1. Traditional Vs. Authentic Assessment

2. Traditional Assessment Definition:
Traditional assessment are the conventional methods of testing such as:-
quiz.
exam.
paper.
Standardized tests.
most state achievement test.
high school graduation examination.

3. Authentic Assessment Definition:
An assessment that is performance-oriented, the thinking goes, with the assessment that aims to measure not only the correctness of the response, but also the thought process involved in arriving at the response, and that encourage students to reflect their own learning in both depth and breadth, the belief is that instruction will be pushed into a more thoughtful, more reflexive, richer mode as well.

4. Alternative Names for Authentic Assessment
Performance Assessment
Alternative Assessment
Direct Assessment

5. Other Definitions:
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

6. Other Definitions:
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

7. Traditional Assessment vs. Authentic Assessment:
Traditional Assessment (TA)
Multiple choice
Gap fill
True-false
Matching

8. Traditional Assessment vs. Authentic Assessment:
Authentic Assessment (AA)
Inventories
Peer rating / Self rating
Journals
Portfolios
Discussions
Interviews

9. Traditional Assessment vs. Authentic Assessment:
Traditional (TA)
To develop productive citizens
Must possess a body of knowledge and skills
Schools must teach this body of knowledge and skills
Test the students if they acquired the knowledge and skills
Authentic (AA)
Must be capable of performing real tasks
Schools must help students become proficient at performing tasks
Have the students perform meaningful tasks

10. Traditional Assessment vs. Authentic Assessment:
Traditional (TA)
The curriculum drives assessment.
1. body of knowledge is determined first 
2. design the curriculum
3. assess to determine if acquisition of the curriculum occurred.
Authentic (AA)
Assessment drives the curriculum. 
1. tasks are determined first
2. students perform to demonstrate their mastery
3. design the curriculum

11. Traditional Assessment vs. Authentic Assessment:
Traditional (TA)
Selecting a response
Contrived
Recall / Recognition
Teacher-structured
Indirect evidence
Authentic (AA)
Performing a task
Real-life
Construction / Application
Student-structured
Direct evidence

12. How to Create Authentic Assessments
Step 1: Identify the standards
Step 2: Select an authentic task
Step 3: Identify the criteria for the task
Step 4: Create the rubric 

13. STEP 1: Identify the Standards
Standards, like goals, are statements of what students should know and be able to do. However, standards are typically more narrow in scope and more amenable to assessment than goals. 
“Students will be able to add two-digit numbers correctly.”

14. STEP 2: Select an Authentic Task
Find a way students can demonstrate that they are fully capable of meeting the standard. The language of a well-written standard can spell out what a task should ask students to do to demonstrate their mastery of it. 

15. STEP 3: Identify the Criteria for the Task
Ask "What does good performance on this task look like?" or "How will I know they have done a good job on this task?"
Criteria: Indicators of good performance on a task

16. STEP 3: Identify the Criteria for the Task
Characteristics of a Good Criterion
clearly stated
brief
observable
statement of behavior
written in a language students understand

17. STEP 3: Identify the Criteria for the Task
Standard
The student will be able to divide two-digit numbers correctly.
Task
Calculate the given math problems without using the calculator and answer it in the board. Explain their answers.
Criteria
The proper use of the step-by-step process in solving the problem. Correctness of the final answer. The way they explain and deliver the reason of how they arrive with the final answer.

18. STEP 4: Create the Rubric
Once you have identified the criteria you want to look for as indicators of good performance, you next decide whether to consider the criteria analytically or holistically.

19. Holistic Rubric (Accent)
Score Level
Criteria 4
The student’s accent has no trace of first language influence. Accent is fairly Standard American. 3
The student’s accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation. 2
The student’s accent is evidently very much affected by L1 intonation. However, it is fairly understandable. 1
The student’s accent is very much affected by L1 intonation and it is difficult to understand.

20. Analytic Rubric (Composition Writing)
Criteria Wt 4 3 2 1
Organization x2
Information in logical, interesting sequence which reader can follow.
Student presents information in logical sequence which reader can follow.
Reader has difficulty following work because student jumps around.
Sequence of information is difficult to follow.
Content
Student demonstrates full knowledge (more than required).
Student is at ease with content, but fails to elaborate.
Student is uncomfortable with content and is able to demonstrate basic concepts.
Student does not have grasp of information; student cannot answer questions about subject.
Vocabulary x1
Few errors; precise and appropriate
Fairly broad vocabulary; some errors
Adequate but repetitive ; invented words
Words don’t fit the context; hard to understand
Neatness
Work is neatly done.
Work has one or two areas that are sloppy.
Work has three or four areas that are sloppy.
Work is Illegible.

21. Experts Say…
“For many students, assessment is not an educational experience in itself, but a process of ‘guessing what the teacher wants.’”
(McLaughlin & Simpson, 2004)

22. Bibliography: