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Topic 3 Authentic Assessment Tools

This document discusses three key aspects of authentic assessment: connecting, reflecting, and feedback. It describes how authentic assessments require students to connect facts and concepts to solve problems. Reflection is also important, allowing students to think about their learning. Feedback should be provided to help students self-assess and improve. The document outlines three modes of authentic assessment: observation using tools like checklists and interviews, performance samples compiled in portfolios, and performance assessments using checklists and questioning to evaluate skills.

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Hyacinth Kaye Noval
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69 views14 pages

Topic 3 Authentic Assessment Tools

This document discusses three key aspects of authentic assessment: connecting, reflecting, and feedback. It describes how authentic assessments require students to connect facts and concepts to solve problems. Reflection is also important, allowing students to think about their learning. Feedback should be provided to help students self-assess and improve. The document outlines three modes of authentic assessment: observation using tools like checklists and interviews, performance samples compiled in portfolios, and performance assessments using checklists and questioning to evaluate skills.

Uploaded by

Hyacinth Kaye Noval
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Authentic Assessment

Tools
3 important aspects or concepts:

• Connecting
• Reflecting
• Feedback
Connecting
• A key feature of many authentic strategies is that students are required to
connect facts, concepts and principles together in unique ways to solve
problems or produce products.
• The most important evidence collected through assessment of these is
“coherence of knowledge”(Glaser, 1988)
• Assessment should tap the connectedness of concepts and the student’s
ability to access interrelated trunks
• Authentic assessments are framed in the form of learning experiences
sequenced from simple to complex and are progressive in nature.
• Transfer of knowledge and skills is enhanced when students recognized
the connectedness of learning.

Reflecting
• The range of available options for teachers wishing to improve student
assessment extends beyond the cognitive and psychomotor domains to
include assessment of attitudes and other affective behaviors.
• A key aspect of many forms of authentic assessment is the opportunity for
students to reflect on their thinking, practices, and learning ( known as
metacognition)
Feedback
• Learners need information that will help them self-assess and self-correct
so that assessment becomes integrated throughout the learning experience.
• Feedback actively involves and engages the learner where the process is
collaborative and reflective
• Students are provided with real-time information about the quality of their
performance.
Authentic assessment makes use of the three
modes of assessment:
1. Observation
• Include date and information that the teacher collects from daily work with students.
• To make observation-based assessment systematic and objective:
a) Observe not only one but all the students.
b) Observation must be frequent and regular as possible.
c) Observations must be recorded in writing.
d) Observations should cover both routine and exceptional occurrences.
e) Reliability of observation records is enhanced if multiple observations are gathered
and synthesized.
Observation-based Assessment tools:

a. Developmental Checklist – an observation tool which requires the

teacher to describe the traits or learning behaviors being assessed. This

gives a moving picture of the student’s progress towards the desired

competencies.
Name: ________________________ Year & Section:________
Oral Communication
Stage 1 Stage 2 Stage 3 Stage 4
Speak with Speak in Speak Volunteers to
hesitation complete extemporaneousl participate in
sentences y speaking activities
Date:_____ Date:_____ Date:______
Date: _______
Name: ________________________ Year & Section:_______
Written Communication
Stage 1 Stage 2 Stage 3 Stage 4
Writes with Writes with Writes with Writes essays
difficulty some correct and reports
improvements grammar
Date:_____ Date:_____ Date:_____
Date:_____
b. Interview Sheet – is also called as conference recording form
- consists of list of questions the teacher intends to ask
and
space for recording the student’s answers
Research Proposal Interview Sheet
Student’s Name: ______________________________ Date:___________
Interviewer’s Name: _____________________
Course / Subject:________________________
Topic:_________________________________

1. Why did you select this topic? _____________________________________________


2. What are the sources of your materials?______________________________________
3. What is the theoretical bases of your research paper?____________________________
4. How do you plan to gather data of your research?______________________________
5. What research instrument do you intend to use?________________________________
6. What is your time table for the completion of your research?______________________
7. How do you expect to spend for this research?_________________________________
2. Performance Samples
• are tangible results that demonstrate student achievements compiled in a
portfolio.
• Portfolio is a compilation of pieces of evidence of an individual skills, ideas,
interests and accomplishments. It includes essays, video tapes, pictures,
graphic, art work, compact disk, field reports. It serves as the ff. purposes:
a. The teacher can assess the growth and development of the students at
various levels.
b. Parents are informed of the progress of their children.
c. Instructional supervisors are able to evaluate the strength and weaknesses of
the academic programs
3. Performance Assessment Tools- student achievements at a specific place
and time are actual students performances.
a. Performance Checklist – consists list of behaviors that make up a certain
type of performance(eg. Using a microscope, baking cake, encoding, etc.)
Performance Checklist in Solving Mathematical Problem

Behavior
____1. identifies the given information
____2. identifies what is being asked
____3. uses variable to perform algebraic
expressions
____4. formulate equation
____5. perform algebraic operations
____6. obtains an answer
____7. verifies if the answer is correct
b. Oral questioning – appropriate when the objectives are to assess the student’s
stock knowledge and to determine the student’s ability to communicate ideas in
coherent verbal sentences

c. Observation and Self-report

Observation needs a tally sheet as a device used by the teacher to record the
frequency of student’s behavior, activities or remarks.

A self- checklist is a list of several characteristics that they possess or activities in


which they have engaged for a particular length of time.
Name: Year & Section: topic/activity
Attributes 5 4 3 2 1
1. Clarity of presentation
2. Opportunity for class discussion
3. Organization
4. Grammar and Syntax
5. Provision of Summary
subtotal

TOTAL:______________

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