Authentic assessment, non traditional, portfolio, problem-based learning.

1. Authentic assessment, non traditional, portfolio, problem-based learning.

2. Definition and Purpose 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 • "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229). • "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).

3. IB connections • The use of authentic tasks is further underscored in IB documentation, where assessment models should be designed to “…demonstrate the range of knowledge, skills, understandings and attitudes that [the students] have developed in the classroom. Performance assessments can allow students to perform the learned skills and show their understanding in real-world contexts” (IBO, 2008b, 47)

4. Portfolios • Students document their achievement in performance through the use of a portfolio. • “…in the more thoughtful portfolio assignments, students are asked to reflect on their work, to engage in self-assessment and goal-setting. Those are two of the most authentic skills students need to develop to successfully manage in the real world.”

5. Middle School Example In MS Design Tech – Adobe Photoshop unit (Summative Assessment)

6. Upper Elementary Example Reduce-Reuse-Recycle summative assessment • After building a foundational knowledge base on Reduce-Reuse-Recycle, students were asked to create a series of campaign posters aimed at their peer group, educating them on the issue at hand – with an aim at encouraging eco-responsibility. • Peer-assessment is incorporated in the evaluation process. When the targeted groups is solicited to provide feedback in order to gauge the success of the campaign posters. (These evaluators would receive a rubric that will structure their feedback.)

7. Lower Elementary Examples • Instructing on life-skills, emphasizing the value of cooperation and teamwork • Students role play various roles where they are met with a task that they can not accomplish on their own, so that they must display their understanding of cooperation. • E.g. A student is asked to take on the role of a fireman who needs to put out a house fire. Teamwork is needed to be successful.

8. How to Assess • In Middle school… • Criteria-based rubric, with authentic criteria based off Impact, Work Quality, Content, Methods • Peer-assessment, through blog postings and comments • In Upper elementary… • Criteria-based rubric, with grade-appropriate criteria • Peer-assessment, through a structured feedback rubric • In lower elementary… • Observational assessment.

9. Problem-Based Learning • “Problem-Based Learning (PBL) describes a learning environment where problems drive the learning. That is, learning begins with a problem to be solved, and the problem is posed is such a way that students need to gain new knowledge before they can solve the problem.” (Roh)

10. Conclusion Alternative Assessments is an umbrella term that can be used to describe authentic assessments, problem based learning, portfolio implementation and non-traditional assessments.

11. For Reference - Alternative Names