The "Big Five" of Authentic Assessment

The "Big Five" of Authentic Assessment

1. Realistic

   • Assessments tied to real-world concepts and activities; not contrived
     • Instead of traditional multiple choice tests that are disconnected from real-world contexts, try an activity like...
       • Creating a brochure illustrating and describing trees and flowers for a local park
         • Real-world task
         • Demonstrates knowledge of biological concepts
         • Allows for modifications for EL students

2. Use of Repertoire of Knowledge

   • Rather than containing objectives that only isolate specific skills or sets of knowledge, authentic assessment encourages a utilization of a repertoire of knowledge.
     • Instead of requiring memorization and recall of specific topics, APPLY a wealth of knowledge areas with an assessment like...
       • Role-playing: Interviews with book characters. Have student pretend to be a character from a recently-read text and participate in an interview about his life.
         • Demonstrates knowledge of character/text
         • Strengthens and assesses public speaking skills
         • Strengthens and assesses predictive and critical thinking skills

3. Product-Based

   • Often times, correctness is the only criterion used in traditional assessments. Product-based assessments requires a justification of answers and complete knowledge of topic. Does not allow for simply guessing an answer and getting it correct.
     • Instead of giving a True or False assessment that gives students a 50/50 chance of guessing a correct answer, instead try an assessment like...
       • ABC Math Book: Students create a children's book with a geometric shape/concept for each letter of the alphabet (A for Acute, B for Bisect, etc.)
         • Creates a real-world "product"
         • Requires complete understanding of topic; no guessing
         • Allows for EL students to show their knowledge in a variety of ways

4. Preparation

   • Assessments and activities must be known in advance.
     • Instead of providing tests with unknown content or goals, teachers should provide rubrics or instruction sheets in advance.
       • Knowing what to expect accomplishes the following:
         • EL students can prepare in advance
         • Lowers the affective filter
         • Ensures learning objectives and standards are clear
     • Instead of planning then curriculum then assessments, plan your assessments first and teach with the test in mind.

5. Scoring Complexity: Not always one right answer.

   • Assessments are created such that there is not always one correct answer. Assessments include tasks in which a variety of methods may be used to demonstrate knowledge of a variety of areas.
     • Instead of creating an assessment in which there is one correct answer form, instead try....
       • Creating rubric-based tasks in which scores can be generated across a variety of scales
         • For example, in a language-learning class, allow the students to give a presentation about their family using a rubric assessing pronunciation, grammar usage, fluency, etc.

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