1. Authentic Assessment Abdelmoneim A. Hassan

2. Welcome Authentic Assessment Qatar University Workshop

3. 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.

4. 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.

5. Agenda 1.Introduction 2.Definition of Terms 3.Aligning Curriculum content, Instruction, and assessment 4.Performance Assessment Examples 5.Developing Authentic Assessment: Liking outcomes to criteria 6.Developing Authentic Assessment: Creating a Students Assessment Task 7.Developing Authentic Assessment: Creating a Rubric 8.Developing Authentic Assessment: Peer Review 9.Closure and Participant Response

6. 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)

7. Aligning Curriculum Content, Instruction, and Assessment

8. 03.06.20158 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

9. 03.06.20159 Aligning Curriculum Content, Instruction, and Assessment Instruction c I

10. 03.06.201510 Aligning Curriculum Content, Instruction, and Assessment Assessment A A A A A I C

11. Content Priorities

12. 03.06.201512 Clarifying Content Priorities Worth being familiar with Important to Know And do “Enduring” Understanding Familiar with: Important to know And do: “Enduring” Understanding:

13. 03.06.201513 Clarifying Content Priorities Worth being familiar with Important to Know And do “Enduring” Understanding Water: Sand Rocks

14. 03.06.201514 Clarifying Content Priorities Worth being familiar with Important to Know And do “Enduring” Understanding Foundational Operation, knowledge and concepts Principles, rules, theories, thinking skills Problem solving Decision making inquiring., and higher Order thinking skills

16. 03.06.201516 Clarifying Content Priorities Worth being familiar with Important to Know And do “Enduring” Understanding Spell individual words Create sentences and paragraphs Ability to Communicate Effectively

17. Authentic Assessment Focus question What 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.

18. Activity 2 Group 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.

19. Authentic Assessment Examining 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.

20. 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

21. Developing Authentic Assessment Task

22. 03.06.201522 Design Process Learner outcomes Learner outcomes Criteria Assessment Task Rubric & Reflection

23. 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.

24. 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.

25. What do you notice about the link between criteria and the student task Possible 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.

26. What do you notice about the link between the student task and the rubric Possible 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

27. What do you notice about the link between the criteria and the rubric Possible answers The criteria are closely linked to the rubric. The outcomes are referenced in the rubric.

28. 03.06.201528 Developing Authentic task Linking Outcomes to Criteria Learner outcomes Learner outcomes Criteria Assessment Task Rubric & Reflection Moving from Outcomes to Criteria

29. Linking Outcomes to Criteria Graduation Party What is the outcomes of successful graduation party? Develop criteria or evidence that will indicate the outcomes have been achieved.

30. Linking Outcomes to Criteria Graduation Party Possible outcomes 1.Celebrate the graduates. 2.Graduates have good time. 3.Gusts have good time 4.Keep the noise and mess to reasonable level.

31. Linking Outcomes to Criteria Graduation Party Possible criteria 1.Prepare invitation and decoration. 2.Purchase gifts for the graduates 3.Serve refreshment. 4.Provide entertainment.

32. 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

33. 03.06.201533 Developing a Performance Task Learner outcomes Learner outcomes Criteria Assessment Task Rubric & Reflection Creating a Student Assessment Task

34. Developing a Performance Task Small 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.

35. Peer Review Use the given criteria for reviewing the task (10 minutes)

36. 03.06.201536 Design Process Creating a Rubric Learner outcomes Learner outcomes Criteria Assessment Task Rubric & Reflection

37. Create a Rubric A rubric is a set of scoring guidelines for evaluating students’ work. It distinguishes performances or products of different quality.

38. 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.

39. Creating a Rubric group work 1.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.

40. 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.

41. Closure Any questions? Thank you