AUTHENTIC
ASSESSMENT:
MEANING, METHODS
AND TOOLS
-is a “form of assessment in
AUTHENTIC
which students are asked to
ASSESSMENT
perform real-world tasks that
demonstrate meaningful
application of essential
knowledge and skills (Mueller,
2011)
Wiggins (1987) say it is…engaging in
AUTHENTIC
worthy problems or questions of
ASSESSMENT
importance in which students must
use knowledge to fashion
performances effectively and
creatively. The tasks are either
replicas of or analogous to the kind
of problems faced by adult citizens
and consumers or professionals in
the field.
Stiggins (1987) claims that
AUTHENTIC
authentic assessments “call
ASSESSMENT
upon the examinee to
demonstrate specific skills
and competencies, i.e.,to
apply the skills and
knowledge they have
mastered.”
Mueller (2008) compares
traditional assessment and
authentic
ATTRIBUTES assessment
TRADITIONAL
ASSESSMENT
AUTHENTIC
ASSESSMENT
1.ACTION/OPTION Selecting a Performing a task
response
2. SETTING Contrived/Imagined Simulation/Real-life
3. METHOD Recall/Recognition Construction/
Application
4. FOCUS Teacher-structured Student-structured
5. OUTCOME Indirect evidence Direct evidence
-is an alternative assessment in the
Non-Test Assessment
sense that it ofpaper-
diverts from the
Learning
and-pen test, which is the only test
known to many.
-these are tests that do not force the
students to give their responses but
rather allow the students to manifest
their acquired knowledge and skills
from the subject though means other
than written tests.
1. Portfolio – A purposeful collection of
Examples of non-tests are:
students’ works that exhibit the
student’s efforts, progress and
achievements in one or more areas of
the curriculum.
2. Teacher Observation. The teacher
observes the students while they work
to make certain the students
understand the assignment and are on
task. Example: Cooperative learning
3. Slates or Hand Signals. Students use
Examples of non-tests are:
slates or hand signals as a means of
signaling answers to the teacher.
Example: Review questions - write
answers and hold up slate.
4. Daily Assignments. The student
completes the work assigned on a daily
basis to be completed at school or
home. Example: Worksheets or
research.
Examples of non-tests
5. Journal. Students are:
write daily on
assigned or personal topics. Example:
What do you remember most in
yesterday's lesson?
6. Games. Teachers utilize fun
activities to have students practice and
review concepts. Example: Science
trivia
Examples
7. Projects. of non-tests
After are:
students are taught
the basics of triangles, such as types,
congruence, proofs, and similarity,
each student is asked to create a
poster, drawing, or personal
adornment such as a fingernail design,
piece of jewelry, or tattoo that uses at
least two different triangular shapes. A
beautiful product is that which displays
symmetry.
Examples of non-tests are:
8. Debates. The students take
opposing positions on a topic and
defend their position. Example: The
pros and cons of environmental
legislations.
9. Checklist. The teacher will make a
list of objectives that students need to
master and then check off the skill as
the students masters it.
Examples of non-tests are:
10. Cartooning. Students will use
drawings to depict situation and ideas.
Example: environmental issues
11. Models. The students produce a
miniature replica of a given topic.
Example: planetarium
Examples
12. of non-tests
Notes. Students will write aare:
summary of the lesson. Example:
outline of the day's lesson.
13. Panel Discussion. A group of
students verbally present information.
Example: A discussion presenting both
pros and cons of the environmental
issues.
Examples of non-tests are:
14. Demonstrations. Students present a visual
enactment of a particular skill or activity.
Example: proving that air has weight.
15. Problem-solving. You are teaching a unit in
physics on levers. To test your students'
knowledge, you give a lab worksheet focusing on
type of levers and forces. Use simple objects to
build levers; propose a problem with various
simple items (ruler, etc.); give students a scenario
that involves a large stone that must be carried
across the street with only one person to help how
can you do this?
Examples of non-tests are:
16. Discussions. Students in a
class verbally interact on a given
topic. Example: Discussion on
climate change
Authentic Assessment
Complements Traditional
-It is not a matter of “either-or”, it is a
Assessment
matter of “both-and”.
- This mastery of basic knowledge and
skills is the foundation of the learners ‘
ability to demonstrate and perform
the tasks that they are expected to
perform in the real world.
Robert Marzano
–proposed a New Taxonomy of
Educational Objectives (2000)
-his model of thinking skills
incorporates a wider range of
factors that affect how learners
think and provides a research-
based theory to help teachers
improve their learners’ thinking.
Robert Marzano
-his new taxonomy consists of
three systems and Knowledge
Domain, all of which are important
for thinking and learning.
-the 3 systems are the Cognitive
system, the metacognitive system
and
self- system.
THREE
SYSTEMS
1. Self system-decides whether
to continue the current behavior
or engage in a new learning
activity.
2. Metacognitive system- sets
goals and keeps track of how
well these goals are being
achieved
THREE
SYSTEMS
3. Cognitive system- processes
all the necessary information
and the knowledge which
consists of information, mental
procedures and physical
procedures.
THANK
YOU!
