AUTHENTIC ASSESMENT IN ENGLISH
LEARNING
Defining
Authentic Assessment
Authentic
assessment is a process of gathering information through which the skills and
needs of a student are identified with respect to the language and curricular
demands they will encounter. Prendeville & Wellman (2011)
Language Underpinnings
Language
underpinnings are the requisite language abilities that are needed to access
both spoken and written information. These underpinnings are also necessary to
be able to express thoughts and ideas both through speaking and writing. Gaps
in one or more of aspect(s) of the language underpinnings can cause challenges
in interactions and participation in the curriculum. Prendeville (2011)
What are the specific language underpinnings?
Language
underpinnings are the cognitive/linguistic processes needed for the
understanding and application of information; Language underpinnings are the
processes behind the product; Language underpinnings are the foundation for
learning, reading, writing, speaking, listening. [Wellman (2011] 5 Dimensions of Authentic Assessment Adapted from
Gulikers, Bastiaens, & Kirschner (2004)
1. Assessment tasks should be relevant and
represent the knowledge and skills that the child needs to learn.
a. The physical environment should represent the way that
the skills are actually used.
b. The social context should also represent the way the
skills will be used.
c. The assessment result should incorporate the
performance that is required of the child.
d. The criteria should be based on the level of
performance indicated by the standards.
Authentic Assessments
Setting the Stage for
Authentic Assessment
Observation
Ethnographic InterviewingProgress Monitoring
Structured Probes
Behavioral Sampling
Curriculum-Based Assessment
Dynamic Assessment
Checklists/Rating Scales/Rubrics
Summative
Classroom Performance Communication Domains
Portfolios
Continuum of Specificity
Checklists
Rating Scales
Rubrics
Checklists Defined
Checklists are somewhat like a
questionnaire in that they are a list of skills or behaviors that the
respondent reads and checks to indicate the presence or absence of a particular
skill/behavior.
Checklists simply require a
"yes/no" , +/- or 'present or absent,' response.
Do not confuse a checklist with a
rating scale.
Rubric
Defined [Wiggins, 1998]
A rubric is a set of scoring
guidelines for evaluating student's work.
A rubric contains a scale of
possible points to be assigned to the work.
A rubric provides descriptors for
each level of performance.
Rubrics answer the following
questions:
By what criteria should
performance be judged?
Where should we look and what
would we look for to judge performance?
What does the range of quality of
performance look like?
How do we determine validity,
reliability, and fairly what scores should be given and what scores mean?
How should the different levels
of quality be described and distinguish from one another?
Components of Scoring Rubrics:
One or more dimensions on which
performance is rated.
Definitions and examples that
illustrate the attribute(s) being measured.
A rating scale for each
dimension.
Holistic Rubrics [Schreyer
Institute for Innovative Learning, 2001]
Provides a single score based on
an overall impression of a student's performance.
Advantage: quick scoring,
provides and overview of student achievement.
Disadvantage: does not provide
detailed information, may be difficult to provide one overall score.
Rating Scales
Rating scales set criteria and
standards for grading a student's performance in an academic or social area.
They are generally assignment or
task specific, so they change according to task.
Users evaluate a student on how
well or to what degree he or she demonstrates a trait.
Informs instruction
&/or intervention: development requires careful reflection about
learning activities and students' strengths and weaknesses.
Improves communication between
users, students, and parents because the criteria are explicit and consistent.
Identify a set of underlying
language traits associated with an assignment or activity.
Build a scale for scoring each
trait.
Four-point scales are the most
common.
The number of traits and
complexity of each point on a scale depend on the goals of the builder.
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