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AUTHENTIC ASSESSMENT

BUILDING BRIDGES ACROSS SOCIAL DISCIPLINE

SUBMITTED BY:
MICHELLE ANN T. GARBIN
JESMART JOVEN

SUBMITTED TO:
MR. DENNIS ELLASO
OBJECTIVES

At the end of the unit, the student shall be able to:

1. Discuss the significance of assessment in planning instruction.


2. Explain how authentic assessment enhances the teaching –learning process.
3. Compare the kinds of authentic assessment and identify the skills required in preparing
each one.
4. Prepare an assessment instrument in which students will be able to succeed.
5. Present authentic assessment for performance-based tasks and portfolio assignment.
6. Explain the significance of scoring rubrics in performance-based tasks and portfolio
assignments.

WHAT IS ASSESSMENT?
Assessment is a systematic process of getting information about student performance. It
is an ongoing process of gathering and analyzing evidence of what students know and
what they do not know.

Examples of assessment are group discussion, observations, anecdotal records, asking


questions, and demonstration.

WHAT IS AUNTHENTIC ASSESSMENT?


Authentic assessment is likewise called alternative assessment or performance
assessment. When applied to instruction, authentic assessment provides meaningful
performance tasks; emphasizes metacognition and self-evaluation; manifests quality
products and performance; adheres to clear standards and criteria for excellence; ensures
learning that transfers; and provides positive interaction between the assessor and the
assessee.

Authentic assessment utilizes two instruments to evaluate the teaching-learning process


like:

1. Performance-Based Assessment
- It measures skills and understanding by directly measuring student performance in
a natural setting. (Kauchak and Eggen, 1998). Performance assessments usually
focus on the application o knowledge to a real life experience.
2. Portfolio Assessment
- A collection of student’s school work that can be used to document achievement
overtime. It is a planned collection of a learner’s achievements that documents
what a student has accomplished. Portfolio’s allow students to become involved
in designing, collecting and evaluating their own work and progress. These
include collections of products such as essays, journal entries, or videotapes.

GUIDELINES IN USING PORTFOLIOS FOR ASSESSMENT (KELLOUGH 2003)

1. The portfolio should not be graded or compared in any way with those of other students.
Its purpose is for student self-assessment and for showing progress in learning.
2. Determine what materials should be kept in the portfolio and announce clearly when;
how, and by what criteria portfolios will be reviewed.
3. Contents of the portfolio should reflect grade level goals, learning standards, and target
objectives.
4. Everything that goes into the portfolios should be dated by the students.
5. Portfolio maintenance should be student’s responsibility.
6. Portfolio should not leave the classroom.
7. Students should be encouraged to personalize their portfolios (e.g. with brightly
decorated exteriors with the student’s photo)

RATING SCALES

- Both performance-based tasks and portfolios are commonly used for student self-
assessment and for showing progress of learning as a result of instruction.
However, ratings could be assigned to both tasks, with the use of rating scales
called scoring rubrics or scoring guide. These are called assessment guides.
These are statements that describe levels of accomplishments for a specific
outcome. It provides some kind of standardization of rating in situations where
the rater may unwittingly bring in bias to the assessment procedure.

SCORING RUBRICS FOR PERFORMANCE-BASED TASK

(total points = 25)

Scoring Rubrics for Buzz Session

Indicators Not often Sometimes Always Score


1. Help group (1) (3) (5)
members in
making plans.
2.Listens to (1) (3) (5)
sharing of
members.
3.Shares own ideas (1) (3) (5)
with others.
4.Takes turn in (1) (3) (5)
asking and
answering
questions
5.Considers (1) (3) (5)
opinions of others

Scoring Rubrics for Group Work (total points = 30)

Indicators Score

1.Show respect for the ideas, feelings, and attitude of


others
2.Cooperates with other while at work

3.Helps in doing task assigned to a small group

4.Makes reading available to the group

5.Observes school rules and regulations

6.Submits reports in time

Total:

Rating scale: Always = 5 Rarely = 1


Usually = 3 Never = 0

Scoring Rubrics for Self- Assessment (Total Points = 25)

Indicators Score
In this activity I was able to:
1.Choose the activity I like
2.Follow the directions in the activity easily
3.Enjoy group task until its completion
4.Share the completed task with classmates
4.Observe individual and group standards
while at work in class
Total:

Rating scale: Always = 5 Rarely = 1


Usually = 3 Never = 0

Scoring Rubrics for Presentation of Report (Total Points = 45)

Criteria Indicators Points earned


A. Organization 1.Content outline is well-
prepared
2.Topics are logically
presented
3.Examples are related to the
topics
B. Presentation 1.Uses appropriate learning
organizer
2.Follows the content outline
3.Delivery is clearly
understood
C. Interaction 1.Looks at classmates while
reporting
2.Answers questions politely
3.Accept suggestions from the
class
Total:

Rating Scale: 5 = Excellent


4 = Very Satisfactory
3 = Satisfactory
2 = Unsatisfactory
1 = Very Unsatisfactory

Scoring Rubrics for Portfolio Assessment (Total points = 50)


Criteria indicator Points earned
A. Organization 1.Lessons address the theme
2.Lessons are reflective of the
unit of the study
3.Concepts are logically
presented
B. Content 1.Content is drawn from the
learning competencies
2.Competencies are supported
by examples
3.Content matches with
objectives
C. Activities 1.Suitable to age of learner
2.Employs both self-directed
and group activities
3.Makes lessons meaningful
4.Gives provisions for
evaluation
Total :

Rating Scale: 5 = Excellent


4 = Very Satisfactory
3 = Satisfactory
2 = Unsatisfactory
1 = Very Unsatisfactory

SUMMARY
In response to the criticisms to the traditional assessment formats, which focus on
knowledge and recall of information and providing little insights into the way learners are
thinking, educators over the years came out with an alternative solution---- the authentic
assessments. These are carried out by utilizing the performance-based task assessments and the
portfolio assessment. Performance- based assessments are authentic assessments that measure
skills and understanding by directly measuring student performance in a natural setting. On the
other hand, portfolio assessment utilizes portfolios which allow students to get involved in
designing, collecting, and evaluating work and progress. Both authentic assessments reflect
learning process.