Authentic Assessment

Standards
1. What standards should the students know?
  1. Language standards
    1. https://wida.wisc.edu/teach/standards/eld
  2. Content Standards
    1. https://www.alex.state.al.us/browseStand.php
Authentic Tasks
1. Assesses ability to Apply standards-driven knowledge and skills to real-world challenges
  1. By having students construct their own responses rather than to select from ones presented
2. Stem from schools wanting:
  1. to develop productive citizens so an individual must be capable of performing meaningful tasks in the real world
    1. schools must help students become proficient at performing the tasks they will encounter when they graduate
Criteria
1. Determines if students have performed well on the task,. Teacher will identify and look for characteristics of good performance.
  1. Should be assessed with a rubric
    1. The minimum level at which you would want most students to perform is your benchmark score
    2. Information from the rubric will give students feedback and allow you to adjust instruction
    3. Analytic Rubric: Performance is judged separately for each criterion
    4. Holistic Rubric: Judgment of how well someone has performed on a task considers all the criteria together
    5. Rubrics should be created so students still have some autonomy https://www.alfiekohn.org/article/trouble-rubrics/
Student Centered
1. Students should have choice in the assessment
  1. One type of assessment that lends itself for student choice are portfolios. Qualities of portfolios should include:
    1. Measure progress over time. Different types of portfolios include:
      1. Growth Portfolio: Shows growth or change over time
      2. Evaluation Portfolio: Documents achievement for grading purposes
      3. ;Showcase Portfolio: Showcases end-of-year/semester accomplishments
    2. When working with EBs portfolios should be: (1) comprehensive, (2) predetermined and systematic, (3) tailored, (4) informative, and (5) authentic
Things to keep in mind while assessing EBs
1. The student's cultural background can effect their presentation style, writing conventions, and background knowledge.
2. The EBs language proficiency can differ between ....
  1. Receptive Language: Can be assessed by observing how well EBs follow common commands such as "Take out your pencil,"
  2. Expressive Language: Can be assessed holistically or analytically
3. Not all tests are culturally responsive
Should be./ should have..
1. Direct evidence of student learning
  1. Examples
    1. Constructed response i.e. short essay questions and measuring objects
    2. Products i.e. essays, data recordings, comic strips
      1. Ex: Family stories (perfect time for EBs to write about their family and culture using home language)
    3. Performances i.e. oral presentations, skits, role-playing
2. A replication of challenges faced in the real world.

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	Erstellt von Hannah Burton vor mehr als 4 Jahre