric) 
    59 : Poetry Reading Rubric  Performance Task: Each student will read a short poem in front of the class. The student is expected to read it aloud and express the emotion consistent with the message of the poem. This should be performed in 3 minutes. Objective: To develop student oral communicative competency and creative oral delivery.
    60 : Example 2 (Holistic Rubric) 
    61 : Poetry Reading Rubric Performance Task: In 3 minutes the student will deliver a speech to persuade the audience observing the guidelines and elements of public speaking. Objective: To develop students skills in oral delivery and ability to persuade through a speech.
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