Authentic Assessment

Christina Dennis
Mind Map by Christina Dennis, updated more than 1 year ago
Christina Dennis
Created by Christina Dennis almost 4 years ago
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Description

This is a mind map of authentic assessment for my course at UAB.

Resource summary

Authentic Assessment
1 Real World Context
1.1 Description: In life, we are not asked to show our competency by selecting an answer from a multiple choice test. Instead, we are asked to show what we know. Authentic assessment allows our students to have the chance to do just that.
1.2 Application: I was asked to teach a lesson during part of my interview to become an elementary teacher. Whatever job an ESL student has in the future, it is extremely important for them to be able to perform the task at hand.
2 Reveals Strengths of EB Students
2.1 Description: Because EL students are able to create an item to show their understanding of a topic, the students are able to show their strengths. Traditional assessments highlight students who are good test takers. Authentic assessments allow EL students to take ownership of their learning and create a product showing what they have learned. Teachers can then see what areas in which their EL students have strengths.
2.2 Application: Instead of taking a traditional assessment on our Native American unit, students could instead do a form of authentic assessment. This may include a choice board with several options as to what the students can do, but also gives them a chance to show what they have learned instead of taking a traditional test. For example, students could create a poster showing what they have learned about the tribes we discussed. They could also act out a play. Some students may want to write a story showing the different aspects of the tribes. There are various ways to show what we have learned about Native Americans.
3 Performance-Based Assessment
3.1 Description: These assessments come from classroom instruction and everyday tasks. A teacher can use these to assess an ELLs' language proficiency and academic growth. This can be done through oral reports, presentations, demonstrations, and various other methods.
3.2 Application: Performance-based assessments can include reading with partners, retelling stories, role playing, giving an oral report, using sequencing skills in telling a story, brainstorming, and several other things. The possibilities are endless.
4 Portfolio Assessment
4.1 Description: This is a place to collect student work throughout the year to show growth and progress. They include information, sample work, and evaluations of student performance.
4.2 Application: A teacher can include a student's writing, drawings, tapes of oral work, checklists, and rating sheets. I have used portfolio based assessment on one of my students. This showed her progress throughout the year, and allowed myself and the department that she was included in to monitor her academic success.
5 Integrates Teaching, Learning, and Assessment
5.1 Description: Students are learning about a topic while the teacher facilitates. Then, the students' work throughout their learning turns into an end product used for assessment.
5.2 Application: I recently taught a lesson on magnetism. Instead of doing worksheets, I wanted my students to be involved inter own learning. They created their own experiment in order to test metals magnets are attracted to, and then conducted their experiments. While they were conducting experiments, I was working with the individual groups, facilitating their learning. In the end, they were able to create a presentation about magnetism and show their learning in a unique way.
6 How to Create Authentic Assessment
6.1 Description: There are 4 steps to creating authentic assessments: First, identify the standards. Next, select an authentic task. Then, identify the criteria for the task. Finally, create the rubric for the task.
6.2 Application: When I wanted my students to know about magnetism, the first thing I did was look at my standard to know what they were required to know. After that, I was able to create a task for them to complete by testing different metals to check for magnetism. We spoke about why certain metals did not stick, and made connections between the metals that were attracted and the metals that were not attracted. After I knew what they needed to do, I was able to come up with an idea as to what their end product would look like. This meant I was able to make a rubric looking for all aspects of the standards.
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