AUTHENTIC

A SSESSMEN
T IN THE
CLASSROOM
Overview:
Topic 1. Authentic Assessment Defined

Topic 2. Attributes of
Authentic Assessment

Topic 3. Authentic Assessment and

21st Century Learning Skills
Topic 1. A uthentic A ssessment
Defined
Learning Objectives:

At the end of the lesson, you are expected

to:
1. define authentic assessment; and,
2. differentiate authentic and traditional
assessment.
 The term authentic assessment was first
coined by Grant Wiggins in 1989 in K-12 What is an
educational contexts. According to Wiggins
(1989, p.703), authentic assessment is "a Authentic
true test" of intellectual achievement.
Most of the time, it is used to
A ssessment
mean of
mirroring real- tasks or ?
world expectations. however, no
There
consensus in is,
the true definition or
elements of an authentic classroom
assessment.
 What is an
Freya et al. (2012) performed a
conceptual analysis of authentic assessment Authentic
as it is utilized in educational research and
training to explain a classroom assessment
A ssessment
approach. ?
Different Definitional Phrases fro
Publications and the Categ orie m
Authentic Assessment: s abou
t
“… results in a product or presentation that has What is an
meaning or value beyond success in school.”
(W ig g ins, 2006, p. 51).
Authentic
A ssessment
“…emphasize(s) connections between
assessment, learning and real-world issues.”
?
(Green, 1998, p. 11).

“Performance is assessed in a context more

like that encountered in real life…” (Dez, Moon
& Meyer, 1992, p.38-39).
TRADITIO NA
L
ASSESSMENT

V .S
AUTHENTIC
ASSESSMEN
T
 Traditional Authentic
A ssessmen
A ssessmen t
Reveals only whether the student can recognize
t
or recall what was learned. Necessitates students to be
Typically limited to paper-and-pencil, objective active performers using acquired
tests. knowledge.
Typically only ask the student to select or write instructional activities.
Offers the student with a plethora of tasks
correct responses--irrespective of reasons. Students can the
that reflects craft refined, detailed
challenges and
found
Standardizes objective "items" and, hence, the reasonable
in responses,
the best performances or products.
(one) right answer for each. Achieves validity and reliability by emphasizing
More like drills, assessing static and too-often and standardizing the appropriate criteria for
arbitrarily discrete or simplistic elements of scoring such (varied) products.
those activities (Wiggins, 1990). Involves "ill-structured" challenges and roles
that help students rehearse for the "game" of
adult and professional life.
Topic 2. Attributes of
Authentic Assessment
Learning Objectives:

At the end of the lesson, you are expected

to:
1. identify the attributes of
authentic assessment; and,
2. evaluate the authenticity of an
assessment strategy
How can we Authentic assessment is commonly
distinguished from traditional assessment in
terms of its defining attributes.
differentiate
Authentic Below is a bipolar continuum which illustrates
Assessment the defining attributes of traditional
from assessment to authentic assessment.
Traditional
Assessment?
 Five Attributes of Authentic
Assessment

A. Selecting a Response to Performing a

Task:

On traditional assessments, students are typically given

several choices and asked to select the right answer.
Meanwhile, authentic assessments ask students to
demonstrate understanding by performing a more complex
task.
 Five Attributes of Authentic
Assessment

B. Contrived to Real-life:

Tests offer these contrived means of assessment to

increase the number of times you can be asked to
demonstrate proficiency in a short period of time. In
authentic assessments, we are expected to demonstrate
proficiency by doing something more frequently in life
 Five Attributes of Authentic
Assessment
C. Recall/Recognition of Knowledge to
Construction/Application of Knowledge:
Oftentimes, we are asked to recall or recognize facts
and
ideas and propositions in life, so tests are somewhat
authentic in that sense. Still, the demonstration of recall
and recognition on tests is typically much less revealing
about what we really know and can do than when we are
asked to construct a product or performance out of facts,
ideas and propositions.
 Five Attributes of Authentic
Assessment

D. Teacher-structured to Student-Structured:

A student's attention will understandably be focused on

and limited to what is on the test. In contrast, authentic
assessments allow more student choice and construction in
determining what is presented as evidence of proficiency.
 Five Attributes of Authentic
Assessment

E. Indirect Evidence to Direct Evidence:

If we are to ask a student to analyze or apply facts to a
new
situation thru a multiple choice test rather than just recall
the facts, and the student selects the correct answer, what
do you now know about that student? Did that student get
lucky and pick the right answer? We really do not know.
Authentic assessments, on the other hand, offer more direct
evidence of application and construction of knowledge.
Topic 3. Authentic Assessment and
21st Century Learning
Skills
Learning Objectives:

At the end of the lesson, you are expected to:

1. distinguish the four learning skills in
the 21st century; and,
2. relate authentic assessment to 21st
century skills.
 21st Century
Learning Skills
"21st-century skills" is normally used
to mean to certain core
competencies such as collaboration,
digital literacy, critical thinking, and
problem-solving that advocates the
need for schools to teach students
thrive in today's world.
 Barnett Berry, Founder and CEO,
Center for Teaching Quality

“Twenty-first-century learning means that students

master content while producing, synthesizing, and
evaluating information from a wide variety of subjects
and sources with an understanding of and respect
for diverse cultures. Students demonstrate the three
Rs, but also the three Cs: creativity, communication,
and collaboration. They demonstrate digital literacy
as well as civic responsibility. Virtual tools and open-
source software create borderless learning territories
for students of all ages, anytime and anywhere.”
 Sarah Brown Wessling, 2010
National Teacher of the
Year
“Twenty-first-century learning embodies an approach to
teaching that marries content to skill. Without skills, students
are left to memorize facts, recall details for worksheets, and
relegate their educational experience to passivity. Without
content, students may engage in problem-solving or team-
working experiences that fall into triviality, into relevance
without rigor. Instead, the 21st century learning paradigm
offers an opportunity to synergize the margins of the content
vs. skills debate and bring it into a framework that dispels
these dichotomies. Twenty-first-century learning means
hearkening to cornerstones of the past to help us navigate
our future.”
Communicatio Critical
n Thinking
practice of conveying the practice of solving
ideas quickly and clearly problem

C C
4 C's of
21st
Century
Learning
C Skills C

Collaboration Creativity
as a means of adapt at ion
getting students to work
and thinking outside of
together
the box
The Relationship of Authentic Assessment
to 21st Century Learning Skills

Pellegrino & Hilton (2012) supported the use

of
“richer, and curriculum-
performance- based” of
assessments instead
demand, end- of- “standardized,
year tests on-
that are easily
scored and quantified for accountability
purposes”
 1. standards clearl
Establishing
with respect y
to
expectations; the
2. Developing high-staked
based
assessment
s standards; on
THREE PRINCIPLES IN
communicate what is
DEVELOPING AND the
expected, to hold relevant
ASSESSIN G OF stakeholders
accountable and to publish data
2 1ST 3. Using the assessments
to for selection,
CENTURY placement,
evaluation, diagnosis,
COM PETEN CIES or improvement.
:
 RESOURCES
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AABAD

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BAI
THANK YOU
AND GOD
BLESS!
REACT!
REACT!
PRINCIPLES OF HIGH QUALITY ASSESSMENT
 Learning targets should be clearly stated, specific, and centers on what is
truly important.
Learning Targets
(Mc Millan, 2007; Stiggins, 2007) 
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affect/Disposition Student attainment of affective states such as attitudes, values,
interests and self-efficacy.

Principle 1: Clarity and Appropriateness of Learning Targets

Assessment Methods
Objective Objective Performance-  
Essay Observation Self-Report
Supply Selection Based Oral Question
 
           
Self-Report Multiple Restricted Presentations of Oral Informal Attitude
  Choice   papers Examinations Formal Survey
Completion   Response      
Test Matching Extended Project Athletics Conferences Sociometric
Type     Interviews Devices
  Response Demonstrations  
True/False   Questionnaires
  Exhibitions Inventories
Principle
Portfolios2: Appropriateness of Methods
Learning Targets and their Appropriate Assessment Methods
Targets Assessment Methods
Objective Essay Performance Oral Observation Self-Report
Based Question
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5=high, 1=low)

Principle 2: Appropriateness of Methods

Modes of Assessment
Mode Description Examples Advantages Disadvantages
         
Traditional The paper and pen Standardized Scoring is Preparation of the
test used in assessing test objective instrument is time
knowledge and     consuming
thinking skills Teacher- Administration  
made test is easy because Prone to guessing
students can and cheating
take the test at
the same time
Principle 2: Appropriateness of Methods
Modes of Assessment
Mode Description Examples Advantages Disadvantages
         
Performance A mode of Practical test Preparation of Scoring tends to be
assessment that   the instrument subjective without
requires actual Oral and Aural is relatively rubrics
demonstration of Test easy  
skills or creation     Administration is
of products of Projects, etc. Measures time consuming
learning behavior that  
 
Principle 2: Appropriateness of Methods
cannot be
deceived
Modes of Assessment
Mode Description Examples Advantages Disadvantages
         
Portfolio A process of Working Measures Development is
gathering multiple Portfolios students growth time consuming
indicators of student   and  
progress to support Show Portfolios development Rating tends to be
course goals in     subjective without
dynamic, ongoing Documentary Intelligence-fair rubrics
and collaborative Portfolios
process. Principle 2: Appropriateness of Methods
 
 Assess varied learning targets

 Use varied instruments or methods of assessment

Principle 3: Variety
 A balanced assessment sets targets in all domains of learning (cognitive,
affective, and psychomotor) or domains of intelligence (verbal-
linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial,
musical-rhythmic, intrapersonal-social, interpersonal-introspection,
physical world-natural –existential-spiritual)

 A balanced assessment makes use of both traditional and alternative

assessment.

Principle 4: Balance
Involves the following as sources of information

 Students
 Parents
 Teachers
 Peers

Principle 5: Participation
 Validity is the degree to which the assessment instrument measures
what it intends to measure.

 It also refers to the usefulness of the instrument for a given purpose. It

is the most important criterion of a good assessment instrument.

Principle 6: Validity
1. Face Validity-is done by examining the physical appearance of the
instrument

2. Content Validity-is done through a careful and critical examination of

the objectives of assessment so that it reflects the curricular objectives.

Ways in Establishing Validity

3. Criterion-related Validity-is established statistically such that a set of
scores revealed by the measuring instrument is correlated with the scores
obtained in another external predictor or measure. It has two purposes:
concurrent and predictive

a. Concurrent Validity-describes the present status of the individual by

correlating the sets of scores obtained from two measures given
concurrently.
b. Predictive Validity-describes the future performance of an individual by
correlating the sets of scores obtained from two measures given at a longer
time interval.

Ways in Establishing Validity

4.Construct Validity-is established statistically by comparing psychological
traits or factors that theoretically influence scores in a test.

a. Convergent Validity-is established if the instrument defines another

similar trait other than what is intended to measure.
E.g. Critical Thinking Test may be correlated with Creative Thinking Test
b. Divergent Validity-is established if an instrument can describe only the
intended trait and not the other traits.
E.g. Critical Thinking Test may not be correlated with Reading
Comprehension Test

Ways in Establishing Validity

 It refers to the consistency of scores obtained by the same person when
retested using the same instrument or one that is parallel to it.

 Reliability coefficient should at least by 0.7 but preferably higher.

Principle 7: Reliability
  
Type of Reliability
Method Procedure Statistical
Measure
Measure
       
Test-Retest Measure of Stability Given a test twice to the same group Pearson r
with any time interval between tests
from several minutes to several years.
 

       
Equivalent Forms Measure of Equivalence Give parallel forms of tests with close Pearson r
  time interval between forms.
       
Test-retest with Measure of Stability Give parallel forms of tests with Pearson r
Equivalent Forms and equivalence increased time interval between
  forms.

Principle 7: Reliability
  
Type of Reliability
Method Procedure Statistical
Measure
Measure
       
Split Half Measure of Internal Give a test once. Score equivalent Pearson r &
  Consistency halves of the test Spearman
  e.g. odd and even numbered items Brown
Formula
 

       
Kuder-Richardson Measure of Internal Give the test once then correlate the Kuder-
  Consistency proportion/percentage of the Richardson
students passing and not passing a Formula 20
given item. and 21
 

Principle 7: Reliability
A fair assessment provides all students with an equal opportunity to
demonstrate achievement. The key to fairness are as follows:

 Students have knowledge of learning targets and assessment.

 Students are given equal opportunity to learn.
 Students possess the pre-requisite knowledge and skills.
 Students are free from teacher stereotypes.
 Students are free from biased assessment tasks and procedures.

Principle 8: Fairness
 Assessment should have a positive consequence to students; that is, it
should motivate them to learn.

 Assessment should have a positive consequence on teachers; that is, it

should help them improve their instruction.

Principle 9: Positive Consequence

 Administrability- the test should be administered with ease, clarity and
uniformity so that scores obtained are comparable. Uniformity can be
obtained by setting the time limit and oral instructions.

 Scorability- the test should be easy to score such that directions for
scoring are clear, the scoring key is simple; provisions for answer sheets
are made easy.

Principle 10: Practicality and Efficiency

 Economy- the test should be given in the cheapest way, which means
that answer sheets must be provided so the test can be given from time
to time.

 Adequacy- the test should contain a wide sampling of items to

determine the educational outcomes or abilities so that the resulting
scores are representatives of the total performance in the areas
measured.

Principle 10: Practicality and Efficiency

Assessment takes place in all phases of instruction. It could be done before,
during and after instruction.

Activities Occurring Prior to Instruction

 Understanding students’ cultural backgrounds , interests, skills, and
abilities as they apply across a range of learning domains and/or subject
areas;
 Understanding students’ motivations and their interests in specific class
content;
 Clarifying and articulating the performance outcomes expected of
pupils; and
 Planning instruction for individuals or groups of students.
Principle 11: Continuity
Activities Occurring During Instruction

 Monitoring pupil progress toward instructional goals;

 Identifying gains and difficulties pupils are experiencing in learning
and performing;
 Adjusting instruction;
 Giving contingent, specific, and credible praise and feedback;
 Motivating students to learn; and
 Judging the extent of pupil attainment of instructional outcomes.

Principle 11: Continuity

Activities Occurring After Appropriate Instructional Segment
(e.g. lesson, class, semester, grade)
 Describing the extent to which each student has attained both short and long
term instructional goals;
 Communicating strengths and weaknesses based on assessment results to
students, and parents or guardians;
 Recording and reporting assessment results for school-level analysis, evaluation,
and decision making;
 Analyzing assessment information gathered before and during instruction to
understand each student’s progress to date and to inform future instructional
planning;
 Evaluating the effectiveness of instruction; and
 Evaluating the effectiveness of the curriculum and materials in use.

Principle 11: Continuity

Features of Authentic Assessment

 Meaningful performance task

 Clear standards and public criteria
 Quality products and performance
 Positive interaction between the assessee and assessor
 Emphasis on meta-cognition and self-evaluation
 Learning that transfers

Principle 12: Authenticity

Criteria of Authentic Achievement (Burke, 1999)

1. Disciplined Inquiry-requires in-depth understanding of the problem

and a move beyond knowledge produced by others to a formulation of
new ideas.
2. Integration of Knowledge-considers things as a whole rather than
fragments of knowledge.
3. Value Beyond Evaluation-what students do have some value beyond
the classroom

Principle 12: Authenticity

 Assessment targets and standards should be communicated.

 Assessment results should be communicated to their important users.

 Assessment results should be communicated to students through direct

interaction or regular ongoing feedback on their progress.

Principle 13:Communication
 Teachers should free the students from harmful consequences of misuse
or overuse of various assessment procedures such as embarrassing
students and violating student’s right to confidentiality.

 Teachers should be guided by laws and policies that affect their

classroom assessment.

 Administrators and teachers should understand that it is inappropriate

to use standardized student achievement to measure teaching
effectiveness.

Principle 14:Ethics
THANK YOU!