Unit 1 – Authentic Assessment in the Classroom

Assessment is a critical component in the learning process. It provides students with an idea of their progress
in a course, identifies individual strengths and weaknesses, and ultimately serves as the measure of whether
students achieve the course’s learning objectives. Although each of these characteristics serves a valuable
instructional or pedagogical function, it’s also important that assessments engage students and prepare them
with the skills they’ll need in future courses, practicums, and even their careers. 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
Assessment of students learning outcome requires the use of variety of techniques which plays a
significant role in effective teaching and learning process. Assessment shall be used primarily as quality
assurance to track student progress to the attainment of standards and provide a basis for the profiling of
student progress. In this module pre service teachers will:
discuss the nature and characteristics of authentic assessment and related terms;
differentiate authentic and traditional assessment;
reflect on the importance and applications of authentic assessment; and make connections between the
principles of high-quality assessment
Rationale
In this course, you will learn what is authentic assessment its nature, characteristics and other related terms.
As a future teacher you will also need to know why it is important to use authentic assessment and how to
develop an authentic classroom assessment.
Intended Learning Outcomes
At the end of the lesson, student must;
A. discuss the nature and characteristics of authentic assessment and related terms;
B. differentiate authentic and traditional assessment;
C. reflect on the importance and applications of authentic assessment; and
D. make connections between the principles of high-quality assessment and the development and use of
authentic assessment techniques and tools within and across teaching areas.

WHAT IS AUTHENTIC ASSESSMENT?

Authentic assessment evaluates whether the student can successfully transfer the knowledge and skills
gained in the classroom to various contexts, scenarios, and situations. Authentic Assessment is grounded in
theoretical best practices for teaching and learning and serves as an effective measure for course learning
outcomes. In many ways, it can be considered the difference between measuring what students know vs. how
they can apply that knowledge. These types of assignments will vary by discipline but typically require
students to complete a project. Generally speaking, life does not hand us lists of terms to memorize or stacks
of equations to solve. Life presents scenarios--situations that require us to apply our inventiveness and come up
with a solution. The authentic assessment is designed to simulate the sort of challenges that working people
face every day.
A. HIGH QUALITY ASSESSMENT IN RETROSPECT
1. Purpose
The purpose of high-quality assessment is to gather valid, reliable, and meaningful data to evaluate learning
outcomes, measure student progress, and inform instructional decisions. It ensures that assessments align
with educational goals and provide accurate insights into student performance.
Assessment for Learning
- enables teachers to use information about knowledge, understanding and skills to inform their teaching
- teachers provide feedback to students about their learning and how to improve.
Assessment as Learning
- involves students in the learning process where they monitor their own progress, ask questions
and practice skills
- students us self -assessment and teacher feedback to reflect on their learning, consolidate their
understanding and work towards learning goals
Assessment of Learning
- Assists teachers to use evidence of student learning to assess students’ achievement against
learning goals and standards
2. Targets
- clarity and appropriateness of learning targets
Assessment should be clearly stated and specified and centered on what is truly important.
"Teaching emphasis should parallel testing emphasis."
Assessment targets refer to the specific knowledge, skills, attitudes, and competencies that the assessment
aims to measure. These targets should be:
 Clearly defined and aligned with learning objectives.
 Appropriate for the developmental level of students.
 Reflective of curriculum standards and real-world applications.

 LEARNING TARGETS
 Knowledge Students’ mastery of the content.
 Reasoning Students’ ability to use their
 knowledge.
 Skills Students’ ability to demonstrate
 what they have learned.
 Products Students’ ability to create.
 Affects Students’ emotional attainments.
LEARNING TARGETS
Knowledge Students’ mastery of the content
Reasoning Students’ ability to use their knowledge.
Skills Students’ ability to demonstrate what they have learned.
Products Students’ ability to create.
Affects Students’ emotional attainments

DOMAINS OF LEARNING: Cognitive Affective Psychomotor

Assessment methods should be able to assess all domains of learning and hierarchy of objectives.
3. Methods
Various assessment methods ensure a comprehensive evaluation of student learning. These include:
 Formative Assessments – Quizzes, discussions, and reflections that provide ongoing feedback.
 Summative Assessments – Exams, projects, and presentations that evaluate overall achievement.
 Authentic Assessments – Portfolios, case studies, and real-world tasks that assess applied knowledge.
 Standardized Tests – Uniform tests used to compare performance across different groups.
Assessment should utilize assessment methods suitable for a particular learning target

ASSESSMENT METHODS LEARNING TARGETS

Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skill
Self-report Affects

4. Sampling
Why should we sample?
Sampling facilitates the assessment process when programs have large numbers of students and when
programs have artifacts that take a long time to review. Sampling in assessment refers to selecting
representative tasks, questions, or students to make valid inferences about overall performance.
High-quality assessment uses:
 Content Sampling – Ensuring that test items reflect a broad and balanced range of skills and
knowledge.
 Student Sampling – Using a diverse group of students to generalize findings.
 Time Sampling – Collecting data at different points to track progress over time.
Sampling Procedures Before evaluating artifacts or data for SLOs, you must:
1. Decide whether you will use a sample or the whole population.
2. Choose an appropriate sample size based on percentage, artifact size and complexity, and faculty panels.
3. Choose an appropriate sampling method

Common Types of Sampling

• Simple Random Sampling: You randomly select a certain number of students or artifacts.
• Stratified Sampling: Students are sorted into homogenous groups and then a random sample is selected
from each group. This process is useful when there are groups that may be underrepresented.
• Systemic Sampling: You select the nth (e.g., 7th, 9th, 20th) student or artifact from an
organized list.
• Cluster Sampling: You randomly select clusters or groups (e.g., classes or sections), and you evaluate
the assignments of all the students in those randomly selected clusters or groups

5. Accuracy
Assessment should be valid and reliable. The reliability of an assessment tool is the extent to which it
measures learning consistently whereas the validity of an assessment tool is the extent to which it measures
what it was designed to measure
Accuracy ensures that the assessment results truly reflect a student's abilities. This involves:
 Validity – The extent to which an assessment measures what it intends to measure.
 Reliability – Consistency of assessment results over time.
 Fairness – Minimizing bias to ensure equal opportunities for all students.
 Practicality – Ensuring assessments are feasible and effectively administered.

 Assessment should be valid and reliable. TheBreliabilityBof an

 assessment tool is the extent to which it measures learning consistently
 whereas theBvalidityBof an assessment tool is the extent to which it measures
 what it was designed to measure.
 Factors which can affectBreliability:
  The length of the assessment – a longer assessment generally
produces
 more reliable results.
  The suitability of the questions or tasks for the students being
 assessed.
  The consistency in testBadministrationB– for example, the length of
time
 given for the assessment, instructions given to students before the
 test.
  The design of the marking schedule andBmoderationBof marking
 procedures.
 Factors which can affectBreliability:
  The length of the assessment – a longer assessment generally
produces
 more reliable results.
  The suitability of the questions or tasks for the students being
 assessed.
  The consistency in testBadministrationB– for example, the length of
time
 given for the assessment, instructions given to students before the
 test.
  The design of the marking schedule andBmoderationBof marking
 procedures
Factors which can affect reliability:
The length of the assessment – a longer assessment generally produces more reliable results.
The suitability of the questions or tasks for the students being assessed.
The consistency in test administration– for example, the length of time given for the assessment, instructions
given to students before the test
.The design of the marking schedule and moderation of marking procedures
The readiness of students for the assessment – for example, a hot afternoon or straight after physical activity
might not be the best time for students to be assessed
There is an important relationship between reliability and validity. An assessment that has very low reliability
will also have low validity. clearly a measurement with very poor accuracy or consistency is unlikely to be fit for
its purpose.
Output
Prepare a recorded video
of an interview of the
following topics:
B. WHAT IS AUTHENTIC ASSESSMENT?
The term authentic assessment describes the multiple forms of
assessment that reflect student learning, achievement, motivation, and
attitudes on instructionally relevant classroom activities.
Authentic assessment focuses on the use and application of knowledge
in diverse settings. Assessing authentically yields many benefits through
enabling students to contextualize their learning as they apply knowledge and
skills to everyday issues and problems. Authentic assessment, unlike more
traditional academic forms of assessment such as essays and examinations,
involves assessment tasks that engage students in ‘real life’ conditions or
situations, or simulations of these. Such situations require students to interact
in an authentic setting characterized by unpredictability, ambiguity and
complexity.
The term authentic assessment describes the multiple forms of
assessment that reflect student learning, achievement, motivation, and
attitudes on instructionally relevant classroom activities.
Authentic assessment focuses on the use and application of knowledge
in diverse settings. Assessing authentically yields many benefits through
enabling students to contextualize their learning as they apply knowledge and
skills to everyday issues and problems. Authentic assessment, unlike more
traditional academic forms of assessment such as essays and examinations,
involves assessment tasks that engage students in ‘real life’ conditions or
situations, or simulations of these. Such situations require students to interact
in an authentic setting characterized by unpredictability, ambiguity and
complexity.
The term authentic assessment describes the multiple forms of assessment that reflect student
learning, achievement, motivation, and attitudes on instructionally relevant classroom activities. Authentic
assessment focuses on the use and application of knowledge in diverse settings. Assessing authentically
yields many benefits through enabling students to contextualize their learning as they apply knowledge and
skills to everyday issues and problems.
Authentic assessment, unlike more traditional academic forms of assessment such as essays and
examinations ,Involves assessment tasks that engage students in ‘real life’ conditions or situations,
or simulations of these. Such situations require students to interacting an authentic setting characterized
by unpredictability, ambiguity and complexity.
Authentic assessment is an approach that evaluates students' knowledge and skills through real-world tasks
and meaningful applications rather than traditional standardized tests. It focuses on practical, performance-
based evaluation to measure a student's ability to apply what they have learned in real-life contexts.
Why use authentic assessment?
Authentic assessment focuses on the use and application of knowledge in diverse settings. Assessing
authentically yields many benefits through enabling students to contextualize their learning as they apply
knowledge and skills to everyday issues and problems:
Authentic assessment is generally accepted and favored by students as a valid approach to assessment which
motivates them to engage in deeper and more productive learning.
Because it involves addressing ‘ill-structured’, unpredictable challenges, it helps students rehearse for
the complex ambiguities of working and professional life, and allows them to visualize themselves as
real professionals.
It requires students to construct unique responses rather than to select responses from pre-existing
options and focuses student activity on complex higher order reasoning, and independent and creative
thinking.
It provides opportunities for students to reflect on and assess their own work and effort, and reveals to them
meaningfully in situation how effectively they are able to apply conceptual learning.
It responds to the demands of external stakeholders, such as industry groups and professional
bodies, for universities to offer more relevant experiences that enhance graduate employability through
the development of ‘work readiness’ capabilities.
It can provide an opportunity for disrupting the traditional power balance in assessment by involving external
markers to contribute in giving feedback and/or grading students’ work, and by involving students more
actively in assessing their own and their peers’ efforts.
Authentic assessment addresses Boud and Falchikov’s (2005) calls for ‘sustainable assessment’ to equip
learners with skills and competencies needed to succeed in today’s workplace and prepare students for life-
long learning
In general , some of the best uses of authentic assessments ( Mueller, 2010)
1. Authentic assessments are direct measures.
2. Authentic assessments capture constructive nature of learning
3. Authentic assessments integrate teaching, learning and assessments.
4. Authentic assessments provide multiple paths to demonstrations.
Authentic assessment generally accomplishes the following goals:
Emphasizes what students know, rather than what they do not know
Requires students to develop responses instead of selecting them from predetermined options o Directly
evaluates holistic projects
Uses samples of student work collected over an extended period of time
Stems from clear criteria made known to students and parents
Elicits higher-order thinking
Allows for the possibility of multiple human judgments
Relates more closely to classroom learning
Teaches students to evaluate their own work
Considers differences in learning styles, language proficiencies, cultural and educational backgrounds, and
grade level
What are some examples of authentic assessment?
Authentic assessment can be either a short-term or long-term task for students. It has no specific length
of time attached to an authentic assessment learning opportunity. However, there should be a balance
of longer performance assessments and shorter ones" (Valencia, 1997). According to Lawrence
Rudner, authentic assessment should require that students be active participants in learning and be able to
demonstrate knowledge and skills.
The following is a list of examples of authentic assessment that meet one or both of these requirements -
active participation and/or demonstration of knowledge and skills.
Conduction research and writing a report
Character analysis
Student debates (individual or group)
Drawing and writing about a story or chapter
Experiments - trial and error learning
Journal entries (reflective writing)
Discussion partners or groups
Student self-assessment
Peer assessment and evaluation
Presentations
Projects
Portfolios
Tiered learning classrooms
TRADITIONAL ASSESSMENT VS AUTHENTIC ASSESSMENTS
Traditional assessment follows selecting a response from learners whereas authentic assessment
engages learners to perform a task on the basis of the item they are informed. Traditional assessment
is contrived but authentic is in real-life. Traditional assessment says recalling or recognition, it is teacher
structured and indirect evidence is put but authentic one is construction or application, it is student
structured and direct evidence is set.
Here are some of comparisons between the two types of assessments:

1. Nature of Authentic Assessment

 Emphasizes real-world relevance, requiring students to demonstrate their knowledge in practical
scenarios.
 Encourages active learning by integrating tasks that mirror professional or everyday challenges.
 Shifts from rote memorization to performance-based assessment, measuring critical thinking,
problem-solving, and creativity.
 Focuses on process and product, assessing both how students arrive at solutions and the final
outcome.
 Often integrates multiple skills, such as communication, collaboration, and decision-making.
2. Characteristics of Authentic Assessment
 Realistic and Contextualized – Tasks resemble real-life situations students may encounter outside the
classroom.
 Constructivist Approach – Encourages students to build on prior knowledge and think critically.
 Process-Oriented – Evaluates both the journey (effort, strategies) and the final output.
 Multi-Dimensional – Uses diverse assessment methods (projects, case studies, portfolios, self-
reflection).
 Student-Centered – Gives students more autonomy in demonstrating their learning.
 Continuous and Reflective – Often involves self-assessment, peer review, and ongoing feedback.
3. Related Terms
  Performance-Based Assessment – Evaluating students through practical tasks rather than multiple-
choice exams.
 Portfolio Assessment – Collecting a series of student work over time to show growth and learning
progress.
 Alternative Assessment – Any assessment method that differs from traditional standardized testing.
 Competency-Based Assessment – Measuring how well students can apply skills and knowledge to
practical situations.
 Rubric-Based Assessment – Using clear, predefined criteria to evaluate student performance
objectively.

Output
1. Make research about C. WHY USE AUTHENTIC ASSESSMENT?
the comparisons of
traditional and Authentic assessment is used because it provides a more meaningful, real-world
authentic assessments. evaluation of student learning. Unlike traditional assessments that focus on
Indicate the references memorization and recall, authentic assessment measures students' ability to
apply knowledge in practical, relevant situations.
that you have used to
ensure the veracity of the 1. Principles of Authentic Assessment
results. Complete the
table summarizing the The effectiveness of authentic assessment is guided by several key principles:
attributes of traditional
and authentic  Real-World Application – Tasks should reflect real-life challenges and
assessments based from contexts.
 Holistic Learning – Evaluates multiple skills, including critical
your research. Present the
thinking, creativity, and collaboration.
activity to your class using  Process-Oriented – Assesses both how students arrive at their
a video recorded conclusions and the final outcome.
presentation  Student-Centered – Encourages autonomy, problem-solving, and self-
reflection.
Attribute  Integration with Instruction – Assessment is embedded within
Assessment Activity learning activities rather than being a separate event.
 Use of Multiple Measures – Employs various tools (projects, portfolios,
Nature of Activity presentations) to provide a well-rounded evaluation.

Cognitive Level 2. Traditional Assessment vs. Authentic Assessment

Aspect
Development Traditional Assessment
of Solution Authentic Assessment
Tests factual knowledge and Assesses application of knowledge in real-world
Focus
memorization.
Objectivity of Scoring contexts.
Standardized tests, multiple-choice,
Format Projects, case studies, portfolios, presentations.
true/false.
Evidence of Mastery
Recall, recognition, and basic Critical thinking, problem-solving, creativity, and
Skills Measured
comprehension. collaboration.
Student Role Passive test-taker. Active participant in demonstrating learning.
2. Form
Assessment a group with 5
Summative (end-of-unit exams, Formative and summative (performance tasks,
members and interview
Type at tests).
standardized self-reflection).
least 3 faculty members of
Right vs. wrong answers; numerical Uses rubrics, qualitative feedback, and real-world
Scoring
your institution.scores.
Use criteria.
the following
Feedback as your
Limited, often just a grade. Continuous, constructive, and encourages growth.
guide. Write summary
responses after each Conclusion
question.
a. What is your definition Authentic assessment is more effective in preparing students for real-life
challenges by promoting deeper learning and skill development. It encourages
of authentic assessment? students to engage actively in their education and demonstrate their abilities in
b. What are some of meaningful ways.
the authentic
assessment techniques
D. DEVELOPING AUTHENTIC CLASSROOM ASSESSMENTS
are you utilizing in the
classroom?
Organize the responses of
the teachers and
formulate your
Creating authentic assessments requires careful planning to ensure that tasks effectively measure students’
ability to apply knowledge and skills in real-world contexts. This section covers a framework for authentic
assessment and the step-by-step process for its development.
1. A Framework for Authentic Assessment
A strong framework for authentic assessment includes the following key components:
a. Alignment with Learning Goals
 Clearly define the competencies, skills, and knowledge students should demonstrate.
 Ensure tasks align with curriculum standards and real-world applications.
b. Realistic and Meaningful Tasks
 The assessment should mimic real-world challenges and require higher-order thinking skills.
 Tasks should be complex, open-ended, and relevant to students’ experiences.
c. Student-Centered Approach
 Provide opportunities for student choice and creativity.
 Encourage collaboration, reflection, and self-assessment.
d. Clear Performance Criteria
 Develop rubrics with clear descriptors of proficiency levels.
 Use multiple indicators of success beyond just right or wrong answers.
e. Multiple Forms of Evidence
 Collect data from various sources (e.g., projects, portfolios, presentations, peer reviews).
 Use both formative and summative assessments for a well-rounded evaluation.

2. Authentic Assessment Development Process

Step 1: Define Learning Objectives
 Identify the key concepts and skills students need to master.
 Ensure that the assessment aligns with curriculum goals and real-world applications.
Step 2: Design Real-World Tasks
 Create tasks that require application, analysis, and problem-solving.
 Examples include case studies, role-playing, simulations, and research projects.
 Ensure tasks are open-ended and allow for multiple approaches.
Step 3: Develop Assessment Criteria and Rubrics
 Establish clear performance expectations.
 Design a rubric that outlines criteria such as critical thinking, creativity, communication, and problem-
solving.
 Ensure criteria are specific, measurable, and understandable to students.
Step 4: Integrate into Classroom Instruction
 Incorporate authentic assessment seamlessly into daily activities.
 Provide guidance and support while allowing students to take ownership of their learning.
Step 5: Use Multiple Assessment Methods
 Combine different types of assessments (e.g., self-assessment, peer review, teacher evaluation).
 Allow students to demonstrate learning through different formats (e.g., written reports, presentations,
videos, or prototypes).
Step 6: Provide Constructive Feedback
 Offer timely, detailed, and formative feedback to help students improve.
 Encourage self-reflection and goal-setting for continued growth.
Step 7: Reflect and Revise
 After implementation, review assessment effectiveness.
 Collect feedback from students and educators to refine future assessments.

Conclusion
Developing authentic classroom assessments requires a student-centered approach, clear criteria, and real-
world relevance. By following a structured framework and process, educators can create meaningful
assessments that enhance both learning and engagement.

Output: Forms of Assessment (1 whole sheet of paper)

 Give five different forms of assessment made by your teacher just to test how well you have
understood the lesson.
 Make a short description on how the given assessment were performed or done. Fill in the table
below
Form of Assessment Description