Authentic Assessment
Abdelmoneim A. Hassan
Welcome
Authentic Assessment
Qatar University Workshop
Overview
This application workshop serves as an
introduction to authentic assessment by
providing participants with experience in
using a step- by- step process for designing
authentic assessment tasks and rubrics,
strategies for involving students, and methods
for evaluating students achievement and
progress.
Workshop Outcomes
Participants will:
1. Create authentic assessment tasks and
rubrics.
2. Involve students in the assessment process.
3. Provide students with corrective feedback.
4. Facilitate and guide colleagues in the
effective use of authentic assessment to
improve students learning.
Agenda
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction
Definition of Terms
Aligning Curriculum content, Instruction, and assessment
Performance Assessment Examples
Developing Authentic Assessment: Liking outcomes to
criteria
Developing Authentic Assessment: Creating a Students
Assessment Task
Developing Authentic Assessment: Creating a Rubric
Developing Authentic Assessment: Peer Review
Closure and Participant Response
Warm- up Activity
• Go to the power point definition practice
questions and review the terms there. (10
minutes)
• Group discussion. (10 minutes).
• If you do not have your laptop use the paper
format.(Activity# 1)
Aligning Curriculum Content, Instruction, and
Assessment
Aligning Curriculum Content,
Instruction, and Assessment
This Content
circle represents
the mandated
course of study.
This is What the
student should
be able to learn
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C=Content
8
Aligning Curriculum Content,
Instruction, and Assessment
Instruction
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c I
9
Aligning Curriculum Content,
Instruction, and Assessment
A
C
Assessment
A
A
A
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I
A
10
Content Priorities
Clarifying Content Priorities
Worth being familiar
with
Familiar with:
Important to Know
And do
Important to know
And do:
“Enduring”
Understanding
“Enduring”
Understanding:
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Clarifying Content Priorities
Worth being familiar
with
Water:
Important to Know
And do
Sand
“Enduring”
Understanding
Rocks
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Clarifying Content Priorities
Worth being familiar
with
Important to Know
And do
“Enduring”
Understanding
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Foundational
Operation, knowledge
and concepts
Principles, rules,
theories, thinking
skills
Problem solving
Decision making
inquiring., and higher
Order thinking
skills
14
Clarifying Content Priorities
Worth being familiar
with
Spell individual words
Important to Know
And do
Create sentences
and paragraphs
“Enduring”
Understanding
Ability to
Communicate
Effectively
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Authentic Assessment
Focus question
What is Authentic Assessment?
A form of assessment in which students are
asked to perform a real-world tasks that
demonstrate meaningful application of
essential knowledge and skills.
Activity 2
Group work
• Read each scenario and answer the questions.
• Discuss your answer with your group
members and share it with the entire group.
• Time allowed 10 minutes
• Provide feedback.
Authentic Assessment
Examining the Characteristics of
Authentic Tasks
• Think- Pair- Share
• Use handout to answer the following questions:
1. What distinguishes these tasks from typical test
items?
2. What characteristics do you observe in each task?
3. What are the common elements of the tasks you
examined?
• Turn to your partner and share your answers.
• You and your partner should come up with a
common answer.
Common Characteristics of
Authentic Tasks
• Students are placed in a role
• Tasks is designed within real- life context
• Tasks required a student performance or
product
• An audience is identified
• Learning activities are designed to engage and
interest students
• Tasks are based on important outcomes
Developing Authentic Assessment
Task
Design Process
Learner
outcomes
Criteria
Assessment Task
Rubric &
Reflection
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Think- Pair- Share
• Examine one of the authentic tasks and its
rubric.
• Explain to your partner how the different
components of the design are linked to each
other.
• Share the information with the whole group.
What do you notice about the link
between outcomes and criteria
Possible answers
• The number of criteria is less than the
numbers of outcomes.
• All criteria begin with action verb and focused
on what students are asked to do.
• Criteria represent evidence that student can
demonstrate the outcomes.
• Outcomes are combined and focused in the
criteria.
What do you notice about the link
between criteria and the student
task
Possible answers
• All criteria are embedded within the student
task.
• The student task places the student in real life
context by providing him with a role and
audience.
What do you notice about the link
between the student task and the
rubric
Possible answers
• The rubric serves as a reminder to students
about what is important in the task.
• Students have the opportunities to set
learning goals based on their strengths and
areas of need
What do you notice about the link
between the criteria and the rubric
Possible answers
• The criteria are closely linked to the rubric.
• The outcomes are referenced in the rubric.
Developing Authentic task
Linking Outcomes to Criteria
Learner
outcomes
Criteria
Moving from
Outcomes to
Criteria
Assessment Task
Rubric &
Reflection
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Linking Outcomes to Criteria
Graduation Party
• What is the outcomes of successful graduation
party?
• Develop criteria or evidence that will indicate
the outcomes have been achieved.
Linking Outcomes to Criteria
Graduation Party
Possible outcomes
1. Celebrate the graduates.
2. Graduates have good time.
3. Gusts have good time
4. Keep the noise and mess to reasonable level.
Linking Outcomes to Criteria
Graduation Party
Possible criteria
1. Prepare invitation and decoration.
2. Purchase gifts for the graduates
3. Serve refreshment.
4. Provide entertainment.
How lack of clear criteria confuse
students?
• The Barometer Story
• Read and share tour ideas with all of us.
• Sharing criteria with students in advance help
them to be more successful than if criteria are
kept hidden.
• Students can have input in the process of
identifying criteria.
• You can use samples of students work as a
source of criteria
Developing a Performance Task
Learner
outcomes
Criteria
Creating a Student
Assessment Task
Assessment Task
Rubric &
Reflection
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Developing a Performance Task
Small Group Work
• Read one of the tasks given to you.
• Identify the student role, audience, product/
performance and context.
• You can use the template to design your
authentic task.
Peer Review
• Use the given criteria for reviewing the task
(10 minutes)
Design Process
Learner
outcomes
Criteria
Creating a
Rubric
Assessment Task
Rubric &
Reflection
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Create a Rubric
• A rubric is a set of scoring guidelines for
evaluating students’ work. It distinguishes
performances or products of different quality.
Elements of a Scoring Rubric
1. One or more criteria that serve as the basis for judging the
student response.
2. Attributes that demonstrate the underlying characteristics of
each performance criterion.
3. Descriptors to clarify the meaning of each criterion.
4. Levels of excellence for the specified performance levels.
5. A scale of values on which to rate each criterion.
6. Verbal qualifiers such as few, some, most, all that indicate
the type of scale is being used for each performance criteria.
Creating a Rubric
group work
1. Design a rubric to assesses your student
performance or product for the task you
design.
2. Use the step- by- step guide.
3. Use the criteria for designing a rubric to
evaluate your rubric.
Peer review
• Each team will team with another team for
peer review.
• Team will trade tasks and rubrics.
• Partners will use the rating scales to review
tasks and rubrics and provide written
feedback.
Closure
• Any questions?
• Thank you