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(Authentic Assessment)
12/16/2010
1.
2.
3.
(Standards)
(Tasks)
(Criteria)
(Rubrics)
4.
5.
12/16/2010
1.
(It
is a form of assessment in which learners are asked to perform
real-world tasks that demonstrate meaningful application of
essential knowledge and skills.)
(It
calls upon the examinees to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they
have mastered.)
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vs
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Objectivism
Competency-based
Learning;
Teacher-Centered
Learning &
Criterion-Referenced
Evaluation
Humanism
Cooperative
Learning
&
Self-Referenced
Evaluation
Pragmatism
Survival Learning
&
Norm-Referenced
Evaluation
Constructivism
Constructive
Learning; LearnerCentered Learning
& Authentic
Assessment
(Behaviorist)
Skinner
(reinforcement)
(1)
2
(2)
(3)
(Teacher-Centered
Learning)
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10
(Diagnostic test)
(Competency-based Learning)
(Criterion-Referenced Evaluation)
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11
Ivan Illich
Jonathan Kozol
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12
(Affective Domains)
(Cognitive Domain)
(informal relationship)
(Cooperative Learning)
(Self-Referenced Evaluation)
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13
William James
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14
(Acceptable minimum level)

(Survival Learning)
(Norm-Referenced Evaluation)
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15
(Cognitive Psychology)
John Dewey, Jean Piaget, Lev Vegotsky, Jerome Bruner,
von Glasersfeld
Catherine Fosnot
(Sustainable knowledge)
(Learner-Centered Learning)
(Constructive Learning)
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16
Instruction)
(Contextualizing
(Abstract Instruction)
(Real-world, case-based
learning environments)
(Pre-determined instructional sequences)
(Reflective practice)
(Context-bound knowledge
construction)
(Collaborative Learning)
(Cooperative Learning)
(Social Negotiation)
(Authentic Assessment)
12/16/2010
17
12/16/2010
18
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19
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20
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21
vs
multidimensionality
unidimensionality
(summative
evaluation)
(formative evaluation)
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22
(Performance Assessment)
(Performance-based Assessment)
(Alternative Assessment)
(Direct Assessment)
(Informal Assessment)
(Integrative Assessment)
(Holistic Assessment)
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(Formative Assessment)
23
2.
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24
3.
1.
Standards
2.
Authentic tasks
3.
Criteria
4.
Rubric
5.
Cut off score or Benchmark
6.
Adjust Instructions
12/16/2010
25
How to create authentic assessments
3.1
(Standards)
(Standards are statements of what learners should know and be

able to do.)
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27
1.
2.
3.
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(Reflect)
(Review)
(Write)
28
(action words
Taxonomy of learning)
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29
3.2
(Authentic task)
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30
3.3
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31
(Criteria)
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32
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33
3.4
(Rubric)
(A rubric is a scoring
scale used to assess learner performance along a taskspecific set of criteria.)
2
(Analytic rubric)
1.
2.
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(Holistic rubric)
34
(Oral Presentation)
0
(Oral Presentation)
2-3
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36
Analytic and Holistic Rubrics
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37
1.
2.
3.
4.
5.
6.
7.
8.
12/16/2010
38
1.
(outcome)
2.
3.
4.
5.
6.
7.
8.
9.
10.
12/16/2010
39
1.
2.
3.
4.
5.
6.
12/16/2010
(Benchmarks)
40
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
12/16/2010
Portfolio
Journals
Logs
Conferences
Self Assessment
Peer Assessment
(Retelling)
(Reading Logs)
(Checklist)
(Oral Presentation)
(Project assignments)
(Open-ended questions)
(Investigation)
(Short tasks)
(Authentic tasks)
41
(Individual work)
(Pair work)
(Group work)
Group work combined with Pair

work
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42
4.
8
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43
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44
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45
1.
2.
3.
(Growth Portfolios)
Showcase Portfolio
Assessment Portfolio or
Evaluation Portfolios
4.
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Collection Portfolio
46
1.
(Growth Portfolios)
12/16/2010
47
1.1
a. to show growth
or change over
time
12/16/2010
early and later pieces of work

early and later tests scores
rough drafts and final drafts
reflections on growth
goal-setting sheets
reflections on progress toward
goal s
48
1.1
b. to help
develop
process skills
samples which reflect growth of

process skills
self reflection sheets accompanying
samples of work
reflection sheets from teacher or peer
identification of strengths weaknesses
goal-setting sheets
reflections on progress towards
goal s
12/16/2010
49
1.1
c. to identify
strengths and
weaknesses
12/16/2010
samples of work reflecting

specifically identified strengths and
weaknesses
reflections on strengths and
weaknesses of samples
goal-setting sheets
reflection on progress towards goal s
50
1.1
d. to track
development of
one or more
products or
performances
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obviously, drafts of the specific

product or performance to be
tracked
self reflections on drafts
reflection sheets from teacher or
peer
51
2.
12/16/2010
(Showcase Portfolios)
52
2.1
samples of best work
a. to showcase endof-year/semester
accomplishments
samples of earlier and later

work to document progress
final tests or scores
discussion of growth over
semester year
awards or other recognition
teacher or peer comments
12/16/2010
53
2.2
b. to prepare a
sample of best
work for
employment or
college
admission
12/16/2010
cover letter
sample of work
reflection on process of
creating sample of work
reflection on growth
description of knowledge skills
work indicates
54
2.3
c. to showcase student
perceptions of
favorite, best or
most important
samples of student's favorite, best or

most important work
drafts of that work to illustrate path
taken to its final form
commentary on strengths/weaknesses of
work
reflection on why it is favorite best or
most important
reflection on what has been learned
from work
12/16/2010
55
2.4
representative sample of current work
d. to communicate a
student's current
aptitude
match of work with standards

accomplished
self-reflection on current aptitudes
teacher reflection on student s aptitudes
identification of future goals
12/16/2010
56
3.
(Evaluation Portfolios)
(grade)
12/16/2010
57
3.1
samples of representative work in each
subject/unit/topic to be graded
a. to document
achievement for
grading
samples of work documenting level of

achievement on course grade level
goals standards objectives
tests/scores
rubrics criteria used for evaluation of work
when applied
self-reflection on how well samples indicate
attainment ofcourse/grade-level
goals/standards/objectives
teacher reflection of attainment of
goals standards
identification of strengths/weaknesse
12/16/2010
58
3.2
list of applicable goals and standards
b. to document
progress
towards
standards
representative samples of work aligned with

respective goals standards
rubrics/criteria used for evaluation of work
self reflection on how well samples indicate
attainment ofcourse grade level
goals standards objectives
teacher reflection of attainment of
goals/standards
analysis or evidence of progress made toward
standards over course of semester year
12/16/2010
59
3.3
c. to place students
appropriately
12/16/2010
representative samples of current work

representative samples of earlier work to
indicate rate of progress
classroom tests scores
external tests/evaluations
match of work with standards
accomplished
self reflection on current aptitudes
teacher reflection on student's aptitudes
parent reflection on student s aptitudes
other professionals' reflections on student's
aptitudes
60
4.
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Collection Portfolio
61
12/16/2010
62
Scoring rubric
Rating scale
Checklist
Peer and self assessment
forms
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63
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64
Cooperative learning
activities
(learning
process)
(process writing)
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65
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66
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67
Suggested Sources
OMalley, J.M. and Pierce, L.V. (1966). Authentic Assessment for English
Language Learners. London: Longman.
Brown, J.D. (ed.). (1998). New Ways of Classroom Assessment.

Marryland: TESOL, Inc.
Wikipedia. (2506). Alternative Assessment. Retrieved from
http://en.wikipedia.org/wiki/Alternative_assessment
Mueller, J. (2506). Authentic Assessment Toolbox. Retrieved from
http://jonathan.mueller.faculty.noctrl.edu/toolbox/
Kathy Schrock. (2506). Discovery Teacher. Retrieved from
http://school.discovery.com/schrockguide/assess.html
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68
suphat.s@chula.ac.th
12/16/2010
69
1.
10-15
2.
3.
4.
4
Holistic
5.
6.
12/16/2010
Analytic
30
10
70

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(Acceptable minimum level)

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How to create authentic assessments

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(Standards are statements of what learners should know and be

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