Authentic Assessment

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Why do we assess students?

To collect data about

what students know and can do their attitudes, values, and dispositions

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What students should know

Students should learn the most essential of the following: Facts Concepts Principles Formulas Procedures Measuring instruments Essential ideas are those that will help students understand and appreciate the importance of the topic to daily life.
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What students should be able to do and demonstrate

Manipulative skills, e.g., handling equipment, Basic thinking skills, e.g., observing, classifying, inferring, making conclusions, communicating Integrated and higher-order thinking skills, e.g., investigating, creative thinking, problem solving, decision making Scientific attitudes and values, e.g., curiosity, perseverance, openmindedness, fair-mindedness

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What do we use to gather data on student learning?

Selected-response assessment formats Multiple choice True-false Matching Performance-based assessment formats Constructed response Products Performance Process Data from these assessment formats can be used for continuous assessment of student progress and in order to improve instruction.
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What are the strengths and weaknesses of selectedresponse formats (e.g., MCQ)?
Parameter Strength Construction of item stem Scoring easy to score Weakness good distractors or alternative answers relatively difficult to construct

Focus of facts, applications not enough opportunities for assessment of concepts, conceptual understanding, problem usually low-level solving, explaining cause-effect thinking skills relationships, cannot measure students communication skills & dispositions Information broad range of obtained topics Message to student susceptible to guessing one right answer; education is focused on acquisition of facts
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What are examples of performance-based assessment formats?

Constructedresponse Fill in the blank Short answer Label a diagram Visual representation (concept map, flowchart, illustration, diagram, matrix) Products Essay Research paper Journal Laboratory report Science projects Video or audiotape Spreadsheet Performance Processbased Debate Oral questionin Oral presentation g Observation Process description Learning log

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What are the strengths and weaknesses of performancebased formats?

Parameter Strength Weakness Construction relatively easy of item stem Scoring use of a well-articulated scoring criteria or rubrics allows fairness and objectivity in scoring higher-order thinking skills; social, communication skills; scientific attitudes and values content learned with greater depth Less content covered Beyond one-answer mentality; focus on real-life problem solving
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Scoring tool (e.g., rubric) difficult to construct

Focus of assessment Information obtained Message

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Which format is authentic?

Authentic assessment requires students active generation of a response that is observable, either directly or indirectly, via a permanent product. The nature of the task and context in which the assessment occurs are relevant and develop students abilities needed to solve real-life problems.

Therefore, performancebased assessment is authentic assessment.

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What tools are commonly used for performance-based assessment?

Checklists Rating scales Rubrics

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Format of a Checklist
A checklist determines the presence or absence of a certain characteristic of a performance or product. Criteria Observed Not Observed
Criterion 1 Characteristic 1 Characteristic 2 Criterion 2 Characteristic 1 Characteristic 2 Characteristic 2 . .

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Example of a Checklist
Criteria Content The presentation contains an evaluation of the benefits and risks associated with genetically modified foods References are cited Team Learning Presentation is a result of group effort Observed Not Observed

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Format of a Rating Scale scale uses three or more categories to A rating

describe the characteristics of a performance or Criteria Rating Category product
1 Criterion 1 Characteristic 1 Characteristic 2 Criterion 2 Characteristic 1 Characteristic 2 Characteristic 3 . . 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4

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Example of a Rating Scale Rating Category

Criteria 1
(lowest)

4
(highest )

Content The presentation contains an evaluation of the benefits and risks associated with genetically modified foods References are cited Team Learning The presentation is a result of group effort 1

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Format of a Rubric
A rubric specifies the exact qualities of a product or performance that distinguishes one level from another.
Performance Level Criteria Level 1 Level 2 Level 3 Level 4

Criterion 1 Characteristic Specific description of 1

best qualities Specific Characteristic description of best qualities

Specific description of better qualities Specific description of better qualities

Specific description of good qualities Specific description of good qualities

Specific description of inadequate qualities Specific description of inadequate qualities

Other Criteria Characteristic Specific description of 1 best qualities

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Specific Specific Specific description of description of description of better qualities good qualities inadequate 15 qualities

Example of a Rubric
Level of Performance Criteria

Terrific

Very Good

Average

Needs improvemen t
10 points describes potential benefits or risks of genetically modified foods with little or no detail

Content

50 points

40 points evaluates 3 potential benefits or risks of genetically modified foods

30 points evaluates 2 potential benefits or risks of genetically modified foods

evaluates 4 or The presentation contains an evaluation more potential benefits or risks of the risks and of genetically benefits associated modified foods with genetically modified foods References are properly cited

All references are Some references References are References are not listed using the are listed using listed but not in cited APA format the APA format APA format

Team learning

10 points

8 points

5 points

2 points Output created by one member

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The presentation is a All members of result of group effort the group contributed to the output

Most group Only some members members contributed to the contributed to output the output

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How are performance-based assessments consistently and objectively scored?

Use rubrics or scoring keys.

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What are rubrics?

These are matrices of criteria that define what is expected in a learning situation. They show levels of performance. Each level of performance has a specific standard.

Different rubrics are required to assess different tasks.

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What are examples of levels of performance or scoring levels?

Needs improvement --- Satisfactory---Good --Needs improvement --- Satisfactory---Good --Exemplary Exemplary Fully correct --- Partially correct ---Inadequate --Fully correct --- Partially correct ---Inadequate --Wrong answer Wrong answer Beginning ---- Developing ---Accomplished --Beginning ---- Developing ---Accomplished --Exemplary Exemplary Novice --- Apprentice ---- Proficient Novice --- Apprentice ---- Proficient ----Distinguished ----Distinguished Numerical scale ( 2-1-0; 4-3-2-1-0) Numerical scale ( 2-1-0; 4-3-2-1-0)
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What are the predominant types of rubrics?

Holistic Rubric Assesses the overall quality of the output by relating the parts to the whole Analytic Rubric The whole output is broken up or separated into parts and scored accordingly.

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Holistic Rubric for a Student Multimedia Presentation

Level of Performance Terrific (100 points)

Criteria/Descriptions

Evaluates more than three benefits or risks associated with GMOs using accurate information and appropriate media; references are cited using required format Layout used is pleasing; design is consistent and reinforces content Presentation is a result of group effort Evaluates three benefits or risks associated with GMOs; has minor inaccuracies; most references cited in required format Most media used are relevant; Layout and design generally pleasing Most members contributed Evaluates two benefits or risks associated with GMOs; has minor inaccuracies; references are listed but not in required format At least 50% of media used are relevant; Layout is clear but design is distracting Some members contributed Does not evaluate (e.g., only describes or identifies) benefits or risks associated with GMOs; info are inaccurate; references not cited Layout and design not helpful to viewers 21 Effort of only one member

Very Good (80 points)

Average (60 points)

Needs Improvement (25 points)

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Analytic Rubric for a Student Multimedia Presentation (1/2)

Performance Levels Criteria/Aspects C O N T E N T 60 pts Terrific Very Good Average Needs Improvement Congruence evaluates 4 or with more benefits or objectives risks of genetically modified foods (40 points) accuracy evaluates 3 benefits evaluates 2 benefits describes benefits or risks of or risks of or risks of genetically modified genetically modified genetically foods foods modified foods (30 points) (20 points) with little or no detail (10 points) more than 75% but Less than 75% of less than 90% of thethe information are information are accurate accurate (10 points) (6 points)

All information are more than 90% but accurate less than 100% of the information are accurate (12 points) (15 points)

references

All references are Some references References are References are not listed using the are listed using the listed but not in APA cited APA format APA format format (5 points) (4 points) (3points) (0 points)

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Analytic Rubric for a Student Multimedia Presentation (2/2)

Performance Level Criteria/Aspects Terrific Very Good Average Needs Improvement Use Usefulness All media used of media (graphics, video, of sound etc.) reinforce ICT content (20 points) 30 pts design and layout of presentatio n Layout makes all slides easy to read Design is consistent and appropriate to content (10 points) Every member contributed to the research work and output (10 points) At least 75% but less At least 50% of the Less than 50% of than 100% of the media used the media used media used reinforce reinforce content reinforce content content (18 points) (15 points) (5 points) A few slides are not easy to read Design used is consistent and appropriate to content (8 points) Most group members contributed to the research work and output (8 points) Layout of slides is More than 50% of pleasing but the slides are design is difficult to read distracting (2 points) (6 points) Some members Output is a result contributed to the of effort of only research work and one member output (6 points) (2 points)
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Cooperation 10 pts

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How are rubrics constructed?

1. 2. 3. 4.

5.

6. 7.

Determine criteria from learning outcomes Determine the levels of performance Decide whether to use an analytic or holistic rubric Use four levels of performance in order to make each level distinct and avoid tendency to choose the middle ground First determine the qualities expected for the highest level, then those for the lowest level, and finally, the qualities for the levels that are in between Use descriptors that convey a single interpretation For the Content criterion, use topic-specific descriptors in every cell across the different levels
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Advantages of Using Rubrics in Assessment

allows assessment to be more objective and consistent allows the teacher to clarify her/his criteria in specific terms clearly shows the student what is expected and how their work will be evaluated provides useful feedback regarding the effectiveness of instruction promotes student awareness of the criteria to use in assessing peer provides performance benchmarks against which to measure and document progress
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Intel Teach to the Future promotes authentic assessment

Teachers support students in creating evidences of learning: multimedia presentations, publications, web sites, spreadsheets, and other technology-based products Teachers plan and implement assessment strategies that actively involve students in developing criteria and conducting assessment of own products and performances Teachers are trained how to construct rubrics for use in assessing and evaluating student learning
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References
Books Bright, G. W. & Joyner, J. U. (1998). Classroom assessment in mathematics. Maryland: University Press of America, Inc. Doran, R., Chan, F., & Jamira, P. (1998). Science Educators Guide to Assessment. Virginia: National Science Teachers Association. Freedman, R. L. H. (1994). Open-ended Questioning. USA: Addison-Wesley Co., Inc. Kulm, G. (1994). Mathematics assessment. California: Jossey-Bass Publishers. Stenmark, J. K., ed. (1991). Mathematics assessment, myths and models: Good questions and practical suggestions. Virginia: NCTM, Inc.
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References
Online Sources http://www.gsu.edu/~mstnrhx/457/rubric .htm http://www.glenbrook.k12.il.us/gbssci/ph ys/projects/yep/endoyrub/presrub.html http://www.accessexcellence.org/MTC/96 PT/share/hilvert.html http://www.ualberta.ca/~nnocente/4785 78/assignments/rubricspreadsheet.htm
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