Authentic Assessment - created from Mind Map

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Standards

Authentic Tasks

Criteria

Student Centered

Things to keep in mind while assessing EBs

Should be./ should have..

What standards should the students know?

Language standards

Content Standards

https://wida.wisc.edu/teach/standards/eld

https://www.alex.state.al.us/browseStand.php

Assesses ability to Apply standards-driven knowledge and skills to real-world challenges

Stem from schools wanting:

By having students construct their own responses rather than to select from ones presented

to develop productive citizens so an individual must be capable of performing meaningful tasks in the real world

schools must help students become proficient at performing the tasks they will encounter when they graduate

Determines if students have performed well on the task,. Teacher will identify and look for characteristics of good performance.

Should be assessed with a rubric

The minimum level at which you would want most students to perform is your benchmark score

Information from the rubric will give students feedback and allow you to adjust instruction

Analytic Rubric: Performance is judged separately for each criterion

Holistic Rubric: Judgment of how well someone has performed on a task considers all the criteria together

Rubrics should be created so students still have some autonomy https://www.alfiekohn.org/article/trouble-rubrics/

Students should have choice in the assessment

One type of assessment that lends itself for student choice are portfolios. Qualities of portfolios should include:

Measure progress over time. Different types of portfolios include:

When working with EBs portfolios should be: (1) comprehensive, (2) predetermined and systematic, (3) tailored, (4) informative, and (5) authentic

Growth Portfolio: Shows growth or change over time

Evaluation Portfolio: Documents achievement for grading purposes

;Showcase Portfolio: Showcases end-of-year/semester accomplishments

The student's cultural background can effect their presentation style, writing conventions, and background knowledge.

The EBs language proficiency can differ between ....

Not all tests are culturally responsive

Receptive Language: Can be assessed by observing how well EBs follow common commands such as "Take out your pencil,"

Expressive Language: Can be assessed holistically or analytically

Direct evidence of student learning

A replication of challenges faced in the real world.

Examples

Constructed response i.e. short essay questions and measuring objects

Products i.e. essays, data recordings, comic strips

Performances i.e. oral presentations, skits, role-playing

Ex: Family stories (perfect time for EBs to write about their family and culture using home language)

Task 02 (application/pdf)

Task7 (application/pdf)

Sample Analytic Rubric (application/pdf)

Holistic Rubric Samples (application/pdf)

A Portfolio Assessment (application/pdf)