Show Me What You Can Do: Big Ideas About Authentic Assessments

Erin McGough
Mind Map by Erin McGough, updated more than 1 year ago
Erin McGough
Created by Erin McGough almost 4 years ago
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Guides for Alternative Assessments
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Show Me What You Can Do: Big Ideas About Authentic Assessments
1 Big Idea #6: Assessment drives curriculum
1.1 Also called "working backwards"; teachers decide tasks students need to be able to do, then design curriculum to give info and skills needed
1.2 Example: Students need to be able to distinguish between editorials and news articles. First lesson will be about the characteristics of an editorial.
1.3
2 Big Idea #1: Students learn as they perform real-world tasks
2.1 tasks simulate challenges faced by adults & in professional settings
2.2 teachers act as facilitators as students problem-solve
2.3
3 Big Idea #7: Students demonstrate ability to APPLY skills and knowledge
3.1 students complete tasks to show what they have learned
3.2 often work well with TA's as a way to show that student can apply knowledge
3.3
3.4 Example: Students show they know basic conversation words by recording a short conversation with a classmate
4 Big Idea #5: Use of rubrics to evaluate performance
4.1 students see rubrics ahead of time so they know what they are expected to do and need to learn
4.2 rubrics identify criteria of good performance
4.3
5 Big Idea #3: Student-structured
5.1 students have more choices in how they demonstrate proficiency
5.2
5.3
6 Big Idea #2: Uses direct evidence
6.1 AA's offer direct evidence of a student's abilities to apply and construct knowledge
6.2 traditional assessments like multiple choice gives us indirect evidence student knows about and/or how to do something
6.3 Example: To show that they understand the complex issues following the Civil War, students were tasked with creating their own Reconstruction plan.
6.4
7 Big Idea #4: AA's are constructive
7.1 AA's encourage students to construct meaning as they work on tasks
7.2
7.3 Example: With the Reconstruction Plan assignment, Instead of just learning facts about the negative effects of Reconstruction, students are forced to think about what they have learned and make a plan for how things could have been different
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