4. 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, 2011
5. An authentic assessment
usually includes a task for
students to perform and a
rubric by which their
performance on the task will
be evaluated.
6.
7. Forced choice measures of multiple-choice
tests, fill-in-the-blanks, matching etc, remain
common in education. It is grounded in
educational philosophy that adopts the
following reasoning and practise:
Schools mission-develop productive citizens
Therefore, individual ,must posses certain
body of knowledge, school teach this.
Test students to see if learners acquired the
knowledge.
THE CURRICULUM DRIVES ASSESSMENT
8. Springs from the following reasoning and practice:
Schools mission-develop productive citizens
Therefore, must be capable of performing
meaningful tasks in the real world.
Schools-help learners become proficient in
performing the tasks they will encounter when
they graduate
School ask students to perform meaningful tasks
to test success and ability.
ASSESSMENT DRIVES THE CURRICULUM
9. Traditional Authentic
Selecting a Response Performing a task
Contrived Real-life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence
- Jon Mueller
10. They are direct measures
They capture constructive nature of
learning
They integrate teaching, learning and
assessment
Often, teachers use a mix of
traditional and assessments to
serve different purposes.
11. Summary of Steps
Identify your standards for your students.
For a particular standard or set of standards, develop
a task your students could perform that would
indicate that they have met these standards.
Identify the characteristics of good performance on
that task, the criteria, that, if present in your
students’ work, will indicate that they have
performed well on the task, i.e., they have met the
standards.
For each criterion, identify two or more levels of
performance along which students can perform
which will sufficiently discriminate among student
performance for that criterion. The combination of
the criteria and the levels of performance for each
criterion will be your rubric for that task
(assessment). (Jon Mueller, 2011)
12.
13. When students are using technology as a tool
or a support for communicating with others,
they are in an active role rather than the
passive role of recipient of information
transmitted by a teacher, textbook, or
broadcast. The student is actively making
choices about how to generate, obtain,
manipulate, or display information.
The teacher is no longer the centre of attention
as the dispenser of information, but rather
plays the role of facilitator,.
14. Teachers and students are sometimes surprised at
the level of technology-based accomplishment
displayed by students who have shown much less
initiative or facility with more conventional
academic tasks
A related technology effect stressed by many
teachers was enhancement of student self esteem.
By giving students technology tools, we are
implicitly giving weight to their school activities.
Students are very sensitive to this message that
they, and their work, are important.
15. Students, even at the elementary school level,
are able to acquire an impressive level of skill
with a broad range of computer software.
Although the specific software tools in use will
likely change before these students enter the
world of work, the students acquire a basic
understanding of how various classes of
computer tools behave and a confidence about
being able to learn to use new tools that will
support their learning of new software
applications.
16. Teachers for the observed classes
and activities at the case study sites
were nearly unanimous also in
reporting that students were able to
handle more complex assignments and
do more with higher-order skills
because of the supports and
capabilities provided by technology.
17. Another effect of technology cited by a great
majority of teachers is an increased inclination
on the part of students to work co-operatively
and to provide peer tutoring.
Collaboration is fostered for obvious reasons
when students are assigned to work in pairs or
small groups for work at a limited number of
computers.
In addition, the public display and greater
legibility of student work creates an invitation
to comment. Students often look over each
others' shoulders, commenting on each others'
work, offering assistance, and discussing what
they are doing.
18. Teachers from 10 out of 17 classrooms
observed at length cited increased use of
outside resources as a benefit of using
technology.
This effect was most obvious in classrooms that
had incorporated telecommunications activities
but other classes used technologies such as
satellite broadcasts and the telephone to help
bring in outside resources
19. Experiences in developing the kinds of rich,
multimedia products that can be produced
with technology, particularly when the design
is done collaboratively so that students
experience their peers' reactions to their
presentations, appear to support a greater
awareness of audience needs and perspectives.
Multiple media give students choices about
how best to convey a given idea.
20.
21. 1.Authentic tasks have real-world relevance
2.Authentic tasks are ill-defined, requiring
students to define the tasks and sub-tasks
needed to complete the activity
3.Authentic tasks comprise complex tasks to be
investigated by students over a sustained
period of time
22. 4. Authentic tasks provide the opportunity for
students to examine the task from different
perspectives, using a variety of resources
5. Authentic tasks provide the opportunity to
collaborate
6. Authentic tasks provide the opportunity to
reflect
7. Authentic tasks can be integrated and applied
across different subject areas and lead beyond
domain-specific outcomes
8. Authentic tasks are seamlessly integrated
with assessment
23. 9. Authentic tasks create polished products
valuable in their own right rather than as
preparation for something else
10. Authentic tasks allow competing solutions
and diversity of outcome
24.
25. NINE ELEMENTS OF AUTHENTIC
LEARNING:
1.Provide authentic contexts that reflect the way
the knowledge will be used in real life
2.Provide authentic tasks and activities
3.Provide access to expert performances and the
modelling of processes
4.Provide multiple roles and perspectives
5.Support collaborative construction of
knowledge
26. 6.Promote reflection to enable abstractions to be
formed
7.Promote articulation to enable tacit knowledge
to be made explicit
8.Provide coaching and scaffolding by the teacher
at critical times
9.Provide for authentic assessment of learning
within the tasks.
27. LEARNING AREA: LIFE ORIENTATION
The task meets all the ten elements
mentioned above.
28. Instructions:
In pairs, work together to create a role-play
whereby one learner in your group is the client
and the other is the professional. For example,
a psychologist advising a client or a doctor and
a sick patient.
You can dress up to make it look as real as
possible. You have two weeks
To do this, you will have to study as many
professions as you can.
29. Authentic learning is completely effective for
learning for all the above reasons mentioned.
Many theorists have advocated the positive
influences of authentic activities in meaningful
learning, supported by growing evidence of
successful applications of authentic activities in
online learning situations
Therefore, authentic learning tasks are
definitely the way forward.
30. Jon Mueller(2011). North Central College,
Naperville, IL, viewed on 20 February 2012,
<http://jfmueller.faculty.noctrl.edu/toolbox/i
ndex.htm>
Herrington, J. (2011). 9 elements of authentic
learning [image]. Retrieved 21 February 2012,
from:
http://www.youtube.com/user/JanH119
University of Wollongong, Faculty of
Education. (2006). Authentic Task Design.
Retrieved 20 February 2012, from:
http://www.authentictasks.uow.edu.au/index
.html
