UP NISMED

Authentic AssessmentAuthentic Assessment

2UP NISMED

Why do we assess students?

To collect data about

• what students know and can do

• their attitudes, values, and dispositions

3UP NISMED

What students should know

Students should learn the most essential of the following:

FactsConceptsPrinciplesFormulasProceduresMeasuring instruments

Essential ideas are those that will help students understand and appreciate the importance of the topic to daily life.

4UP NISMED

What students should be able to do and demonstrate

Manipulative skills, e.g., handling equipment,

Basic thinking skills, e.g., observing, classifying, inferring, making conclusions, communicating

Integrated and higher-order thinking skills, e.g., investigating, creative thinking, problem solving, decision making

Scientific attitudes and values, e.g., curiosity, perseverance, open-mindedness, fair-mindedness

5UP NISMED

What do we use to gather data on student learning?

Selected-response assessment formats Multiple choice True-false Matching

Performance-based assessment formats Constructed response Products Performance Process

Data from these assessment formats can be used for continuous assessment of student progress and in order to improve instruction.

6UP NISMED

What are the strengths and weaknesses of selected-response formats (e.g., MCQ)?

Parameter

Strength Weakness

Construction of item stem

good distractors or alternative answers relatively difficult to construct

Scoring easy to score

Focus of assessment

facts, applications of concepts, usually low-level thinking skills

not enough opportunities for conceptual understanding, problem solving, explaining cause-effect relationships, cannot measure students’ communication skills & dispositions

Information obtained

broad range of topics

susceptible to guessing

Message to student

one right answer; education is focused on acquisition of facts

7UP NISMED

What are examples of performance-based assessment formats?

Constructed- response

Products Performance

Process-based

Fill in the blankShort answerLabel a diagramVisual

representation (concept map, flowchart, illustration, diagram, matrix)

EssayResearch

paperJournalLaboratory

reportScience

projectsVideo or

audiotapeSpreadsheet

DebateOral

presentation

Oral questioning

Observation

Process description

Learning log

8UP NISMED

What are the strengths and weaknesses of performance-based formats?

Parameter Strength Weakness

Construction of item stem

relatively easy

Scoring use of a well-articulated scoring criteria or rubrics allows fairness and objectivity in scoring

Scoring tool (e.g., rubric) difficult to construct

Focus of assessment

higher-order thinking skills; social, communication skills; scientific attitudes and values

Information obtained

content learned with greater depth

Less content covered

Message Beyond one-answer mentality; focus on real-life problem solving

9UP NISMED

Which format is authentic?

Authentic assessment requires student’s active generation of a response that is observable, either directly or indirectly, via a permanent product.

The nature of the task and context in which the assessment occurs are relevant and develop students’ abilities needed to solve real-life problems.

Therefore, performance- based assessment is authentic assessment.

10UP NISMED

What tools are commonly used for performance-based assessment?

Checklists

Rating scales

Rubrics

11UP NISMED

Criteria Observed Not Observed

Criterion 1 Characteristic 1 Characteristic 2 Criterion 2 Characteristic 1 Characteristic 2 Characteristic 2. .

Format of a Checklist

A checklist determines the presence or absence of a certain characteristic of a performance or product.

12UP NISMED

Criteria Observed Not Observed

Content The presentation contains an

evaluation of the benefits and risks associated with genetically modified foods

References are cited Team Learning Presentation is a result of group

effort

Example of a Checklist

13UP NISMED

Format of a Rating Scale

Criteria Rating Category

1 2 3 4

Criterion 1 Characteristic 1 Characteristic 2

Criterion 2 Characteristic 1 Characteristic 2 Characteristic 3. .

11

111

22

222

33

333

44

444

A rating scale uses three or more categories to describe the characteristics of a performance or product

14UP NISMED

Example of a Rating Scale

CriteriaRating Category

1(lowest

)

2 3 4(highe

st)

Content The presentation

contains an evaluation of the benefits and risks associated with genetically modified foods

References are cited

Team Learning The presentation is a

result of group effort

1

1

1

2

2

2

3

3

3

4

4

4

15UP NISMED

CriteriaPerformance Level

Level 1 Level 2 Level 3 Level 4

Criterion 1

Characteristic 1

Characteristic 2

Specific description of best qualitiesSpecific description of best qualities

Specific description of better qualitiesSpecific description of better qualities

Specific description of good qualitiesSpecific description of good qualities

Specific description of inadequate qualitiesSpecific description of inadequate qualities

Other Criteria

Characteristic 1

Specific description of best qualities

Specific description of better qualities

Specific description of good qualities

Specific description of inadequate qualities

Format of a Rubric

A rubric specifies the exact qualities of a product or performance that distinguishes one level from another.

16UP NISMED

Example of a Rubric

Level of Performance

Criteria

Terrific Very Good Average Needs improvem

ent

Content

The presentation contains an evaluation of the risks and benefits associated with genetically modified foods

References are properly cited

50 points

evaluates 4 or more potential benefits or risks of genetically modified foods

All references are listed using the APA format

40 points

evaluates 3 potential benefits or risks of genetically modified foods

Some references are listed using the APA format

30 points

evaluates 2 potential benefits or risks of genetically modified foods

References are listed but not in APA format

10 points

describes potential benefits or risks of genetically modified foods with little or no detail

References are not cited

Team learning

The presentation is a result of group effort

10 points

All members of the group contributed to the output

8 points

Most group members contributed to the output

5 points

Only some members contributed to the output

2 points

Output created by one member

17UP NISMED

How are performance-based assessments consistently and objectively scored?

Use rubrics

or scoring keys.

18UP NISMED

What are rubrics?

These are matrices of criteria

that define what is expected in

a learning situation.

Different rubrics are required

to assess different tasks.

They show levels of performance. Each level of performance has a specific standard.

19UP NISMED

What are examples of levels of performance or scoring levels?

Needs improvement --- Satisfactory---Good --- Exemplary

Fully correct --- Partially correct ---Inadequate --- Wrong answer

Beginning ---- Developing ---Accomplished --- Exemplary

Novice --- Apprentice ---- Proficient ----Distinguished

Numerical scale ( 2-1-0; 4-3-2-1-0)

Needs improvement --- Satisfactory---Good --- Exemplary

Fully correct --- Partially correct ---Inadequate --- Wrong answer

Beginning ---- Developing ---Accomplished --- Exemplary

Novice --- Apprentice ---- Proficient ----Distinguished

Numerical scale ( 2-1-0; 4-3-2-1-0)

20UP NISMED

What are the predominant types of rubrics?

Holistic Holistic RubricRubric

Assesses the overall

quality of the output by relating the

parts to the whole

Analytic RubricAnalytic Rubric

The whole output is broken up

or separated into parts and

scored accordingly.

21UP NISMED

Holistic Rubric for a Student Multimedia Presentation

Level of Performance

Criteria/Descriptions

Terrific(100 points)

Evaluates more than three benefits or risks associated with GMOs using accurate information and appropriate media; references are cited using required format

Layout used is pleasing; design is consistent and reinforces content

Presentation is a result of group effort

Very Good(80 points)

Evaluates three benefits or risks associated with GMOs; has minor inaccuracies; most references cited in required format

Most media used are relevant; Layout and design generally pleasing

Most members contributed

Average(60 points)

Evaluates two benefits or risks associated with GMOs; has minor inaccuracies; references are listed but not in required format

At least 50% of media used are relevant; Layout is clear but design is distracting

Some members contributed

Needs Improvement(25 points)

Does not evaluate (e.g., only describes or identifies) benefits or risks associated with GMOs; info are inaccurate; references not cited

Layout and design not helpful to viewers Effort of only one member

22UP NISMED

Analytic Rubric for a Student Multimedia Presentation (1/2)

Performance Levels

Criteria/AspectsTerrific Very Good Average Needs

Improvement

CONTENT

60 pts

Congruence with objectives

evaluates 4 or more benefits or risks of genetically modified foods

(40 points)

evaluates 3 benefits or risks of genetically modified foods

(30 points)

evaluates 2 benefits or risks of genetically modified foods

(20 points)

describes benefits or risks of genetically modified foods with little or no detail

(10 points)

accuracy All information are accurate

(15 points)

more than 90% but less than 100% of the information are accurate

(12 points)

more than 75% but less than 90% of the information are accurate

(10 points)

Less than 75% of the information are accurate

(6 points)

references All references are listed using the APA format

(5 points)

Some references are listed using the APA format

(4 points)

References are listed but not in APA format

(3points)

References are not cited

(0 points)

23UP NISMED

Analytic Rubric for a Student Multimedia Presentation (2/2)

Performance Level

Criteria/Aspects

Terrific Very Good Average Needs Improvement

UseofICT

30 pts

Usefulness of media

All media used (graphics, video, sound etc.) reinforce content

(20 points)

At least 75% but less than 100% of the media used reinforce content

(18 points)

At least 50% of the media used reinforce content

(15 points)

Less than 50% of the media used reinforce content

(5 points)

design and layout of presentation

Layout makes all slides easy to read Design is consistent and appropriate to content

(10 points)

A few slides are not easy to readDesign used is consistent and appropriate to content

(8 points)

Layout of slides is pleasing but design is distracting

(6 points)

More than 50% of the slides are difficult to read

(2 points)

Cooperation10 pts

Every member contributed to the research work and output

(10 points)

Most group members contributed to the research work and output

(8 points)

Some members contributed to the research work and output

(6 points)

Output is a result of effort of only one member

(2 points)

24UP NISMED

How are rubrics constructed?

1. Determine criteria from learning outcomes 2. Determine the levels of performance3. Decide whether to use an analytic or holistic

rubric 4. Use four levels of performance in order to

make each level distinct and avoid tendency to choose the middle ground”

5. First determine the qualities expected for the highest level, then those for the lowest level, and finally, the qualities for the levels that are in between

6. Use descriptors that convey a single interpretation

7. For the Content criterion, use topic-specific descriptors in every cell across the different levels

25UP NISMED

Advantages of Using Rubrics in Assessment

allows assessment to

be more objective and

consistent

clearly shows the student

what is expected and

how their work will be

evaluated

promotes student

awareness of the criteria to

use in assessing

peer performanceallows the

teacher to clarify her/his

criteria in specific terms

provides useful

feedback regarding the effectiveness of instruction

provides benchmarks

against which to measure

and document progress

26UP NISMED

Intel® Teach to the Future promotes authentic assessment

Teachers support students in creating evidences of learning: multimedia presentations, publications, web sites, spreadsheets, and other technology-based products

Teachers plan and implement assessment strategies that actively involve students in developing criteria and conducting assessment of own products and performances

Teachers are trained how to construct rubrics for use in assessing and evaluating student learning

27UP NISMED

References

BooksBright, G. W. & Joyner, J. U. (1998). Classroom assessment

in mathematics. Maryland: University Press of America, Inc.

Doran, R., Chan, F., & Jamira, P. (1998). Science Educators’ Guide to Assessment. Virginia: National Science Teachers Association.

Freedman, R. L. H. (1994). Open-ended Questioning. USA: Addison-Wesley Co., Inc.

Kulm, G. (1994). Mathematics assessment. California: Jossey-Bass Publishers.

Stenmark, J. K., ed. (1991). Mathematics assessment, myths and models: Good questions and practical suggestions. Virginia: NCTM, Inc.

28UP NISMED

References

Online Sources http://www.gsu.edu/~mstnrhx/457/

rubric.htm http://www.glenbrook.k12.il.us/gbssci/

phys/projects/yep/endoyrub/presrub.html http://www.accessexcellence.org/MTC/

96PT/share/hilvert.html http://www.ualberta.ca/~nnocente/

478578/assignments/rubricspreadsheet.htm