GROUP 3: AUTHENTIC ASSESSMENT Flashcards
a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
authentic assessment acc to mueller (2011)
engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively.
authentic assessment acc to wiggins (1987)
call upon it the examinee to demonstrate specific skills and competencies.
authentic assessment acc to stiggins (1987)
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.
non-test assessment of learning
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.
non-test assessment of learning
give examples of non-test assessment of learning
portfolio
journal
games
projects
debates
T or F
authentic assessment and traditional assessment compleents each other
T
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.
T
who proposed A New Taxonomy of Educational Objectives
Robert Marzano
what are the three systems
self-system
metacognitive system
cognitive system
-beliefs about the importance of knowledge
-beliefs about efficacy
-emotions associated with knowledge
self-system
-specifying learning goals
-monitoring the execution of knowledge
-monitoring clarity
-monitoring accuracy
metacognitive system
knowledge
comprehension
analysis
knowledge utilization
cognitive system
competencies that are transferrable between jobs. They are set of competencies related to attitudes and values (knowing how to be) and procedures (know-how).
transversal competencies
what are the transversal competencies (CIMG)
critical and innovative thinking
interpersonal skills
media and information literacy
global citizenship
what are the characteristics of a 21st century assessment (RF2IMCTS)
responsive
flexible
integrated
informative
multiple methods
communicated
technically sound
systematic
Visible performance-based work (as a result of assessment) generates data that inform curriculum and instruction.
responsive
Assessment needs to be adaptable to students’ settings. Rather than the identical approach that works in traditional assessment, 21st century
approaches are more versatile.
flexible
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.
integrated
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.
informative
An assessment continuum that includes a spectrum of
assessment strategies is the norm.
multiple methods
Communication of assessment data is clear and transparent for all stakeholders.
communicated
For fairness, adjustments and accommodations are made in the assessment process to meet students’ needs.
technically sound
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.
systematic
