- Authentic assessment is assessment for learning
- Three major categories: diagnostic, formative, summative
- Key characteristics of assessment for learning include using effective questioning techniques, using marking and feedback strategies, sharing learning goals, peer- and self-assessment.
- Effective questioning techniques are: using questions to find out what students know, and analyzing responses to find out what they understand, using questions to find misconceptions, and using students questions to assess understanding
- Some questions provide better assessment opportunity: i.e. open rather then closed questions
- Giving specific feedback helps to close the learning gap
- Teachers must provide opportunities for students to think about their own learning by offering formal feedback in either a group or individual session
- Feedback involves establishing trust between the teacher and student.
- Students will achieve more if they are fully engaged in their own learning process.
- Traditional tests have been soundly criticized as biased and unfair to minority students.
- Traditional tests often succeed in acting as a barrier to success
- Moving away from a behaviourism to constructivism cognitive theory has shifted what we want to see in assessment
- This change has led to the development of what we call 'AUTHENTIC ASSESSMENT'
- Authentic assessment is any type of assessment that is aligned with the curriculum and requires students to demonstrate skills and competencies that represent problems and situations likely to be encountered in daily life.
- In authentic assessment, students use remembered information to produce an original product
- Students apply what they know to new tasks
- Poor thinkers and problem solvers fail to use their skills in a task: they still have the skill
- Acquisition of knowledge is not sufficient: it must be applied
- Even if students, at an early level, are able to do well in tests that use rote-learning skills, this won't be enough to give them the problem solving skills to excel at higher levels
- If the assessment tasks presented to students show that they have acquired 'the facts' but do not allow them to show how they got there and learn transferability of their skills, students will never have the opportunity to develop or exhibit higher-order thinking skills.
- Real-life problems often require people to work together as a group, yet most instruction and assessment involve independent rather than group work.
- Our assessment therefore needs to move towards a more real life context
- Today's students no longer fit the traditional learning model
- We use to think students acquired complex skills in a linear fashion bit by bit, when this is now considered as incorrect
- Learners must think and actively construct evolving mental models at whatever level they are at
- Students need to learn, develop and build concepts and concept building is not something to be delayed until a particular age or until all the basic facts have been mastered.
- Delaying the teaching of concepts infringes upon students ability to learn to create meaningful ways of organizing and remembering information.
- Students need to acquire more skills in conceptualism, problem solving, affective and metacognitive skills, and be able to work collaboratively, and across disciplines
- Modern assessment needs to demonstrate their grasp on the skills and competencies to address real life problems
HOW WE LEARN