1. KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN BADAN PENGEMBANGAN SUMBER DAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN DAN PENJAMINAN MUTU PENDIDIKAN AUTHENTIC ASSESSMENT IN ENGLISH LANGUAGE LEARNING

2. Defining Authentic Assessment Authentic assessment is a process of gathering information through which the skills and needs of a student are identified with respect to the language and curricular demands they will encounter. Prendeville & Wellman (2011) 2

3. Language Underpinnings Language underpinnings are the requisite language abilities that are needed to access both spoken and written information. These underpinnings are also necessary to be able to express thoughts and ideas both through speaking and writing. Gaps in one or more of aspect(s) of the language underpinnings can cause challenges in interactions and participation in the curriculum. Prendeville (2011) What are the specific language underpinnings? 3

4.  Language underpinnings are the cognitive/linguistic processes needed for the understanding and application of information.  Language underpinnings are the processes behind the product.  Language underpinnings are the foundation for learning, reading, writing, speaking, listening. [Wellman (2011] 4

5. LISTENINGSPEAKINGREADINGWRITINGSOCIAL COMMUNICATION EXECUTIVE FUNCTION CRITICAL THINKING Listening SkillsSpeaking Mechanics Emergent Skills Emergent Skills Conversational Knowledge Task Development Knowledge Listening Vocabulary Language Structure Phonological Awareness Writing Vocabulary Classroom Language Use Organizing Tasks Comprehension Listening Comprehension and Analysis Speaking Vocabulary Word Analysis Text Structures Situation Specific Register Starting & Completing Tasks Application Classroom Directions Speaking Applications Reading Vocabulary Writing Process and Organization Non-Verbal Communication Changing Tasks Analysis Classroom Discourse Reading Comprehensio n and Analysis Writing Conventions Pragmatic Language Structure Self Regulation Synthesis Reading Applications Language Structure Using Memory Evaluation Classroom Performance Communication Domains Wiig, Secord, Glaser, Prendeville, & Sotto, (2005)

6. 5 Dimensions of Authentic Assessment Adapted from Gulikers, Bastiaens, & Kirschner (2004) 1.Assessment tasks should be relevant and represent the knowledge and skills that the child needs to learn. 2.The physical environment should represent the way that the skills are actually used. 3.The social context should also represent the way the skills will be used. 4.The assessment result should incorporate the performance that is required of the child. 5.The criteria should be based on the level of performance indicated by the standards. 6

7. Traditional Standardized Testing Intervention Based Data Collection: Authentic Assessment One time assessmentData collected over time – shows progress over time Scores based on national norms Scores/data based on skills/processes developed over time. Can develop local norms Assessment is based on a limited number of skills at each grade level Assessment is dynamic, involves examining over time how a student responds to various supports/interventions Assessment focuses on answers.Assessment focuses on strategies/processes. Assessment results do not guide intervention/instruction Assessment results guide intervention/instruction Wellman (2009)

8. Authentic Assessments Setting the Stage for Authentic Assessment  Observation  Ethnographic Interviewing Progress Monitoring  Structured Probes  Behavioral Sampling  Curriculum-Based Assessment  Dynamic Assessment  Checklists/Rating Scales/Rubrics Summative  Classroom Performance Communication Domains  Portfolios 8

9. Continuum of Specificity  Checklists  Rating Scales  Rubrics 9

10. Checklists Defined  Checklists are somewhat like a questionnaire in that they are a list of skills or behaviors that the respondent reads and checks to indicate the presence or absence of a particular skill/behavior.  Checklists simply require a “yes/no”, +/- or ‘present or absent,’ response.  Do not confuse a checklist with a rating scale. 10

11. Rubric Defined [ Wiggins, 1998]  A rubric is a set of scoring guidelines for evaluating student’s work  A rubric contains a scale of possible points to be assigned to the work  A rubric provides descriptors for each level of performance 11

12. Rubrics answer the following questions:  By what criteria should performance be judged?  Where should we look and what would we look for to judge performance?  What does the range of quality of performance look like?  How do we determine validity, reliability, and fairly what scores should be given and what scores mean?  How should the different levels of quality be described and distinguish from one another? 12

13. Scoring Rubrics [ Perlman, 2002] Components of Scoring Rubrics:  One or more dimensions on which performance is rated  Definitions and examples that illustrate the attribute(s) being measured  A rating scale for each dimension 13

14. Holistic Rubrics [Schreyer Institute for Innovative Learning, 2001] Holistic  Provides a single score based on an overall impression of a student’s performance  Advantage: quick scoring, provides and overview of student achievement  Disadvantage: does not provide detailed information, may be difficult to provide one overall score 14

15. Rating Scales  Rating scales set criteria and standards for grading a student’s performance in an academic or social area.  They are generally assignment or task specific, so they change according to task.  Users evaluate a student on how well or to what degree he or she demonstrates a trait.  Informs instruction &/or intervention: development requires careful reflection about learning activities and students’ strengths and weaknesses.  Improves communication between users, students, and parents because the criteria are explicit and consistent. 15

16.  Identify a set of underlying language traits associated with an assignment or activity.  Build a scale for scoring each trait.  Four-point scales are the most common.  The number of traits and complexity of each point on a scale depend on the goals of the builder. 16

17. Holistic Rubric/Rating Scale  Develop a set of descriptors and assign a rank to each of the descriptors o frequently, sometimes, rarely, never o 1-2-3-4-5 17

18. Holistic Rubric 1.Identify text based information that will aid in inferencing in fictional narratives Always FrequentlySometimesRarelyNever 2.Describe why the information is important. Always FrequentlySometimesRarelyNever 3.Identify text based information that will aid in inferencing in content area reading. Always FrequentlySometimesRarelyNever 4.Describe why the information is important. Always FrequentlySometimesRarelyNever 5.Identifying experience based information that aids in inferencing in fictional narratives. Always FrequentlySometimesRarelyNever 6.Describe why the information is important. Always FrequentlySometimesRarelyNever 7.Identify experience based information that aids in inferencing in content area reading. Always FrequentlySometimesRarelyNever 8.Describe why the information is important. Always FrequentlySometimesRarelyNever 9.Respond to questions requesting an inferential response for fictional narratives. Always FrequentlySometimesRarelyNever 10. Respond to questions requesting an inferential response for content area reading. Always FrequentlySometimesRarelyNever

19. Analytic Rubrics Schreyer Institute for Innovative Learning (2001); Arter & McTighe (2001) Analytic  Provides specific feedback along several dimensions  Divides a product or performance into essential traits so that they can be judged separately  Advantages: More detailed feedback, scoring more consistent across students and graders  Disadvantage: Time consuming to score 19

20. THANK YOU 20