Which is your strongest domain: What about your students? Where are the strengths and weaknesses of your students in terms of the domains: Assessment Assessment is the process of gathering, measuring, analyzing, and reporting data on a students' learning.
Creating an Authentic Task If you completed Step 1 identify your standards successfully, then the remaining three steps, particularly this one, will be much easier. With each step it is helpful to return to your goals and standards for direction.
For example, imagine that one of your standards is Students will describe the geographic, economic, social and political consequences of the Revolutionary War.
In Step 2, you want to find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it.
For the above standard it is as simple as saying the task should ask students to describe the geographic, economic, social and political consequences of the Revolutionary War.
That might take the form of an analytic paper you assign, a multimedia presentation students develop individually or collaborativelya debate they participate in or even an essay question on a test.
I thought the idea of Authentic Assessment was to get away from tests. Rather, they complement each other. Each typically serves different assessment needs, so a combination of the two is often appropriate. Second, if you read the section on Authentic Tasks I mentioned above and I am beginning to doubt you did: Specifically, essay questions are constructed-response items.
That is, in response to a prompt, students construct an answer out of old and new knowledge. Since there is no one exact answer to these prompts, students are constructing new knowledge that likely differs slightly or significantly from that constructed by other students.
Typically, constructed response prompts are narrowly conceived, delivered at or near the same time a response is expected and are limited in length.
However, the fact that students must construct new knowledge means that at least some of their thinking must be revealed. As opposed to selected response items, the teachers gets to look inside the head a little with constructed response answers. Furthermore, explaining or analyzing as one might do in an essay answer replicates a real-world skill one frequently uses.
On the other hand, answering a question such as Which of the following is a geographical consequence of the Revolutionary War? And, circling a correct answer is not a significant challenge that workers or citizens commonly face in the real world.
So, yes, it can be that easy to construct an authentic assessment. In fact, you probably recognize that some of your current assessments are authentic or performance-based ones. Moreover, I am guessing that you feel you get a better sense of your students' ability to apply what they have learned through your authentic assessments than from your traditional assessments.
Look at your Standards What if you do not currently have an authentic assessment for a particular standard?
How do you create one from scratch? Again, start with your standard. What does it ask your students to do? A good authentic task would ask them to demonstrate what the standard expects of students. For example, the standard might state that students will solve problems involving fractions using addition, subtraction, multiplication and division.
Teachers commonly ask students to do just that -- solve problems involving fractions.
That is an authentic task. See an example of the process of creating an authentic task from a standard in the workshop below. Look at the Real World But what if you want a more engaging task for your students?
A second method of developing an authentic task from scratch is by asking yourself "where would they use these skills in the real world? Each of these tasks is not just an instructional activity; each can also be an authentic assessment. See more examples of authentic tasks.
Creating an Authentic Task In the "workshops" sprinkled throughout this website I will attempt to capture and model the process I follow when assisting someone or some group in developing standards or authentic tasks or rubrics.
For this workshop, I will begin with a particular skill an imaginary educator would like to develop and assess in her second grade students, and we will work towards an authentic means of assessing the skill.
You can "play along at home" by imagining how you would respond to the educator or to me. I often get frustrated when my students constantly ask me whether they think their work is any good or not, or when they ask me if I think they are finished with some task.
I want them to learn to judge those things for themselves. I need to teach more of that. But I have no idea how I would measure something like that. Is that really an authentic skill, and could I really assess it? Let's go have some Sachertorte.The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.
This course was created by Rebecca Epperly Wire. You can contact her through the Facebook community group with questions. You can say thank you to her with a gift.
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Credits: 1 Recommended: 10th, 11th, 12th (This is typically the 11th grade course.) Prerequisite: Literature. Introduction Professors who teach thinking skills such as arguing, analyzing, synthesizing, drawing conclusions, solving problems, making decisions, and evaluating need to know how well their students can use these skills.
Here are some essay writing rubrics to help you get started grading your students’ essays. You will probably have to customize these rubrics to meet your goals and standards, but these should give you a decent place to start. Assessment of student mastery of content takes many forms.
This pages includes support materials for assessments that work with the Common Core State Standards and rubrics for many different assessment products.
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