2. Authentic Learning and Assessment Erin Gibbons

3. Five Standards of Authentic Instruction  Higher-Order Thinking  Depth of Knowledge  Connectedness to the World Beyond the Classroom  Substantive Conversation  Social Support for Student Achievement

4. Principles of Authentic Multi-Level Instruction  Authentic Learning  Multiple Levels  Scaffolding  Higher Order Thinking  Inclusive, Heterogeneous Grouping  Integrated Skill Learning  Focus on Meaning and Function  Multi-Modal  Building on the Strengths of Children  Fostering Respect  Students Interests, Choices, Power, and Voice  Collaborative Learning  Reflection  Growth and Effort-Based Learning

5. More on Authentic Learning  A teaching method that allows students to explore, discuss, and meaningfully connect concepts and relationships that are relevant to the real-world and are meaningful to the students.  Teaching Strategies  Structuring learning around genuine tasks  Employing scaffolding  Engaging students in inquiry and social discourse  Providing ample resources from the school and community

6. Major Characteristics of Authentic Learning  Learning is real-world oriented and has value beyond the school setting  Learning is often interdisciplinary  Students use higher-order thinking skills and learn concepts as well as basic facts  The classroom is learner centered and allows for a variety of learning styles  Students have ownership of their learning  Instruction uses hand-on approaches and is accessible for all learners  Learning is active and student driven  Teacher act as coaches or learning facilitators  Scaffolding allows students to receive help  Learning uses real-time data  Students work together to solve problems  Students produce a product that is directed toward a real audience

7. Authentic Tasks  Are important because:  Provide meaning  Motivation for learning  Opportunities to relate to real-world situations  Make connections to their own interests  Engage more deeply with subject matter  Reasoning and problem solving skills

8. Developing Authentic Tasks  Teachers need to know their students’ backgrounds and interests  Needs to include real-world relevance, accessibility, feasibility, and sustainability  Needs to align to learning goals  Connects to issues outside the classroom  Students need a sense of purpose for engaging in the task

9. Authentic Assessment  Directly examines student performance on worthy intellectual tasks  Require students to be effective performers with acquired knowledge  Presents the student with a full array of tasks that mirror the priorities and challenges found in the best instructional activities  Attends to whether the student can craft polished, justified answers  Achieves validity and reliability by emphasizing and standardizing the criteria for scoring  Support the needs of learners

10. Authentic Assessment In the Classroom  Aims to evaluate students’ abilities in real-world contexts  Prepares students to do more than memorize information  Higher-order thinking skills  Five types of Performance Samples  Performance Assessment  Short Investigation  Open-Response Questions  Portfolios  Self-Assessment