authentic assessment abdelmoneim a. hassan. welcome authentic assessment qatar university workshop

Authentic Assessment

Abdelmoneim A. Hassan

Welcome

Authentic AssessmentQatar 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. Introduction2. Definition of Terms3. Aligning Curriculum content, Instruction, and assessment4. Performance Assessment Examples5. Developing Authentic Assessment: Liking outcomes to criteria6. Developing Authentic Assessment: Creating a Students

Assessment Task7. Developing Authentic Assessment: Creating a Rubric8. Developing Authentic Assessment: Peer Review9. 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

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Aligning Curriculum Content, Instruction, and Assessment

C=Content

This Content circle represents

the mandated course of study. This is What the student should be able to learn

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Aligning Curriculum Content, Instruction, and Assessment

Instructionc I

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Aligning Curriculum Content, Instruction, and Assessment

Assessment

A

A

A

A

A

IC

Content Priorities

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Clarifying Content Priorities

Worth being familiar with

Important to KnowAnd do

“Enduring”Understanding

Familiar with:

Important to know And do:

“Enduring” Understanding:

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Clarifying Content Priorities

Worth being familiar with

Important to KnowAnd do

“Enduring”Understanding

Water:

Sand

Rocks

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Clarifying Content Priorities

Worth being familiar with

Important to KnowAnd do

“Enduring”Understanding

Foundational Operation, knowledgeand concepts

Principles, rules, theories, thinkingskills

Problem solvingDecision makinginquiring., and higherOrder thinkingskills

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Clarifying Content Priorities

Worth being familiar with

Important to KnowAnd do

“Enduring”Understanding

Spell individual words

Create sentences and paragraphs

Ability to CommunicateEffectively

Authentic Assessment

Focus questionWhat 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 2Group 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 AssessmentExamining 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

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Design Process

LearneroutcomesLearner

outcomes

Criteria

Assessment Task

Rubric &Reflection

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

taskPossible 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

rubricPossible 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 rubricPossible answers• The criteria are closely linked to the rubric.• The outcomes are referenced in the rubric.

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Developing Authentic taskLinking Outcomes to Criteria

LearneroutcomesLearner

outcomes

Criteria

Assessment Task

Rubric &Reflection

Moving from Outcomes to Criteria

Linking Outcomes to CriteriaGraduation Party

• What is the outcomes of successful graduation party?

• Develop criteria or evidence that will indicate the outcomes have been achieved.

Linking Outcomes to CriteriaGraduation Party

Possible outcomes1.Celebrate the graduates.2.Graduates have good time.3.Gusts have good time4.Keep the noise and mess to reasonable level.

Linking Outcomes to CriteriaGraduation Party

Possible criteria1.Prepare invitation and decoration.2.Purchase gifts for the graduates3.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

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Developing a Performance Task

LearneroutcomesLearner

outcomes

Criteria

Assessment Task

Rubric &Reflection

Creating a StudentAssessment Task

Developing a Performance TaskSmall 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)

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Design Process

Creating a Rubric

LearneroutcomesLearner

outcomes

Criteria

Assessment Task

Rubric &Reflection

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 work1.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