An evaluation of what students actually know and can do; may include portfolios, journals, observations, taped readings, videotaping, and teacher-student conferences, measures skills for real purposes rather than contrived or artificial situations.
a type of assessment that seeks to address widespread concerns about standardized, norm-referenced testing by representing "literacy behavior of the community and workplace" and reflecting "the actual learning and instructional activities of the classroom and out-of-school worlds" (Hiebert et al., 1994), as with the use of portfolios; naturalistic assessment. See also alternative assessment; assessment. Cp. classroom-based assessment.
Assessment that fits meaningful, real- life learning experiences. It includes recording evidence of the learning process, applications in products and performances, perception of visual and audio relationships, integrations of new knowledge, reflecting profitably on one's own progress, and interpreting meaning in consideration of contextual facts.
Often used synonymously with Performance Assessment, but it can also mean an assessment which uses only real-world tasks as the basis for information about how well a person can perform certain tasks. It is ways of evaluating activities that are essential, genuine and meaningful in themselves. Often involves active, collaborative participation.
A type of assessment that seeks to address widespread concerns about standardized, norm-referenced testing by representing competency in behaviors and attitudes within the community or workplace setting. It should reflect actual learning and instructional activities both in and outside the classroom. Tools of authentic assessment include portfolios, observation, on-demand demonstrations, and so on.
Portfolio assessments, performance evaluations, open-ended exams, and other assessment instruments used to evaluate student performance on those work and life skills embodied in the Common Core of Learning
An assessment method that directly examines student performance on tasks that are directly related to what is considered worthy and necessary for developing technological literacy. Traditional assessment, by contrast, relies on indirect or stand-in tasks or questions that are more efficient and simplistic than they are helpful in determining what students actually know and can do.
Aims to evaluate students' abilities in 'real-world' contexts. Students learn how to apply their skills to authentic tasks and projects. Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product. ( teachervision.com) (See also, holistic assessment and performance-based assessment.
Portfolio assessments, performance evaluators, open-ended exams, and other assessment instruments used to evaluate student performance on those work and life skills embodied in the Content Standards and Benchmarks.
Tasks and methods of scoring that incorporate actual or simulated situations in the measuring of a student's performance. This type of assessment both mirrors and measures student performance in rich "real-world" tasks and situations, not solely through textbook learning. (AISR)
An assessment presenting tasks that reflect the kind of mastery demonstrated by experts. Authentic assessment of a student's ability to solve problems, for example, would assess how effectively a student solves a real problem.
Assessment of a student's abilities while he or she is demonstrating learning in practical settings or settings emulating real-life contexts (rather than assessment based on, for example, standardised tests). Authentic assessment is sometimes called performance assessment. Source: Resnick, L.B. & Resnick, D.P. (1992) 'Assessing the thinking curriculum: New tools for educational reform' in B.R. Gifford & M.C. O'Connor (eds) Changing Assessments: Alternative Views of Aptitude, Achievement and Instruction, Kluwer Academic Publishers, Boston: 57â€“75.
Authentic assessment engages students in applying knowledge and skills in the same way they are used in the "real world" outside school. It is performance-based assessment that requires a student to go beyond basic recall and demonstrate significant, worthwhile knowledge and understanding through a product, perfor- mance, or exhibition. The assessment comprises an authentic task and a scoring rubric that are tied to an outcome or "big idea" and are made clear to the students up front.
Assessment that seeks to evaluate students' abilities in "real-world" contexts, including the application and demonstration of skills and knowledge to authentic tasks or projects likely to be encountered in adult life. ( learn more)
Authentic assessment is an umbrella concept that refers to the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful,"Wehlage, Newmann, & Secada, 1996, p. 23 as compared to multiple choice standardized tests.http://www.wce.wwu.edu/Resources/CEP/METT/2006/Performance-Based%20Pedagogy%20Assessment%20of%20Teacher%20Candidates%20.pdf#search=%22terry%20bergeson%20reasoning%20rs%22 Performance-Based Pedagogy Assessment of Teacher Candidates, Washington State Superintendent of Public Instruction, June 2004