WELCOME TO THE

DEVELOPMENT OF AUTHENTIC ASSESSMENT

Our focus for this session

Effective Assessment that measures realworld tasks

Essential Question for this Session

How can we use authentic performance assessments to assess understanding and transfer?

PRELIMINARY ACTIVITY

Write in a meta strip (one word/phrase per meta strip) what you know about the topic and pose questions re the topic.

POSTING OF OUTPUTS ON THE BOARD

KNOW

WANT TO KNOW

Activity: Who is the best?

You are in need of a private driver. There are two applicants for the position. Perusing their pertinent documents, you noticed that Leo passed the driving portion of the drivers license test but failed the written portion, while Voltair failed the driving portion but passed the written portion. Who between the two will you prefer to hire? Why?

Sharing of Choice .....

Choose the driver who most directly demonstrated the ability to drive that is the one who passed the driving portion of the test. However if there is an applicant who passed both portions, you are most comfortable knowing that your driver had a good knowledge-based about driving and was able to apply that knowledge in a real context.

ANALYSIS
1.Relating the situation with the UbD framework, identify the elements that are applicable in your choice? 2. What assessment approaches are revealed in the situation?

What is Authentic Assessment?

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Jon Mueller

Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field Grant Wiggins

Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. Richard J. Stiggins

Indicators

Students perform, construct, produce or do something Uses close-to-life situations Integrates prior knowledge and HOTS Students explain, justify, and defend Performance is directly observable

Alternative Names for AA

Performance Assessment
Alternative Assessment

Direct Assessment

Why Authentic Assessment?

Dissatisfaction of the limited information obtained from selected-response test Influence of cognitive psychology, which demands not only the learning of declarative but procedural knowledge as well. Negative impact of conventional tests e.g, high-stake assessment, teaching for the test
It

is appropriate in experiential, discoverybased, integrated, problem-based learning approaches

Just because the student knows it...

Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer. - Understanding can only be inferred if we see evidence that the student knows why (it works, it is important) knows how (to apply it)
Understanding by Design, Mc. Tighe and Wiggins

6 Facets of Understanding: evoking better evidence

explanation student theories the why interpretation meaning, stories, translations made by student application of knowledge in (new) context perspective awareness of other points of view, critical stance empathy walk in the shoes of ... self-knowledge wisdom, knowing thyself, aware of ones prejudices and habits of mind.

Forms of Performance-Based Tasks

Problem Solving - e.g.routine or non-routine problems in Math Oral or Psychomotor Skills without a Product e.g. oral presentation, dancing a folk dance, playing basketball Written or Psychomotor Skills with a Product e.g. written compositions, a project plan, construction of improvised materials

Forms of Performance-Based Tasks

Extended-Type - more complex, elaborate, timeconsuming, usually requires a variety of sources of information, allows integration of content areas and skills.

Examples
Construction of a bar graph from the data provided Reading an article from a newspaper and then answering the questions given.

H O W D O Y O U

1. Identify the Standards 2. Select an Authentic Task 3. Identify the Criteria for the Tasks 4. Create the Rubric

CREATE AUTHENTIC ASSESSMENT

APPLICATION
Standard: Perform a series of observed actions with mastery Task: Observation and Imitation of the actions

Descriptions of the Task:

When to do the work: After viewing the video

Where to do the work: Inside the gym

Duration of the work: 30 minutes (preparation), 10 minutes presentation Number of members: 4 pairs

Rubric
Criteria Level of Performance

accurate action correct order of the action correct timing of the action completeness of the actions

4 Excellent, If all criteria are evident: 3 - Very Satisfactory, If only 3 of the criteria are evident 2- Satisfactory, If only 2 of the criteria are evident. 1- Poor, If only 1 or none of the criteria is evident.

The Performance

Video clip

APPLICATION
Standard: Nailalarawan ang isang maunlad na bansa sa larangan ng kabuhayan, kultura at pulitika. Task: Bumubuo ng pangkat at gumawa ng isang poster na ipinapakita ang isang maunlad na bansa sa larangan ng kabuhayan, kultura at pulitika. Gumamit ng kahit anong bagay sa paggawa nito.

Descriptions of the Task: When to do the work: After the topic has been presented Where to do the work: Inside the classroom
Duration of the work: 30 minutes (preparation), 10 minutes ( oral presentation )

Materials needed: manila paper and any other available and affordable resources needed to complete the work
Number of members: 4-5 members

Rubric
Antas ng Kasanayan

Kraytirya

3
Malinaw na inilalarawan ang katangian ng maunlad na bansa sa tatlong larangan: kabuhayan, kultura at pulitika.

2
Di-gaanong malinaw ang katangian ng maunlad na bansa sa isa sa tatlong larangan: kabuhayan, kultura at puliitka.

1
Di-malinaw ang katangian ng maunlad na bansa sa dalawa sa tatlong larangan: kabuhayan, kultura at pulitika.

Kalinawan ng idiyang ipinapahayag (40%)

Antas ng Kasanayan
Kraytirya
Uri ng kagamitang ginamit (20%)

3
Tatlo o higit pa ang uri ng bagay na ginamit (papel, dahon, bato)

2
Dalawa ang uri ng bagay na ginamit

1
Isang uri ng bagay lamang ang ginamit

Kalinisan ng Napakalinis ng gawain (20%) buong papel

Medyo marumi and 1-2 bahagi ng poster Ilan-ilan ang napapatingin sa poster

Marumi ang 3 o higit pang bahagi ng poster Di-pinapansin ng tao ang poster

Dating ng gawain sa ibang tao (20%)

Lahat ay napapatingin sa poster

Antas ng Kasanayan
Kraytirya
Uri ng kagamitang ginamit (20%)

3
Tatlo o higit pa ang uri ng bagay na ginamit (papel, dahon, bato)

2
Dalawa ang uri ng bagay na ginamit

1
Isang uri ng bagay lamang ang ginamit

Kalinisan ng Napakalinis ng gawain (20%) buong papel Dating ng gawain sa ibang tao (20%) Lahat ay napapatingin sa poster

Medyo marumi and 1-2 bahagi ng poster Ilan-ilan ang napapatingin sa poster

Marumi ang 3 o higit pang bahagi ng poster Di-pinapansin ng tao ang poster

APPLICATION
Standard: Explain the advantages and disadvantages of the different methods in controlling weeds Task: a. Read the text to identify ways in controlling

weeds then prepare a graphic organizer showing the different methods, their advantages and limitations.
b. Read the text then do an oral presentation on the methods in controlling weeds, their advantages and limitations using a graphic organizer.

Descriptions of the Task: When to do the work: after reading a required text Where to do the work: Inside the classroom
Duration of the work: 30 minutes (preparation), 10 minutes ( oral presentation )

Materials needed: manila paper and any other available and affordable resources needed to complete the work
Number of members: 4-5 members

APPLICATION
Standard: Explain the advantages and disadvantages of the different methods in controlling weeds Task: Write a reflective journal indicating

personal insights about the tape viewed or personal analysis of the different methods in controlling weeds, their advantages and limitations.

APPLICATION
Standard: Explain the advantages and disadvantages of the different methods in controlling weeds Task: a. Interview farmers to identify ways in

controlling weeds, their advantages and disadvantages and then do a written report of the information gathered.
b. Interview farmers to identify ways in controlling weeds then do an oral presentation of the information gathered.

Rubric

Criteria

Level of Performance 1 4 3 2 (Exceptio (Compl (Partially (Incomplet e) na) ete) Complete)

given are lacking 1-2 all the needed three three information methods + methods 2 or more + 1 advantage advantag s + 2 or e+1 more limitation limitations of each for each method lacking 3 or more more needed informatio n

1.Completene given are all the ss of work

Rubric

Criteria

Level of Performance 1 4 3 2 (Exceptio (Very (Somewha (Inaccurat e) nal) Accurat t Accurate) e)

3 or more informatio n are are true are true unacceptabl unaccepta and or e based on ble based acceptable acceptabl the text on the text based on e based the text on the with text

all 1-2 2. Accuracy of all informatio informati information given n given on given is/are information

Rubric

Criteria

Level of Performance 1 4 3 2 (Excellen (Very (Satisfacto (Needs Improvem Satisfacto t) ry) ent) ry)
work done work work done ahead of done just with less time on time than 2 minutes extension
one member of the two members of

3. Time Management

work done with 2 minutes or more extension

4. Individual all the Accountability members

of the

three

Authentic Assessment using the GRASP FORMAT

Goal : To help a section of students understand the phases of growth of rice plant. Role: You are a second year student enrolled in the CP-TLE program in crop production specializing in the growing of rice plant. Audience: The target audience is a section of students taking up the same specialization.

Situation: You have been asked to prepare diagrams/drawings on the phases of growth of rice plant. Prepare your diagram accordingly so that the audience can easily discern and differentiate the different distinct stages under each phase of growth. Product/Performance: You need to prepare a portfolio of diagrams/drawings showing the following:

1. Vegetable Phase a. Stage 0 Germination to Emergence b. Stage1 Seedling c. Stage 2 Tillering d. Stage 3 Stem Elongation 2. Reproductive Phase a. Stage 4 Panicle Initiation to Booting b. Stage 5 Heading or Panicle Formation c. Stage 6 Flowering

 3. Ripening Phase

a. Stage 7 Milk grain stage

b. Stage 8 Dough Grain stage

c. Stage 9 Mature Grain stage

Standards: The work must meet the standards found in the following rubric.

A. Visual Appeal (%) Performance Levels Criteria 4 Exceeds Standards Contains all of the following: Cover Table of contents Introduction The needed evidences Reflections About 75 -100% of the materials used are the indigenous/ recycled ones Satisfied all the following: - artistically made - well written - neat 3 Meet Standards Contains only 4 of the following: Cover Table of contents Introduction The needed evidences Reflections About 25 -50% of the materials used are the indigenous/ recycled ones Satisfied only 2 of the following: - artistically made - well written - neat 2 Partially Meets Standards Contains only 3 of the following: Cover Table of contents Introduction The needed evidences Reflections All materials used are the commercialized but less expensive Satisfied only 1 of the following: - artistically made - well written - neat 1 Does Not Meet Standards Contains only 2 of the following: Cover Table of contents Introduction The needed evidences Reflections All materials used are the commercialized but very expensive Satisfied none of the following: - artistically made - well written - neat Evaluator s

1. Completeness of the portfolio

2. Choice of materials used

3. Workmanship

4. Others (pls. specify) Partial Portfolio Grade Average

Your task is to design a comprehensive and innovative advocacy projects or activities for the mangrove forest in the community. You are the chairman of the advocacy committee on the protection of the mangrove forest in your community. The target audience is the whole Barangay community. You are tasked being the chairman of the advocacy committee of the Greenpeace movement to design a comprehensive and innovative advocacy projects or activities for the mangrove forest in the community. Prepare and submit a comprehensive and innovative advocacy project or activity plan for the protection of the mangrove forest in the community. Your work must meet the standards found in the rubric

RUBRIC FOR PERFORMANCE TASK

Advocacy Project /Activity Rubric
SCALE 4 3 2 1

Community-based

Presents a detailed information on the situation of the forest in the community as a result of mens activities

Presents a detailed information on the situation of the forest in the country as a result of mens activities

Presents a detailed information on the situation of the forest in the Asian Region as a result of mens activities

Presents a detailed information on the situation of the forest in the world as a result of mens activities

Comprehensive

Details include the situationer, gaps, issues, concerns, trust and strategies to protect the mangrove forest in the community

Detail s include the situationer, gaps and trust to protect the mangrove forest in the community

Detail s include the situationer, and trust to protect the mangrove forest in the community

Detail include only the problems and no action to protect the mangrove forest in the community

Innovativeness

Very original, shows imaginative use of resources

Original ideas, adequate use of resources

Shows some originality, inadequate use of resources

Does not exhibit efforts to be original

Performance Task Ideas Based on the Six Facets of Understanding

Explain
Who are your true friends? Who are your fair-weather friends?

Interpret

Apply

Perspective How do others view me as a friend?

Empathy
Write an essay or journal entry on why some kids always get picked on and what it feels like to be those kids.

SelfKnowledge Respond to writing prompts: Do I know who my true friends are?

Write an essay or journal Do know who my Respond to writing prompts:entryI on why some Place others forin and anditToad are to order view me Interpretget true friends are?friend friend? Who doan Spring on FrogwhatWho are an are your true a true as a from How kids always picked friends? feels like imaginary mail-orderfriends? store. Friends. What does thisfriendship reveal episode be those kids. your fair-weather

Interpret Place an order Spring in for a true Frog and Toad friend from an are Friends. imaginary What does mail-order this episode friendship reveal about store. friendship?

Self-Knowledge Empathy Apply Interpret Perspective

Explain

about friendship?

Explain
Explain the troubleshooting guide for an electric circuit system.

Interpret
Assume the role of an electrical subcontractor: interpret and analyze the writing drawings for building a house.

Apply
Build a working set of switches for a model railroad layout.

Perspective

Empathy

Perspective Assume the role setan electrical of of switches Build a working Empathy subcontractor:Explain and analyze AC a modelArgue the layout.of or DC? interpret merits for railroad the writing drawings for for various each typean imaginary diary of current building a Explain the troubleshooting guide Create house. system. users. for anA day in the life of an electric circuit entry: electron.

Interpret Apply

SelfKnowledge

AC or DC? Create an Argue the merits imaginary of each type of diary entry: A current for day in the life various users. of an electron.

Explain
Study a common phenomenon (e.g., weather data). Reveal subtle and easily overlooked patterns in the data.

Interpret
Do a trend analysis of a finite data set.

Apply
Develop a new statistic for evaluating the value of a baseball player in key situations.

Perspective Examine the differences when using various measures (e.g., mean, median) for calculating grades.

Empathy
Read Flatland and a set of letters between mathematician s explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new ideas, even abstract ones.

SelfKnowledge Develop a mathematical resume with a brief description of your intellectual strengths and weaknesses.

Self-Knowledge Empathy Perspective Apply Explain Interpret between Read Flatland mathematical resume and Developcommon phenomenon a the a set of letters when Examine aexplaining why they fear differences Study a Develop new statistic for mathematicians description of your with avarious measures finite brief data). Reveal subtle Do a trend analysis of abaseball using (e.g., weather findings; write areflective evaluating the publishing their value of a (e.g., intellectual strengths and new essayplayer difficultyforexplaining in on median) situations. and easily overlooked calculating mean, the data set. patterns in key of weaknesses. ideas, evendata. ones. the abstract grades.

Explain
Describe why a particular rhetorical technique is effective in a speech.

Interpret

Apply

Perspective Read and discuss The Real STORY OF THE Three Little Pigs by A. Wolf.

Empathy

SelfKnowledge

Perspective Empathy Self-Knowledge Read and discuss The Real STORY Interpretand write an Work is s self-assessment to each kitchen, Attach a soup Little Pigs by A. Wolf. OF THE Three Explain Apply essay on write reflecting onthe the experiences of your paper you Describe why a with Holden? Make What makesafter reading rhetorical Whats wrong great book? Make homeless a particular Charles writing process.speech. technique is Dickens.in aa favorite effective of sense of the main character in an audiotape review book CatcherschoolRye. for the in the library.
Whats wrong What makes a with Holden? great book? Make sense of Make an the main audiotape character in review of a Catcher in the favorite book Rye. for the school library.

Work is a Attach s selfsoup kitchen, assessment to and write an each paper essay on the you write experiences reflecting on of the your writing homeless process. after reading Charles Dickens.

Explain
Explain the role of silence in music

Interpret
Represent fear and hope in a visual collage or dance.

Apply
Write and perform a one-act play on a school issue.

Perspective Critique three different versions of the same Shakespeare play (focus on a key scene)

Empathy
Imagine you are Juliet from Romeo and Juliet, and consider your terrible, final act. What are you thinking and feeling.

SelfKnowledge Keep log of the drama class exercises that demand the most from you emotionally.

Interpret Explain Imagine you are Juliet drama class and from Romeo Keep log of the Critique three different versions of the same Write and role of hopeterrible, a Juliet, and perform a silence in a visual Explain theconsiderone-act aplay onfinal in music Represent fear and yourthe key scene) Shakespeare play (focus exercises that demand on most from issue. act. What areschoolthinking and feeling. you or dance. collage you emotionally.

Empathy Perspective Self-Knowledge Apply

Explain
Link everyday actions and facts to the laws of physics, concentrating on easily misunderstoo d aspects (e.g., mass compared to weight).

Interpret
Take readings of pond water to determine whether the algae problem is serious.

Apply
Perform a chemical analysis of local stream water to monitor EPA compliance , and present findings.

Perspective Conduct thought experiments (e.g., EinstiensWhat would the world be like if I were traveling on a beam of light?

Empathy
Read and discuss premodern or discredited scientific writings to identify plausible or logical theories (given the information available at the time).

SelfKnowledge Propose solutions to an ineffective cooperative learning activity based on what didnt work in your group.

Empathy Self-Knowledge Explain Interpret Apply Perspective Read and discuss pre-modernineffective of or discredited Propose solutions to an (e.g.,the laws Link everyday of pond water local stream facts Perform athought experiments ofto determine Take readingsactions and plausible EinstiensConduct chemical analysis to scientific writings to identify or logical physics, to the algaeactivityI based , and misunderstood cooperativetheworld beproblem is serious.on What would monitor EPA complianceon what water concentrating on easilywere traveling whether learning like if available at the theories (given the information

aspects (e.g., mass findings. to weight). didnt a beamcompared worktime). group. your presentinof light?

Performance Verbs Based on the Six Facets of Understanding

Consider the following verbs when planning possible ways in which students may demonstrate their understanding.

explain
demonstrate derive describe design exhibit express induce instruct justify model predict prove show synthesize teach

interpret
analogies (create) critique document evaluate illustrate judge make meaning of make sense of metaphors (provide) read between the lines represent tell a story of translate

apply
adapt build create debug decide design exhibit invent perform produce propose solve test use

perspective
analyze argue compare contrast criticize infer

empathy
assume role of believe be like be open to consider imagine relate role-play

self-knowledge
be aware of realize recognize reflect self-assess

Explanation
Explain to the class how a battery causes a light bulb to glow.

Interpret a schematic diagram and predict the outcome

Design an electrical circuit to accomplish a specific task. Troubleshoot a faulty electrical circuit.
Why does the United States use AC instead of DC current? (historical perspective) What are the strengths of each type?

Describe an electrons experience as it passes through a simple current.

Electricity
Give a pre-test and a post-test to assess common misconceptions (e.g., force-concept inventory) and have students reflect on their deepening understanding.

Self-Knowledge

Examples of PerformanceBased Tasks According to their Authenticity

Example 1 - Makabayan Somewhat Authentic

Ipaliwanag ang mga dapat mong gawin para makatulong sa paglutas ng mga suliranin ng bansa ( suliranin sa basura).

Authentic
Gumawa ng isang plano para sa isang gawaing makakatulong sa paglutas ng suliranin ng bansa (suliranin sa basura)

Very Authentic
Isagawa ang naisip na proyektong makakalutas sa isang suliranin ng bansa (suliranin sa basura) at ilahad sa klase ang naging resulta nito.

Example 2 - Communication Arts Somewhat Authentic

Read then summarize the story of The Turtle and the Monkey. Then write the lesson that you have learned from it.

Authentic
Read any story you want. Summarize it and then write the lesson that you have learned from it.

Very Authentic
Write your most memorable experience and indicate the lesson that you have learned from it.

Example 3 - Math Somewhat Authentic Solve the word problems on addition. Authentic Given is an addition sentence, construct a word problem out of it then solve it. Very Authentic

Construct a word problem on addition that you encountered in real life and show your solution to this problem.

Example 4 - Science Somewhat Authentic

Explain the steps when manipulating the microscope in examining the body parts of a tiny animal.

Authentic
Demonstrate how to use the microscope in examining the body parts of a tiny animal.

Very Authentic Get any specimen and examine this using the microscope.

PORTFOLIO ASSESSMENT Portfolio assessment is a purposeful, on going, dynamic, and collaborative process of gathering multiple indicators of the learners growth and

development.

Types of Portfolio
Working Portfolio (Growth)- a collection of a student's day- to- day works which reflect ones learning (process oriented)

Show Portfolio (Showcase)- a collection of a student's best works (product oriented) Documentary Portfolio (Evaluation)- a working and a show portfolio (process and product oriented)
AUTHENTIC ASSESSMENT-MUBALAGTAS

 Purpose story the portfolio will be telling Audience who should see the evidence of students growth? Content samples of student work dependent on the purpose Process Management Communication Evaluation

GROWTH PORTFOLIO: What samples might be included

Purpose
a. To show growth or change over time

Some possible inclusions

early and later pieces of work early and later test scores rough drafts and final drafts goal setting sheets reflections on progress toward goal(s) samples which reflects growth of process skills self-reflection sheets accompanying samples of work reflection sheets from teacher or peer reflections on progress towards goal(s)

b. Help develop process skills

GROWTH PORTFOLIO: What samples might be included

Purpose
c. To identify strengths/weaknesses

Some possible inclusions

samples of work reflecting specifically identified strengths and weaknesses reflections on strengths and weaknesses of samples goal-setting sheets reflection on progress towards goal(s) obviously, drafts of the specific product or performance to be tracked self-reflections on drafts reflection sheets from teacher or peer

b. To track development of one or more products or performances

SHOWCASE PORTFOLIO: What samples might be included

Purpose
a. To showcase end-ofyear/semester accomplishments

Some possible inclusions

samples of best work samples of earlier and later work to document progress final tests or scores discussion of growth over semester/ year awards or other recognition teacher or peer comments

b. To prepare a sample of best work for employment or college admission

cover letter sample of work reflection on process of creating sample of work reflection on growth teacher or peer comments description of knowledge/skills work inidcators

SHOWCASE PORTFOLIO: What samples might be included

Purpose
c. To showcase student perceptions of favourite, best or more important

Some possible inclusions

samples of students favourite, best or most important work drafts of that work to illustrate path taken to the final form commentary on strengths/weaknesses of work reflection on why it is favourite, best or more important reflection on what has been learned from work teacher or peer comments representative of samples of current work match of work with standards accomplished self-reflection on current aptitudes teacher reflection on students aptitude identification of future goals

d. To communicate students current aptitude

EVALUATION PORTFOLIO: What samples might be included

Purpose
a. To document achievement for grading

Some possible inclusions

samples of representative work in ea ch subject/unit/topic to be graded samples of work documenting level of achievement on course/grade-level goals/standards/objectives test/scores Rubrics/criteria used for evaluation of work (when applied) self-reflection on how well samples indicate attainment of course/grade-level goals/standards/objectives teacher reflection of attainment of goals/standards identification of strengths and weaknesses

EVALUATION PORTFOLIO: What samples might be included

Purpose
b. To document program toward standards

Some possible inclusions

list of applicable goals and standards representative samples of work aligned with respective goals/standards rubrics/criteria used for evaluation of work self-reflection on how well samples indicate attainment of course/grade-level goals/standards/objectives teacher reflection of attainment of goals/standards analysis or evidence of progress made toward standards over course of semester/year

c. To place students appropriately representative samples of current work representative samples of earlier work to indicate rate of progress classroom test/scores external test/evaluations match of work with standards accomplished

EVALUATION PORTFOLIO: What samples might be included

Purpose

Some possible inclusions

self reflection on current aptitudes parent reflection on student's aptitudes other professionals reflections on students aptitudes

The Portfolio Process Set Goals Collect

Select Organize
AUTHENTIC ASSESSMENT-MUBALAGTAS

Confer/ Exhibit

Evaluate Reflect

Goal-Setting Planner
Examples: What I target to accomplish are:

______________________
I am doing this work because

______________________
AUTHENTIC ASSESSMENT-MUBALAGTAS

Collect
Everything
A whole program/ course

Select
A few things
Teachers Student/Peers Parents (optional)

A quarter/unit

AUTHENTIC ASSESSMENT-MUBALAGTAS

Sample Entries in a Portfolio

Creative cover and its explanation Table of Contents Statement of Goals/Expectations Compositions Written Reflections

Individual/group outputs
In- and Out -of -Class Activities ASSESSMENT-MUBALAGTAS AUTHENTIC

Evaluation Instruments Letters

Autobiography

Organizers
envelope box

Clear book
Colored Magazine
AUTHENTIC ASSESSMENT-MUBALAGTAS

bag
album cabinet

Ways to Reflect
1. Labeling Entries
Ex. My Best Work!, My worst work!

2. Drawing
Ex. drawing happy face or sad face on every entry

3. Writing Diaries/logs/journals
AUTHENTIC ASSESSMENT-MUBALAGTAS

What learning targets

should we assess?
(McMillan, 1999) Knowledge

Reasoning
Skills Products
AUTHENTIC ASSESSMENT-MUBALAGTAS

Affects

Evaluation Tools
1. Alternative Response- two dichotomous
traits of an entry serve as choices for the assessors judgment

2. Rating Scale- the degree or extent of the

presence of a given trait of an entry is indicated

3. Checklist- all the indicators of quality work are

given for the assessor to simply check what was observed AUTHENTIC ASSESSMENT-MUBALAGTAS

Evaluation Tools
4. Rubric- gives the quantitative and qualitative
descriptions of the different qualities of a product.

a. Holistic-gives the overall traits of a product b. Analytic- describes the quality of the product
per criterion
AUTHENTIC ASSESSMENT-MUBALAGTAS

Example of a Holistic Scoring Rubric

5 - (Outstanding satisfies all of the following) Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment

Includes few, if any, errors in grammar, usage or mechanics

Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS

4- Very Satisfactory satisfies only 5 of the following:

Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS

3- Satisfactory satisfies only 4 of the following Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS

2- Fair satisfies only 2-3 of the following: Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS

1- Needs Improvement satisfies only 1 or none of the following: Presents a variety of work done individually or in groups Uses many resources Shows good organization and a clear focus Displays evidences of self-assessment Includes few, if any, errors in grammar, usage or mechanics
Reflects enthusiasm,creativity , extensive investigation and analysis of information
AUTHENTIC ASSESSMENT-MUBALAGTAS

Example of an Analytic Scoring Rubric

A. Reflections of Personal/Affective Traits ( %)
Criteria Excellent Very
Satisfactory 1.

Satisfactory Needs

Evalrs

Improvement 1 2 3

etc
Partial Grade

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

1. Etc.
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

Sample Analytic Scoring Rubric

A. Reflections of Affective/Personal Traits ( %)
Criteria 4- Excellent 3- Very 21- Needs
Improvement

Evalrs
1 2 3

Satisfactory Satisfactory

1.

etc

1. Practicality in the choice of container B. Reflections of Knowledge and Understanding ( %) handy 1. durable Etc. flexible Partial Grade Cost-effective
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

Sample Analytic Scoring Rubric

A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very
Satisfactory

2- Satisfactory

1-Needs

Evalrs

Improvement

1 2 3

1.

etc

4 Excellent such that it satisfies all of the ff. traits: B. Reflections ofhandy Knowledge and Understanding ( %) 1. durable Etc. flexible Partial cost-effective Grade
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

Sample Analytic Scoring Rubric

A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very
Satisfactory

2- Satisfactory

1-Needs

Evalrs

Improvement

1 2 3

3 Very Satisfactory such that it etc satisfies only three of the ff. traits: Partial handy Grade durable B. Reflections of Knowledge and Understanding ( %) flexible 1. cost-effective Etc.
1.
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

Sample Analytic Scoring Rubric

A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very
Satisfactory

2- Satisfactory

1-Needs

Evalrs

Improvement

1 2 3

1.

etc

2 Satisfactory such that it satisfies only two of the ff. traits: B. Reflections ofhandy Knowledge and Understanding ( %) 1. durable Etc. Flexible Partial Cost-effective Grade
Partial Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

Sample Analytic Scoring Rubric

A. Reflections of Personal/Affective Traits ( %)
Criteria 4-Excellent 3- Very
Satisfactory

2- Satisfactory

1-Needs

Evalrs

Improvement

1 2 3

1.

etc

1 Needs improvement such that it satisfies only one or none of the ff. traits: B. Reflections handy of Knowledge and Understanding ( %) durable 1. flexible Etc. Partial cost-effective
Partial Grade Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

2. Student- Selected Evidence ( 1. Etc.

Partial Grade Final Portfolio Grade

%)

AUTHENTIC ASSESSMENT-MUBALAGTAS

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

2. Student- Selected Evidence ( 1. Etc.

Partial Grade Final Portfolio Grade

%)

A Project Plan

AUTHENTIC ASSESSMENT-MUBALAGTAS

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

4- Excellent such that the work satisfies all of 2. Student- Selected Evidence ( % ) the following:
1. Etc.
Partial Grade

presents complete information submitted on time well-prepared

AUTHENTIC ASSESSMENT-MUBALAGTAS

Final Portfolio Grade

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

2. Student- Selected Evidence such)that the 3- Very satisfactory ( % 1. only two Etc.

work satisfies

of the following:

presents complete information Partial Grade submitted on time Final well-prepared Portfolio Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

2- satisfactory such that the work satisfies only 2. Student- Selected Evidence ( % ) one of the following:
1. Etc.

presents complete information Partial submitted on time Grade well-prepared

Final Portfolio Grade
AUTHENTIC ASSESSMENT-MUBALAGTAS

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

2. Student- Selected Evidence ( % ) satisfies none of 1- Needs improvement 1. Etc.

the

following:

presents complete information Partial Grade submitted on time Final Portfolio Grade well-prepared
AUTHENTIC ASSESSMENT-MUBALAGTAS

B. Evidences of Knowledge, Reasoning, Skills, and Products of Learning ( %)

Evidence 4 3- Very

2-Satisfactory 1-Needs Improvement

Evalrs

Excellent Satisfactory

1 2 3

1. Teacher-Selected Entries ( %)
Partial Grade

2. Student- Selected Evidence ( 1. Etc.

Partial Grade

%)

Pictures showing how one implemented the plan

AUTHENTIC ASSESSMENT-MUBALAGTAS

Final Portfolio Grade

Reminders:
Criteria/evidences could be identified by the possible evaluators ( e.g students, teachers) . Take note that these criteria should be known before the students start developing their portfolio.

Evidences could vary in weight depending on their degree of importance /nature of the subject.
AUTHENTIC ASSESSMENT-MUBALAGTAS

Possible Criteria in Scoring Rubrics for Portfolios

Completeness Creativity Originality
Resourcefulness

Visual Appeal
Accuracy of information

Diversity of collections
Multiple intelligences Quality of product Evidence of understanding

Reflectiveness
Organization Mechanics

AUTHENTIC ASSESSMENT-MUBALAGTAS

Good Practices in Portfolio Assessment

The portfolio rubric is presented to the learners before the start of the portfolio development Learners participate in the development or refinement of the scoring rubric, and as coassessors of their own work or the work of others.
AUTHENTIC ASSESSMENT-MUBALAGTAS

Confer/Exhibit

Students

Teachers

Parents

AUTHENTIC ASSESSMENT-MUBALAGTAS

Why Portfolio Assessment?

It tests what is really happening in the classroom. It offers multiple indicators of students progress.
It gives the students the responsibility of their own learning. It offers opportunities for students to document reflections of their learning
AUTHENTIC ASSESSMENT-MUBALAGTAS

It demonstrates what the students know in ways that encompass their personal learning styles and multiple intelligences

It affords teachers new role in the assessment process. It allows teachers to reflect on the effectiveness of their instruction. It provides the teachers freedom of gaining insights into the students development or achievement over a period of time.
AUTHENTIC ASSESSMENT-MUBALAGTAS

What is a good practice?

A balanced assessment
Traditional Assessment Performance Assessment

Portfolio Assessment

 Design at least five authentic assessment that you can use at the end of a macro lesson. Match these to a specific component in Stage 1. Enter on the authentic assessment in your stage 2 template. You have one hour for this task.