presentation

1. Traditional Vs. Authentic
Assessment

2. Assessment:

3. Traditional Assessment Definition:
Traditional assessment are the
conventional methods of testing which
usually produce a written document, such
as quiz, exam, or paper. Standardized
tests, most state achievement test, and
high school graduation examination are
also examples of traditional assessment.

4. Authentic Assessment Definition:
An assessment that is performanceoriented, the thinking goes, with the
assessment that aims to measure not only
the correctness of the response, but also
the thought process involved in arriving at
the response, and that encourage students
to reflect their own learning in both depth
and breadth, the belief is that instruction will
be pushed into a more thoughtful, more
reflexive, richer mode as well.

5. Alternative Names
for Authentic Assessment
Performance Assessment
Alternative Assessment
Direct Assessment

6. Other Definitions:
Performance assessments call upon the
examinee to demonstrate specific skills
and competencies, that is, to apply the
skills and knowledge they have mastered.
Richard J. Stiggins

7. Other Definitions:
A form of assessment in which students
are asked to perform real-world tasks
that demonstrate meaningful application
of essential knowledge and skills
Jon Mueller

8. Traditional Assessment vs.
Authentic Assessment:
Traditional Assessment (TA)
Multiple choice
Gap fill
True-false
Matching

9. Traditional Assessment vs.
Authentic Assessment:
Authentic Assessment (AA)
Inventories
Peer rating / Self rating
Journals
Portfolios
Discussions
Interviews

10. Traditional Assessment vs.
Authentic Assessment:

11. Traditional Assessment vs.
Authentic Assessment:

12. Traditional Assessment vs.
Authentic Assessment:

13. How to Create
Authentic Assessments
Step 1: Identify the standards
Step 2: Select an authentic task
Step 3: Identify the criteria for the task
Step 4: Create the rubric

14. STEP 1:
Identify the Standards
Standards, like goals, are statements of
what students should know and be able
to do. However, standards are typically
more narrow in scope and more
amenable to assessment than goals.
“Students will be able to add two-digit
numbers correctly.”

15. STEP 2:
Select an Authentic Task
Find a way students can demonstrate that
they are fully capable of meeting the
standard. The language of a well-written
standard can spell out what a task should
ask students to do to demonstrate their
mastery of it.

16. STEP 3:
Identify the Criteria for the Task
Ask "What does good performance on
this task look like?" or "How will I know
they have done a good job on this task?"
• Criteria: Indicators of good
performance on a task

17. STEP 3:
Identify the Criteria for the Task
Characteristics of a Good Criterion
clearly stated
brief
observable
statement of behavior
written in a language students understand

18. STEP 3:
Identify the Criteria for the Task
Standard
The student will be able to divide two-digit numbers
correctly.
Task
Calculate the given math problems without using the
calculator and answer it in the board. Explain their
answers.
Criteria
The proper use of the step-by-step process in
solving the problem. Correctness of the final answer.
The way they explain and deliver the reason of how
they arrive with the final answer.

19. STEP 4:
Create the Rubric
Once you have identified the criteria you
want to look for as indicators of good
performance, you next decide whether to
consider the criteria analytically or
holistically.

20. Holistic Rubric
(Accent)
Score Level
Criteria
4
The student’s accent has no trace of first language influence.
Accent is fairly Standard American.
3
The student’s accent is very understandable by a native American
although some intonation can be inconsistent and can be traced
back to L1 intonation.
2
The student’s accent is evidently very much affected by L1
intonation. However, it is fairly understandable.
1
The student’s accent is very much affected by L1 intonation and it
is difficult to understand.

21. Analytic Rubric
(Composition Writing)
Criteria
Organization
Wt
4
3
2
1
x2
Information in
logical, interesting
sequence which
reader can follow.
Student presents
information in logical
sequence which
reader can follow.
Reader has difficulty
following work
because student
jumps around.
Sequence of
information is difficult
to follow.
Content
x2
Student
demonstrates full
knowledge (more
than required).
Student is at ease
with content, but fails
to elaborate.
Student is
uncomfortable with
content and is able to
demonstrate basic
concepts.
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Vocabulary
x1
Few errors; precise
and appropriate
Fairly broad
vocabulary; some
errors
Adequate but
repetitive ; invented
words
Words don’t fit the
context; hard to
understand
Neatness
x1
Work is neatly done.
Work has one or two
areas that are sloppy.
Work has three or
four areas that are
sloppy.
Work is Illegible.

22. Experts Say…
“For many students, assessment is not an
educational experience in itself, but a
process of ‘guessing what the teacher
wants.’”
(McLaughlin & Simpson, 2004)

23. Bibliography:
• http://www.slideshare.net/xanderjoy/authentic• http://www.sedl.org/loteced/comparing_assess

24. Prepared by:
Ruby Ester C. Abueg
BEEd - III