RIZKY RAMADHAN

11004101

THE MEANING OF AUTHENTIC ASSESSMENT

Authentic assessment, also called direct, alternative or performance-based assessment,
gives students other opportunities to show what they know. Authentic classroom
assessment tasks include creating posters or other artwork, keeping learning logs or
journals, conducting experiments, working individually or in groups to complete
projects, giving performances or presentations, building a portfolio, writing letters to
authorities to address an issue, or organizing a solution to a community-based
problem.

DIFFERENCES OF FORMAL AND INFORMAL ASSESSMENT

Formal assessments have data which support the conclusions made from the test. We
usually refer to these types of tests as standardized measures. These tests have been
tried before on students and have statistics which support the conclusion such as the
student is reading below average for his age. The data is mathematically computed
and summarized. Scores such as percentiles, stanines, or standard scores are mostly
commonly given from this type of assessment.
Informal assessments are not data driven but rather content and performance driven.
For example, running records are informal assessments because they indicate how
well a student is reading a specific book. Scores such as 10 correct out of 15, percent
of words read correctly, and most rubric scores are given from this type of assessment.
The assessment used needs to match the purpose of assessing. Formal or standardized
measures should be used to assess overall achievement, to compare a student's
performance with others at their age or grade, or to identify comparable strengths and
weaknesses with peers. Informal assessments sometimes referred to as criterion
referenced measures or performance based measures, should be used to inform
instruction.
The most effective teaching is based on identifying performance objectives,
instructing according to these objectives, and then assessing these performance
objectives. Moreover, for any objectives not attained, intervention activities to reteach these objectives are necessary.

SUBTANTIVE ASPECT IN ASSESSING STUDENTS

Traditionally, many teachers have evaluated their students knowledge by giving
examinations and papers, often only at the middle and end of the quarter. As a result, a
professor lecturing to a large introductory class might not recognize until final exams
are finished that students consistently confused two important and closely related
ideas.
Other professors, who track their students work more regularlythrough problem
sets, for example might assume that such written homework is helping achieve a
major goal of the course, such as to develop students general problem-solving ability.
Yet students who do well on homework might be unable to apply their knowledge to

the novel situations created for exams; theyve learned how to follow the textbook
examples without understanding larger principles of problem solving.
In-course assessment techniques systematize the process of getting useful and timely
feedback on student learning.