Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

(Iba, Zambales Main Campus)
Graduate School

PRODUCTION OF INSTRUCTIONAL AND ASSESSMENT MATERIALS IN SOCIAL

STUDIES

TOPIC: Authentic Assessment

Objectives: Describe and discuss the aspects: (a) authentic learning and authentic
assessment; (b) activities varying in authenticity; and (c) the difference
with traditional assessment.
Presenter: Noemi R. Bulatao
Professor: Marie Fe de Guzman, Ed.D. (Professor V)

AUTHENTIC LEARNING AND AUTHENTIC ASSESSMENT

 Authentic learning or authentic assessment is a concept promoted by Grant Wiggins
(1989)
 Characteristic: students are engaged in applying skills and knowledge to solve “real
world” problems, giving the sense of authenticity.
 Many, but not all performance-based assessments are authentic.
 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
 "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 -- (Stiggins, 1987, p. 34).
 Authentic assessment starts with authentic instruction.
 Authentic learning allows students to explore, discover, discuss, and meaningfully
construct concepts and relationships in contexts that involve real-world problems and
projects that are relevant and interesting to the learner.
 Authentic learning allows students to explore, discover, discuss, and meaningfully
construct concepts and relationships in contexts that involve real-world problems and
projects that are relevant and interesting to the learner.
AUTHENTIC LEARNING IS EVIDENT IN THESE PRODUCTS:
 1. Verbal products
Role-playing, simulations, panel discussions, audiotapes, debates and lectures.
 2. Visual products
Charts, illustrations, graphs, murals, maps, flowcharts and posters.
 3. Kinesthetic products
Dioramas, puzzles, games and exhibits
 4. Written products
Journals, diaries, reports, essays and abstracts

AUTHENTIC LEARNING HAS SEVERAL KEY CHARACTERISTICS.

 Learning is centered on authentic tasks that are of interest to the learners.
 Students are engaged in exploration and inquiry.
 Learning, most often, is interdisciplinary.
 Learning is closely connected to the world beyond the walls of the classroom.
 Students become engaged in complex tasks and higher-order thinking skills, such as
analyzing, synthesizing, designing, manipulating and evaluating information.
 Students produce a product that can be shared with an audience outside the classroom.
 Learning is student driven with teachers, parents, and outside experts all
assisting/coaching in the learning process.
 Learners employ scaffolding techniques.
 Students have opportunities for social discourse.
 Ample resources are available.
 Authentic tasks often involve multiple disciplines
ACTIVITIES VARYING IN AUTHENTICITY

 Relatively Unauthentic  Somewhat  Authentic

Authentic

     
Indicate which parts of a Design a garden Create a garden
garden design are accurate

Write a paper on zoning Write a proposal to change Write a proposal to present to

fictitious zoning laws city council to change zoning
laws

Answer a series of questions Defend the selection of Plan a trip with your family
about what materials are supplies needed for a indicating needed supplies
needed for a trip hypothetical trip

Explain what you would Show how to perform Play a basketball game.
teach to students learning to basketball skills in practice
play basketball

Listen to a tape and interpret Hold a conversation with a Hold a conversation with a
a foreign language teacher in a foreign language person from a foreign
country in his or her native
language

CHARACTERISTICS OF AUTHENTIC INSTRUCTION AND ASSESSMENT

 Students are assessed on what was taught and practiced in ways that are consistent with
assessment methods.
 The focus is on solving problems and accomplishing tasks like those done by
professionals in the field.
 Standards or criteria for success are public, shared with the students.
  Assessment occurs overtime to provide feedback so students can improve.
 Learning and assessment context are similar to real life.
AUTHENTIC ASSESSMENT VS TRADITIONAL ASSESSMENT
TRADITIONAL -----------------------------------------------------------------------AUTHENTIC
Selecting a Response --------------------------------------------------------Performing a Task
Contrived --------------------------------------------------------------------- Real-life
Recall/Recognition ----------------------------------------------------------Construction/Application
Teacher-structured -----------------------------------------------------------Student-structured
Indirect Evidence ------------------------------------------------------------Direct Evidence
Relies on indirect or proxy "items -------------------------------------- Directly examine student
efficient, simplistic substitutes performance on worthy
intellectual
tasks
Reveal only whether the student can-------------------------------------- require students to be
recognize, recall or "plug in effective require students to
what was learned out of context be effective performers with
acquired knowledge.
Usually limited to paper-and-pencil, ------------------------------------ present the student with
one-answer questions the full array of tasks that
mirror the priorities
and challenges
found in the best
instructional activities
Only ask the student to select or, ---------------------------------------- attend to whether the student
write correct responses— can craft polished, thorough
irrespective of reasons and justifiable answers,
performances or
products

WHY USE AUTHENTIC ASSESSMENT?

 Direct Measures
 Capture Constructive Nature of Learning
 Integrate Teaching, Learning and Assessment
 Provide Multiple Paths to Demonstration
Reference: Production of Instructional and Assessment Materials -Topic: Authentic Assessment ppt.
(Marie Fe Dizon - de Guzman, EdD Professor V)