Authentic Assessment

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Authentic Assessment

• Abdelmoneim A. Hassan

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Welcome

• Authentic Assessment
• Qatar University Workshop

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Overview

• This application workshop serves as an
  introduction to authentic assessment by providing
  participants with experience in using a step- by-
  step process for designing authentic assessment
  tasks and rubrics, strategies for involving
  students, and methods for evaluating students
  achievement and progress.

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Workshop Outcomes

• Participants will
• Create authentic assessment tasks and rubrics.
• Involve students in the assessment process.
• Provide students with corrective feedback.
• Facilitate and guide colleagues in the effective
  use of authentic assessment to improve students
  learning.

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Agenda

1. Introduction
2. Definition of Terms
3. Aligning Curriculum content, Instruction, and
   assessment
4. Performance Assessment Examples
5. Developing Authentic Assessment Liking outcomes
   to criteria
6. Developing Authentic Assessment Creating a
   Students Assessment Task
7. Developing Authentic Assessment Creating a
   Rubric
8. Developing Authentic Assessment Peer Review
9. Closure and Participant Response

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Warm- up Activity

• Go to the power point definition practice
  questions and review the terms there. (10
  minutes)
• Group discussion. (10 minutes).
• If you do not have your laptop use the paper
  format.(Activity 1)

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• Aligning Curriculum Content, Instruction, and
  Assessment

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Aligning Curriculum Content, Instruction, and
Assessment

CContent
This Content circle represents the mandated
course of study. This is What the student should
be able to learn
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Aligning Curriculum Content, Instruction, and
Assessment

• Instruction

c
I
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Aligning Curriculum Content, Instruction, and
Assessment

• Assessment

A
C
I
A
A
A
A
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• Content Priorities

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Clarifying Content Priorities
Worth being familiar with

Familiar with
Important to Know And
do
Important to know And do
Enduring Understanding
Enduring Understanding
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Clarifying Content Priorities
Worth being familiar with

Water
Important to Know And
do
Sand
Enduring Understanding
Rocks
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Clarifying Content Priorities
Worth being familiar with

Foundational Operation, knowledge and concepts
Important to Know And
do
Principles, rules, theories, thinking skills
Enduring Understanding
Problem solving Decision making inquiring., and
higher Order thinking skills
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(No Transcript)
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Clarifying Content Priorities
Worth being familiar with

Spell individual words
Important to Know And
do
Create sentences and paragraphs
Enduring Understanding
Ability to Communicate Effectively
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Authentic Assessment

• Focus question
• What is Authentic Assessment?
• A form of assessment in which students are asked
  to perform a real-world tasks that demonstrate
  meaningful application of essential knowledge and
  skills.

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Activity 2Group work

• Read each scenario and answer the questions.
• Discuss your answer with your group members and
  share it with the entire group.
• Time allowed 10 minutes
• Provide feedback.

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Authentic AssessmentExamining the
Characteristics of Authentic Tasks

• Think- Pair- Share
• Use handout to answer the following questions
• What distinguishes these tasks from typical test
  items?
• What characteristics do you observe in each task?
• What are the common elements of the tasks you
  examined?
• Turn to your partner and share your answers.
• You and your partner should come up with a common
  answer.

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Common Characteristics of Authentic Tasks

• Students are placed in a role
• Tasks is designed within real- life context
• Tasks required a student performance or product
• An audience is identified
• Learning activities are designed to engage and
  interest students
• Tasks are based on important outcomes

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• Developing Authentic Assessment Task

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Design Process
Learner outcomes
Criteria
Assessment Task
Rubric Reflection
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Think- Pair- Share

• Examine one of the authentic tasks and its
  rubric.
• Explain to your partner how the different
  components of the design are linked to each
  other.
• Share the information with the whole group.

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What do you notice about the link between
outcomes and criteria

• Possible answers
• The number of criteria is less than the numbers
  of outcomes.
• All criteria begin with action verb and focused
  on what students are asked to do.
• Criteria represent evidence that student can
  demonstrate the outcomes.
• Outcomes are combined and focused in the
  criteria.

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What do you notice about the link between
criteria and the student task

• Possible answers
• All criteria are embedded within the student
  task.
• The student task places the student in real life
  context by providing him with a role and
  audience.

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What do you notice about the link between the
student task and the rubric

• Possible answers
• The rubric serves as a reminder to students about
  what is important in the task.
• Students have the opportunities to set learning
  goals based on their strengths and areas of need

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What do you notice about the link between the
criteria and the rubric

• Possible answers
• The criteria are closely linked to the rubric.
• The outcomes are referenced in the rubric.

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Developing Authentic taskLinking Outcomes to
Criteria
Learner outcomes
Moving from Outcomes to Criteria
Criteria
Assessment Task
Rubric Reflection
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Linking Outcomes to CriteriaGraduation Party

• What is the outcomes of successful graduation
  party?
• Develop criteria or evidence that will indicate
  the outcomes have been achieved.

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Linking Outcomes to CriteriaGraduation Party

• Possible outcomes
• Celebrate the graduates.
• Graduates have good time.
• Gusts have good time
• Keep the noise and mess to reasonable level.

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Linking Outcomes to CriteriaGraduation Party

• Possible criteria
• Prepare invitation and decoration.
• Purchase gifts for the graduates
• Serve refreshment.
• Provide entertainment.

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How lack of clear criteria confuse students?

• The Barometer Story
• Read and share tour ideas with all of us.
• Sharing criteria with students in advance help
  them to be more successful than if criteria are
  kept hidden.
• Students can have input in the process of
  identifying criteria.
• You can use samples of students work as a source
  of criteria

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Developing a Performance Task

• 
  
• 
  

Learner outcomes
Criteria
Creating a Student Assessment Task
Assessment Task
Rubric Reflection
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Developing a Performance TaskSmall Group Work

• Read one of the tasks given to you.
• Identify the student role, audience, product/
  performance and context.
• You can use the template to design your authentic
  task.

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Peer Review

• Use the given criteria for reviewing the task (10
  minutes)

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Design Process

• Creating a
• Rubric

Learner outcomes
Criteria
Assessment Task
Rubric Reflection
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Create a Rubric

• A rubric is a set of scoring guidelines for
  evaluating students work. It distinguishes
  performances or products of different quality.

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Elements of a Scoring Rubric

• One or more criteria that serve as the basis for
  judging the student response.
• Attributes that demonstrate the underlying
  characteristics of each performance criterion.
• Descriptors to clarify the meaning of each
  criterion.
• Levels of excellence for the specified
  performance levels.
• A scale of values on which to rate each
  criterion.
• Verbal qualifiers such as few, some, most, all
  that indicate the type of scale is being used for
  each performance criteria.

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Creating a Rubric

• group work
• Design a rubric to assesses your student
  performance or product for the task you design.
• Use the step- by- step guide.
• Use the criteria for designing a rubric to
  evaluate your rubric.

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Peer review

• Each team will team with another team for peer
  review.
• Team will trade tasks and rubrics.
• Partners will use the rating scales to review
  tasks and rubrics and provide written feedback.

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Closure

• Any questions?
• Thank you