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Authentic assessment reflects educational policy research that recommends a "high priority on strategies that research has already shown to increase student learning.
Authentic assessment tends to focus on contextualised tasks, enabling students to demonstrate their competency in a more 'authentic' setting. Examples of authentic assessment categories include:
  • performance of the skills, or demonstrating use of a particular knowledge
  • simulations and role plays
  • studio portfolios, strategically selecting items
According to Ormiston, "Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school
This framework for assessment begins the same way curriculum design begins, with the question: What should students be able to do? Once the instructor answers that question, they can then devise a rubric to evaluate how well a student demonstrates the ability to complete the task. Because most authentic assessments require a judgement of the degree of quality, they tend toward the subjective end of the assessment scale. Rubrics are an "attempt to make subjective measurements as objective, clear, consistent, and as defensible as possible by explicitly defining the criteria on which performance or achievement should be judged.
source: http://en.wikipedia.org/wiki/Authentic_assessment

An excellent resource on Authentic Assessment from Daeakon University:


Source: http://www.deakin.edu.au/itl/assets/resources/pd/tl-modules/assessment/authenticassessment.pdf

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