Authentic Assessments

Authentic Assessments

1. students perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

   • Usually includes a task & a rubric
     • Assessment drives the curriculum. First determine the task, then the curriculum = planning backwards
       • Tests can serve as a complement to authentic assessments in a teacher
         • Allows for student choice
           • Students know what good performance looks like

2. WHAT?

3. WHY?

   • students should be able to use/apply knowledge & skills, not just recite it.
     • Research shows students need to be able to construct own meaning
       • allows for students to show their strengths
         • allows for more student choice

4. HOW?

   • Question 1. What should students know & be able to do?
     • Question 2. What indicates students have met these standards?
       • Question 3. What does good performance look like?
         • Question 4. How well did they perform. Create a rubric
           • What do students need to improve on?

5. ELL

   • Initial Assessment
     • schools are legally obligated to identify who are ELLS so they can receive services if needed
       • so they can provide equal opportunity for success
         • language proficiency test such as ACCESS
           • literacy skills transfer from native language to English
             • Assess in students native language, when possible. shows that you value it
               • Many educational background issues you should take into consideration such as number of years of school in US or elsewhere
         • Send a home language survey for every student
   • Ongoing Assessment
     • Portfolios
       • 1. Comprehensive
         • items show range and growth of skills
         • higher-level thinking skills
         • formal and informal assessments
       • 2. Predetermined & Systematic
         • purposes, aims, and artifacts have been established in advance
         • work together with teacher and ESL teacher
       • 3. Informative
         • conveys useful data
           • have students been taught how to interpret portfolio?
       • 4. Tailored
         • Does it provide a glimpse into student's rich cultural & linguistic heritage?
       • 5. Authentic
         • Was student involved in selecting items
     • Oral language
       • very important, should be given numerous opportunities
         • receptive and expressive skills should be assessd
           • Does student understand conversational & academic language?
     • Writing
     • Family literacy
   • High-Stakes Test
     • Adequate yearly progress
       • amount of progress that must be shown by a school
         • New AYP in 2004 for LEP
     • Content-based standards
     • Accomodations
       • English language proficiency is insufficient
       • Special needs
         • Can be difficult to determine
       • extra time, read test aloud, extra breaks, fewer distractions
     • culturally responsive?
       • cultural bias