Authentic Assessment

lhara
Mind Map by lhara, updated more than 1 year ago
lhara
Created by lhara about 4 years ago
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Authentic Assessment
1 Meaningful, Real-World Tasks
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 Product/Performance
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 data.
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 Learner-Centered
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 collaboration.
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