conceptualizing authentic assessment
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Conceptualizing Authentic Assessment. Eboni Thomas EDUC 6322. Questions to consider. What is authentic assessment? Is it more important that learning be authentic or assessment be authentic? Are they equally important?

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questions to consider
Questions to consider
  • What is authentic assessment?
  • Is it more important that learning be authentic or assessment be authentic? Are they equally important?
  • What can we do (if anything) to bridge the gap between the different definitions? What will this look like in our classrooms?
overview of article
Overview of article
  • “New approaches to assessment have been identified as one of the major issues of the decade” (Cumming and Maxwell).
  • Two major theoretical considerations have been raised due to the changing focus
    • Validity of assessment
    • Learning and assessment of learning being in their proper contexts and meaningful for students
if authenticity is good what seems to be the problem
If authenticity is good, what seems to be the problem?
  • People interpret authentic assessment differently, thus there is confusion about the theory and the practice
when did it all begin
When did it all begin?
  • Authentic achievement by Archbald and Newman in 1988
  • In 1992, it was expanded to “identify authentic achievement as having several characteristics that emulate the ‘kinds of mastery demonstrated by successful adults’
what was it supposed to look like
What was it supposed to look like?
  • Production vs. reproduction
  • Discipline inquiry that required
    • Prior knowledge
    • In-depth understanding
    • Integration of information (transfer)
  • Personal value
from achievement to assessment
From achievement to assessment
  • Wiggins in 1989
  • Assessing authentic achievement
  • Learning Goals

Learning and achievement

Assessment procedures

Teaching Processes

theories and authenticity
Theories and authenticity
  • Performance and performance assessment
  • Situated learning and situated assessment
  • Complexity of expertise and problem-based assessment
  • Competence and competence-based assessment
theories and authenticity1
Theories and authenticity
  • Performance
    • Holistic
    • Integrated
    • Goes beyond observation to make inferences of basic knowledge, skills, and processes
    • Not feasible to do on diverse range of activities
  • Situated
    • Happens best or only when in context
    • Lack of transfer depending on thinking about complete contextual dependence
theories and authenticity2
Theories and authenticity
  • Complexity
    • Expert performance (engineers)
    • Higher order thinking
    • Disciplined inquiry to solve problems
    • How can we use this in school?
  • Competence
    • Satisfactory performance (in parts, or whole)
    • Should reflect skills of workplace
    • Demonstrated achievement tasks could be authentic
other issues
Other Issues
  • Camouflage – making problems appear to be “real world” when they are still contrived experiences
    • This can lead to students misunderstanding what is important and thus not meeting the teachers expectations
other issues1
Other Issues
  • Simulation of the ‘real world’
    • Appear to offer ‘life like’ assessments, but since they are not actual experiences in the ‘real world’, students behave and thus perform differently (usually better)
  • Keep the learner in mind and make sure they are motivated by understanding the purpose and what this has to do with them
  • Instead of using simulation, use construct-centered authenticity to replicate challenges and standards that will represent what they students know and understand