Final Paper- Consolidation of Course Learning

Giovanni Mirarchi 100418856 EDUC5305: Authentic Assessment Dr. Wendy Barber June 23, 2013

Authentic Assessment is an area in education that I feel must become more accounted for. This course has allowed me to see that I am just beginning to see the benefits and necessity of authentic assessments. In my own classroom I hope to work with my students to create tasks that allow them to develop a variety of skills, such as communication, problem solving and teamwork that will help them in their future endeavours. Through my literature review, case study, and policy analysis, my understanding of what authentic assessment is and what it should look like has expanded greatly. Literature Review Assessment practices are an integral part of the education system. The debate of how to assess our students is continuing to evolve. The idea of authentic assessment is becoming more prominent in a wide variety of educational and employment contexts. Although initially theorized around the 1980- 1990s (Darling-Hammond 1993; Montgomery 2002; Wiggins 1989), authentic assessment practices are still not fully integrated in our classrooms. Wiggins (1990) defines a task as being authentic when we directly examine student performance on meaningful tasks. Montgomery (2002) further adds that instead of measuring a students ability to memorize information, authentic assessment involves the application and use of knowledge. Students today must develop a plethora of skills throughout their education, including Communication, thinking and problem solving, personal management skills, and teamwork skills (Conference Board of Canada 2013). The Conference Board of Canada (2013) also says that these skills students need to enter and progress in the workforce, whether they work on their own or as part of a team. It is not enough for them to simply be able to memorize information and be evaluated on what they can regurgitate. They must be able to research, write, revise, discuss analyze and collaborate (Wiggins 1990). Students must also be able critically think and problem solve (Montgomery 2002). Darling-Hammond (1993) says that students must be able to frame problems, find information, evaluate alternatives, create ideas and products, and invent new answers to dilemmas (pp. 19-20). These real world skills are essential for students, and educators must ensure that they play a role in the development of these skills. Newman and Archibald (1992) say that the major goal of authentic assessment is to promote the kind of higher order thinking and problem solving skills which are useful to both the individual and to the society (as cited in Cumming and Maxwell, 1999, p.179). These skills are vital for

students post education, and as educators we must ensure that we help promote and develop them to prepare our students for their professional lives. The issue of testing students is one that requires much more analysis. Much of the time, multiple choice tests are used as a simple way to test student knowledge with little regard for understanding or application of that knowledge. Critical thinking is often not focused on during these tests. Multiple choice tests are commonly used because they are easy to administer, grade and seen as valid. Students are tested, and success is seen as learning the content assigned to that particular grade (Eisner 1999). They have resulted in poor development in areas such as analysis, problem solving and written and oral expression (Darling-Hammond, 1993). These tests are like drills because they are too simplistic to be useful beyond the classroom (Wiggin 1989). In order to reverse this process, Montgomery (2002) suggests that a shift must take place from a culture of testing to a culture of assessment. (p. 35). This can be done through the use of authentic tasks. Authentic tasks, which are less structured challenges, help prepare students for roles in professional life (Wiggins 1990). Students should be conducting research, analyzing the research of others and looking at an issue from many different viewpoints (Wiggins 1989). Wiggins (1989) also says that knowledge must be assessed in terms of its constructive use for future learning. Tests should involve students in actual challenges, standards and habits that they will need to be successful outside of school. Authentic achievement should involve the transfer of learning to a task where they need to inquire, problem solve and constructively think (Cumming and Maxwell 1999). We are providing a disservice to our students by not involving them to authentic tasks. Rote learning and memorization does not help students in the long run. Without the ability to critically think, express their ideas and collaborate with others, our students will have a difficult time once they leave education. Another benefit of authentic tasks is that they allow students to uncover hidden strengths, rather than rely on right and wrong answers (Wiggins 1989). Authentic tasks are not designed for the just for the sake of getting a good grade, rather they are created for students to use knowledge in a more creative, realistic way (Wiggins 1989). They accommodate many different learning styles and rely on students interests, to help students be engaged, encouraged and willing to take part in the challenge (Wiggins 1989). Authentic assessments also create confidence for students

and their abilities, and helps creates a learner who can transfer their skills to be successful later in life (Darling-Hammond 1993). Authentic tasks involve learners using what they already know to analyze an issue (Darling-Hammond 1993). This is a much more beneficial for students than simply filling in a correct answer on a multiple choice test. Wiggins (1989) and Herrington (1998) both suggest similar criteria that make a task authentic. An authentic task must have criteria for learning which have been presented and negotiated with students. These criteria are presented in a way that allows students to see what is expected for the task. The task must be similar to a real world issue that students would be expected to solve in the industry. Finally an authentic task must involve some collaboration with others. Authentic tasks created in this way allow students to be motivated to perform the task and to develop the previously mentioned skills (critical thinking, problem solving, collaboration, higher order thinking). In order for teachers to assess whether students have an understanding of material, there needs to be an emphasis on assessing process rather than just products (Montgomery 2002). Evaluating a students progress relative to their starting point is essential for an authentic task. (Montgomery 2002). This process involves observing the patterns of success and failure and the reasons behind them, and not just whether the student can answer specific questions on a one time test (Wiggins 1989). This continual assessment over time allows for many student teacher interactions, and will help determine a students growth over time. It allows for constant feedback, constructive comments, and ultimately can be as a tool to track growth. Students can see their own improvements, and teachers can monitor whether students are on task or if they need more guidance in a particular area, and determine the quality of their final product (Wiggins 1993). One of the many benefits of designing an authentic task is that criteria are designed collaboratively by the teacher and their students, allowing students to acknowledge the skills that they will focus on (Wiggins, 1989). Authentic tasks use rubrics to help measure a students progression along the task, with specific focus on the application of knowledge to the problem (Montgomery 2002). Rubrics provide a structure to answer questions about quality and expectations, as well as a way for teachers to observe what students have learned about their complex task (Montgomery 2002). They also help define specific criteria for a successful

product before and during the completion of the task (Montgomery 2002). Specific, transparent criteria will allow students to produce a quality product and demonstrate a true understanding of their learning (Wiggins 1993). Rubrics are beneficial because they offer students specific feedback for future success on a similar task. Without these clear, specific criteria, explained in advance, the assessment task is unclear, and students will not achieve the desired results from the task (Montgomery 2002). Specific evaluation criteria also have positive impact on assessment as learning (Ontario 2010). By creating criteria before working through a specific task, the instructor can focus on aspects that they feel need to be emphasized (Montgomery 2002). By aligning curriculum content, instruction and assessment, there is a greater likelihood that meaningful learning can take place (Montgomery 2002). Both students and teacher can focus on the development on skills coinciding with the task. Authentic assessments integrate real world examples and allow students to use and build upon their knowledge, thus making them constructivist. They allow for growth and improvement of real world skills, and allow students to use their judgement on where they need to use their knowledge (Wiggins 1993). As educators, we have an obligation to our students, to help them create and build upon their knowledge. Authentic tasks will help our students develop important life skills, and prepare them for the world beyond school. Case Study Authentic assessment in science education is an issue that I feel is really creating apprehensiveness towards the subject. Science is a subject where authentic tasks should always be used as means of learning. Having students explore, ask questions, research, and present their findings is one of the best ways for them to create an understanding of the topic. Unfortunately, this does not happen nearly enough at the elementary or secondary level. One of the potential reasons for this is due to a lack of time (Chaiyapo, Dechsri, Kamtet & Keeratichamroen, n.d.). Elementary teachers, who are responsible for teaching students all subjects, (math, science, language, etc) simply do not have the time to create and develop authentic tasks with their students in each subject area. Another issue is that oftentimes, teachers who are teaching science have no post-secondary education in the field, making it difficult for them to develop and create

a task due to their lack of background knowledge (Chaiyapo et al., n.d.). Authentic tasks are also harder to administer, and teachers must be prepared and comfortable dealing with issues surrounding the task (Madaus and ODwyer 1999). Without proper background in science, teachers will not be comfortable with this process. They may not have the feeling of being in control because they dont know all the answers. They shy away from these tasks because they are nervous about not knowing the answers. Teaching as the sole source of knowledge encourages rote learning and memorization (Darling-Hammond 1993), instead of encouraging the critical thinking problem solving and communication that is required for authentic tasks. The American National Center for Improving Science Education (NCISE) suggests that inquiry based learning in science must include assessments that: include hands on performances, probe the depth of students understanding, involve group work designed around tasks that are too complex for students to work on individually, include performances (presentations, journals, displays), and emphasize the process used to obtain the answer (Clemens n.d.). These are all aspects of authentic assessments as described by Wiggins (1989), Darling-Hammond (1993), and Montgomery (2002). Science education needs to continue its shift towards inquiry based learning in order to inspire students to continue studying in the field. Wiggins (1989) says that an authentic task should be designed to be similar to what they would expect to encounter in that field. In science these performances can be seen through conducting a lab, constructing materials, and working with colleagues to analyze problems and develop solutions to these problems. Science must be seen as an area where exploration is the key to learning, rather than memorization of course material. This cannot be the case without authentic tasks being used. Teachers at all levels of education need to provide their students with a task that truly helps them learn science. Without these authentic tasks, science students are becoming wells of knowledge, but are never tapping into the well. They cant piece together how topics are related, and the essence of science, the discovery, research, problem solving and critical thinking, is slowly becoming lost in our students. We must develop an interest in the science curriculum in order to help the next generation of great thinkers to develop. Using authentic tasks is an integral way of helping them develop their skills and interests in the material.

Policy Analysis The Growing Success: Assessment, Evaluation, and Reporting in Ontario School document outlines how secondary teachers will assess and evaluate their students. In particular there is a four category breakdown: Knowledge (subject specific content), Thinking (use of critical thinking skills), Communication (conveying of meaning through various forms) and Application (the use of knowledge and skills to make connections between various contexts) (Ontario 2010, p. 17). It further states that each of the categories will be assessed and evaluated in a balanced manner (Ontario 2010, p. 17). The issue with this term balanced manner is that it is not balanced at all. There is no standard for what percent of a course mark is assigned to each category. In fact, the document says that for different subjects and courses, the relative importance of each of the categories may vary (Ontario 2010, p.17). This statement allows for too much flexibility in terms of assigning weighting to each particular category. According to the policy for the York Catholic District School Board, The breakdown of weightings for the final grade will be decided by individual school departments, through collaborative discussion, and then shared with subject councils and administration to maintain a level of consistency across the Board (Cormier 2011, p.24). This statement allows for individual school departments to have their own weightings. Inconsistencies are aplenty, and courses within the same school have very different breakdowns. Instead of having an equal importance on all four categories, there is often an imbalance, especially in science courses. When taking a poll of my classmates, not one answered that they felt that knowledge was the most important category. Unfortunately, knowledge is often seen as the most important area in high schools (with course weightings of up to 35%), and is often tested most rigorously and through multiple choice questions. As Wiggins (1989) suggests, tests should involve actual challenges needed for success outside of school, rather than simply memorization of facts. He also says that knowledge should be assessed in terms of its constructive for future learning (Wiggins 1989). Testing students primarily on knowledge does not allow them to develop skills in the other three areas. According to my poll and classroom discussions, Thinking, Communication, and Application were all fairly close in importance to my classmates. Unfortunately they are not all given the same importance in course weightings. All of the categories must be used in conjunction with each other in order to truly help students develop a variety of skills. Authentic

tasks themselves require students to use each of the four categories in order to achieve their goals. As Darling- Hammond (1993) suggests, authentic tasks require students to work through tasks that require analysis, integration of knowledge, and invention, along with written and oral expression. These all fall under each of the four categories expressed in the Growing Success document. The differentiation of these categories and their subsequent weights also acts as an obstacle for teachers. How can we create a truly authentic assessment when particular school boards put different values on different areas? Students look at the weighting of each particular category, and focus on areas which they know will affect their marks more. Kohn (1994) suggests that a practice like this reduces a students desire to learn, as they are solely focused on their mark on each particular section of the assignment. Authentic tasks cannot possibly be successfully implemented with this rigid breakdown. These tasks need students to realize the importance of combining many of their skills in each of the four areas to accomplish a particular task. The problem solving, critical thinking, and communication of their task is just as important as the knowledge and background they obtain through research. Each of these areas will help students develop skills which will help them in future endeavours, which is ultimately one of the main objectives of authentic tasks (Darling-Hammond 1993; Montgomery 2002; Wiggin 1989). Conclusion Science is a particular field where authentic tasks are vital in order to help students achieve a thorough appreciation and understanding of the area. With the particular course breakdown that the Growing Success document outlines, we can see that there is still work to be done to ensure that students have the opportunity to take part in these authentic tasks. Teachers must be prepared to accept the role as facilitators of knowledge, and students must realize the importance of developing skills such as problem solving, critical thinking, and communication not in isolation, but rather in conjunction with each other. Authentic assessments provide students the opportunity to develop a variety of skills, as outlined by the Conference Board of Canada (2013), which will help them develop skill that will help them both in their education, and in future endeavours.

References

Clemens, J. nd. What is Authentic Assessment? Retrieved from http://www.lz95.net/msn/faculty/jclemens/authentic%20assessment%20defined.pdf Chaiyapo, S. Dechsri, P. Kamtet, W & Keeratichamroen, W. (n.d.). The Current Practices of Science Teachers in Authentic Assessment. The Institute for the Promotion of Teaching Science and Technology. Retrieved from http://www.iaea.info/documents/paper_4d52b85.pdf Conference Board of Canada. (2013). Employability skills 2000+. Retrieved from http://www.conferenceboard.ca/topics/education/learning-tools/employability-skills.aspx Cormier, D. (2011). Guidelines and Procedures for the implementation of Ministry Policy: Growing Success. Retrieved from http://www.ycdsb.ca/parents_students/documents/AssessmentEvaluation.pdf Cumming, J.J. Maxwell, G.S. (1999). Contextualizing Authentic Assessment. Assessment in Education: Principles, Policy & Practice. 602), 177-194 Darling-Hammond L. (1993). Setting standards for students: The Case for Authentic Assessment. NAASSP Bulletin. Eisner, E.W. (1999). The Uses and Limits of Performance Assessment. Phi Delta Kappan. 80(9), 658-659 Kohn, A. (1994). Grading: The Issue is not how but why. Educational Leadership. 52(2). Madaus, G.F. & ODwyer, L.M. (199). Short history of performance assessment: Lessons learned. Phi delta Kappan, 80(9), 688-689 Montgomery, K. (2002). Authentic Task and rubrics: Going Beyond Traditional assessments in College Teaching. College Teaching. 50 (1). Ontario. Ministry of Education. (2010). Growing success assessment, evaluation and reporting in Ontario schools. Toronto: Queens Printer for Ontario Wiggins, G. (1989). A True Test: Towards more authentic and Equitable Assessment. The Phi Delta Kappan. 703-713 Wiggins, G. (1990). The Case for Authentic Assessment. ERIC Digest. Wiggins, G. (1993). Assessment: Authenticity, Context, and Validity. The Phi Delta Kappan. 75 (3). 200-214