1.1 Description: Authentic Assessments allow the learner to engage in meaningful, real-world tasks.
1.1.1 Application: To develop and produce productive citizens,
it is important to engage learners in tasks that replicate
real-world challenges. For example, goal-setting, self and
group evaluation, peer editing, and concept maps
engage learners in tasks that are similar to college,
career, and life challenges they will face in the future. It
is especially important when working with EL/EB
students to understand their thinking. Traditional
assessments do not always provide insightful
information on an EL/EBs thought process.
2 Applying Knowledge
2.1 Description: Authentic Assessments allow
the learner to apply their knowledge and
skills or use a concept in a new situation.
Application is the bridge between knowledge
and task and can lead to higher levels of
thinking, such as evaluation and analysis.
2.1.1 Application: It is important to provide multiple
opportunities for learners to apply what they have
learned. In order to transfer knowledge, learners
must practice applying knowledge and skills in a
variety of situations. For EL/EBs, it is important to
activate prior knowledge and provide opportunities
for cooperative and collaborative learning.
Application of knowledge can better show what
EL/EBs know and can do.
3 Constructing Knowledge
3.1 Description: Authentic Assessment
allow learners to construct their
responses and also leads to new
knowledge and meaning construction.
3.1.1 Application: Learners construct or create their
responses rather than select from a list. This provides a
better understanding of what a student really knows
and can do and provides more insightful information
into their thought processes. For EL/EBs this could be a
list, web, short-answer constructed response, a verbal
explanation in their own words, or a figural representation
such as a graphic organizer or picture. EL/EBs may not
be able to show what they know in a multiple-choice or
fill-in-the-blank type question, when they do in fact
understand the concept.
4.1 Description: It is important to provide multiple
paths to demonstration of knowledge and skills. In
addition to traditional assessments, allowing
learners to show what they know through a
product or performance allows them to
demonstrate authentic learning in different forms.
Product and performance assessments are more
substantial and provide a deeper understanding of
the learners' understanding, allowing them to
apply, analyze, evaluae, and synthesize their
knowledge and skills.
4.1.1 Application: EL/EBs are involved in and able to
demonstrate what they learned in a
meaningful way. Product/Performance
assessments include skits, role-plays,
debates, presentations, cooperative group
work, book reviews, making models,
designing experiments, scavenger hunts,
timelines, letter writing, and recording
5 Direct Evidence
5.1 Description: Authentic Assessments
provide direct evidence. In
traditional assessments, the
learner's thinking may not be clear
and inferences must be made. It is
not always clear what the learner
knows or does not know and what
are guesses. It is also unclear what
the learner can do with that
knowledge. Authentic assessments
provides real evidence for what a
learner can do with the acquired
knowledge and skills.
5.1.1 Application: In order to
measure direct evidence on authentic assessments, it is
beneficial to use checklists
and/or rubrics. Checklists and
rubrics are beneficial for
EL/EBs because it tells them
exactly what is expected and to what degree.
6.1 Description: Traditional assessments are
structured by the designer of the
assessment. The learner is limited to
what is on the test. Authentic
assessments give learners more choice
and voice in the design and construction
of the assessment.
6.1.1 Application: Authentic assessments
take into consideration the EL/EBs
stengths and weaknesses, learning
styles, and encourages reflection and