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CPE106 > GROUP 3: AUTHENTIC ASSESSMENT > Flashcards

GROUP 3: AUTHENTIC ASSESSMENT Flashcards

1
Q

a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

A

authentic assessment acc to mueller (2011)

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2
Q

engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively.

A

authentic assessment acc to wiggins (1987)

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3
Q

call upon it the examinee to demonstrate specific skills and competencies.

A

authentic assessment acc to stiggins (1987)

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4
Q

an alternative assessment in the sense that it diverts from the paper-test-pen test. It is an assessment that measures students’ abilities directly with real tasks.

A

non-test assessment of learning

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5
Q

formative assessment which is an on-going process
to give feedback to students to increase their competence. It is informal, impromptu feedback, or marginal comments on students’ drafts.

A

non-test assessment of learning

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6
Q

give examples of non-test assessment of learning

A

portfolio
journal
games
projects
debates

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7
Q

T or F

authentic assessment and traditional assessment compleents each other

A

T

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8
Q

T or F

Assessment is not a matter of “either-or”. It is not a case of either you use traditional or authentic. It is a matter of “both-and”. Both traditional and authentic assessments are necessary.

A

T

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9
Q

who proposed A New Taxonomy of Educational Objectives

A

Robert Marzano

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10
Q

what are the three systems

A

self-system
metacognitive system
cognitive system

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11
Q

-beliefs about the importance of knowledge
-beliefs about efficacy
-emotions associated with knowledge

A

self-system

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12
Q

-specifying learning goals
-monitoring the execution of knowledge
-monitoring clarity
-monitoring accuracy

A

metacognitive system

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13
Q

knowledge
comprehension
analysis
knowledge utilization

A

cognitive system

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14
Q

competencies that are transferrable between jobs. They are set of competencies related to attitudes and values (knowing how to be) and procedures (know-how).

A

transversal competencies

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15
Q

what are the transversal competencies (CIMG)

A

critical and innovative thinking
interpersonal skills
media and information literacy
global citizenship

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16
Q

what are the characteristics of a 21st century assessment (RF2IMCTS)

A

responsive
flexible
integrated
informative
multiple methods
communicated
technically sound
systematic

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17
Q

Visible performance-based work (as a result of assessment) generates data that inform curriculum and instruction.

A

responsive

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18
Q

Assessment needs to be adaptable to students’ settings. Rather than the identical approach that works in traditional assessment, 21st century
approaches are more versatile.

A

flexible

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19
Q

Assessments are to be incorporated into the day-to-day practice rather than as add-ons at the end of instruction or during a single specified week
of the school calendar.

A

integrated

20
Q

The assessment results give information on whether or not the desired and targeted 21st century skills which are clearly stated and explicity taught are realized.

A

informative

21
Q

An assessment continuum that includes a spectrum of
assessment strategies is the norm.

A

multiple methods

22
Q

Communication of assessment data is clear and transparent for all stakeholders.

A

communicated

23
Q

For fairness, adjustments and accommodations are made in the assessment process to meet students’ needs.

A

technically sound

24
Q

21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and
stakeholders and designed to support improvement at all levels.

A

systematic

25
Q

two types of authentic assessment

A

process-oriented
product-oriented

26
Q

give other terms for authentic assessment

A

alternative assessment
direct assessment
non-traditional assessment

27
Q

a type of authentic assessment where learning outcomes is in the form of procedural knowledge and thus requires demonstration of the process or procedure.

A

process-oriented assessment

28
Q

a type of authentic assessment where students’ performance may lead to a concrete product. These students’ products are the concern

A

product-oriented assessment

29
Q

what are examples of process-oriented assessment

A

playing a musical instrument
reading aloud
making a speech to class

30
Q

examples of product-oriented assessment

A

lab report
watercolor painting
handmade apron

31
Q

what law sa deped states the 3 components of summative assessment

A

DepEd Order X 2015-08

32
Q

what are the 3 components of summative assessment

A

written work
performance task
quarterly assessment

33
Q

which component of a summative assessment contribute most to the student’s quarterly grade?

A

performance tasks

34
Q

what should you remember in constructing performance tasks (GRASPS)

A

Goal
Role
Audience
Situation
Product
Standards and Criteria Indicators

35
Q

Provide a statement of the task. Establish the goal of the task; state the problem. challenge or obstacle in the task.

A

GOAL

36
Q

Define the role of the students in the task.

A

ROLE

37
Q

Identify the target audience within the context of the scenario

A

AUDIENCE

38
Q

Explain the situation. What’s the context? What is the challenge?

A

SITUATION

39
Q

Clarify what the students will create and why they will create it.

A

PRODUCT

40
Q

Identify specific standard for success.

A

STANDARDS AND CRITERIA

41
Q

what are the guidelines for performance assessment
(EIPJ)

A

establishing a clear purpose
identifying observable criteria
providing an appropriate setting
judging or scoring the performance

42
Q

What is the purpose of the performance assessment to
assign a grade, to evaluate student’s progress, to generate products to be included in a learning portfolio, or to provide student’s sample of work for college admission?

A

establishing a clear purpose

43
Q

These criteria of good performance are made clear to
students at the beginning of the teaching-learning process to help them focus on their learning. These observable criteria also help the teacher or any one assessing for that matter make his/her observations more systematic and focused.

A

identifying observable criteria

44
Q

Will you observe the target behavior in a natural
setting like observing a Student Teacher teach as he/she teaches in a real classroom or observe her in an announced and prepared demonstration teaching with her classmates acting as students? Assessment experts’ advice is “As a rule of thumb, it is a good idea
to observe the student on more than one occasion, because a single performance might
not fairly represent student knowledge or skill.” (Santrock, 2009)

A

providing an appropriate setting

45
Q

To judge or score the product or the process/behavior demonstrated, a scoring rubric is a must, to ensure objectivity of scoring.

A

judging or scoring the performance

CPE106 (6 decks)

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