Module 3: Authentic Assessment

Katie Fraley
Mind Map by Katie Fraley, updated more than 1 year ago
Katie Fraley
Created by Katie Fraley almost 4 years ago


Katie Fraley's synthesis of Module 3 (Authentic Assessment) reading information.

Resource summary

Module 3: Authentic Assessment
1 Traditional Assessment: Pros & Cons
1.1 Pros: benefits of teacher control, demonstrates a knowledge base, compliment Authentic Assessment.
1.2 Cons: Little opportunity for analysis, synthesis, application, or substantial depth of knowledge demonstration; difficult to tell how students came to an answer because indirect evidence; contrived.
1.3 Skills/Standards --> Assessment. Shouldn't the product be the emphasis/starting point?
1.4 Teaching to the test: discouraged because students who learn the test can score better despite no real understanding of the content.
1.5 "An autoposy."
2 Direct Evidence
2.1 Allows teacher to track student progress and document specific data.
2.2 Provides essential data for form tracking of language acquisition AND content knowledge development.
2.3 Excellent data for NCLB and other documentation.
3 Performance/Task-based
3.1 Real world application: If our students should be college and career ready, shouldn't their work reflect real-world tasks?
3.2 Allows for critical thinking and student construction instead of recall / recognition.
3.3 Student-centered.
3.4 Requires problem solving and application -- do we want to create a generation of problem-solvers or a generation of cogs-in-a-machine who only recall information?
4 Student Feedback
4.1 Rubrics make learning goals clear. They also allow students to work within a flexible frame and pull from strengths.
4.2 Portfolios allow students to directly see development and self-assess their progress on a standard/skill.
4.3 Rubrics give students specific parameters and understandable goals.
4.4 Teaching to the test: Showing examples and molding instruction to the test is encouraged because it isn't "cheating" -- it provides models but not answers. Students must still problem-solve and generate genuine products.
4.5 Opportunities for group projects so students receive feedback from peers.
5 Assessing Content Knowedlge
5.1 Traditional assessment often rely on understanding of English. It's difficult to tell if a student's success (or lack there of) is due to content knowledge or language proficiency.
5.1.1 A student developing English language proficiency can still show mastery of a CONTENT skill in a task-based or oral portfolio because it is not relent on English proficiency and inflexible language requirements.
5.2 Authentic Assessments test the TRUE application of the content knowledge, therefore highlighting true mastery and success in the field.
6 Instruction + Assessment Combined
6.1 Instead of an "autoposy" of their knowledge, it is a give and take "living" process.
6.2 A more organic experience where students receive instruction and feedback as they work on their product. The two are not clearly separated.
6.3 REQUIRES formative feedback.
6.4 Scaffolding
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