Authentic Assessment and Rubrics - Coursework Example

Authentic Assessment and Rubrics Task: Authentic Assessment and Rubrics 0 Introduction Thrusting into the 21st century knowledge-based economy, one must recognize the fact that the standardized examinations and tests may no longer capture the increasingly complex and growing body of knowledge, skills and dispositions that are crucial for success. The case for a wide repertoire of assessment tools to be employed is largely due to the need to match the equally diversified content and learning needs of students in schools. Undeniably, a symbiotic relationship exists between assessment, teaching and learning, as well. However, assessment has been sidelined, ignored, misused and misunderstood for many decades until the recent emergence of importance assessment can play in the role of learner improvement and achievement other than the use of standardized scores for comparison or placement purposes. Part 2: Rationale for Developing the Authentic Assessment and Rubrics The rationale behind developing the Authentic Assessment and Rubrics is that it facilitates effective teaching and learning in students. However, Authentic Assessment and rubrics have gained a lot of popularity over the years especially in the high school level (Adams & Hamm, 2011). This assessment tool was not easily accepted in the past, but it has steadily gained recognition and is in use in the present teaching process. There has been a misconception about rubrics because most teachers in schools believe that the current methods they are using to teach, for instance, using grading scales and translating it into a chart is a rubric. This is a great misconception and needs to be quickly rectified. However, rubrics have laid down parameters, are thoroughly substantiated (Basterra, 2010). Similarly, once an individual understands these aspects of a rubric, then the rest becomes a matter of just aligning it with the task. However, there are two major points that one needs to understand about a rubric. These are the anatomy of a rubric or what a rubric is made of and secondly, the function or purpose of a rubric. These are the basic or fundamental points. However, other important points include what to measure, that determines the effectiveness of the rubric and understanding the rubric making process. According to Tan and Koh 2008, the aspect of authentic learning aims at yielding multi-dimensional learning in students. Similarly they go ahead and point out that authentic assessment is multi faceted in that it involves various aspects that are put together to come up with a comprehensive evaluation process for students. Additionally, Tan critically evaluates the deeper meaning of authentic assessment and the impact it has on learners. Similarly, Koh looks at the quality and value that authentic assessment adds on the students. Furthermore, Koh believes that authentic assessment has the ability to bring out the true development of students hence overcoming the shortcomings of traditional testing. The teachers are the people endowed with the responsibility of disseminating knowledge to students hence they require a clear guideline on how to go about it and achieve maximum effectiveness on students. The design and the way authentic assessment is carried out is very important, as it supports validity. One needs to practice his or her skills in order to boost confidence. For this reason, there are tools used to evaluate the effectiveness of rubrics (Burke, 2009). However, students need to, actively, participate in the evaluation and enhancement of the rubrics. Similarly, the conventional method of teachers evaluating students using pencil and paper are long gone due the increasing complexity in the learning process. Additionally, the learning teaching and learning process has become more multi-faceted thus require an advanced way of execution. Rubrics combine the intricacies and accountability to come up with a well-planned assessment module. Rubrics are increasingly proving to be more effective for of learning to students because they allow the student to research and come up with innovate sustainable solutions (Christ, 2006). However, this is under the supervision of the teacher and in a controlled manner that the teacher has a guideline in evaluating the student. In this evaluation and learning, there is no one right answer. It depends with how effective and detailed support a student can provide for his or her argument. Similarly, it involves identifying the problem, question or issue and reformulating it. Secondly, identifying the context in which it lies and the assumptions. Additionally, develop a logical flow of ideas and communicate an individual perspective in the form of a hypothesis. Consequently, state your position. Presentation, assessment and analysis are also other key area that needs focus of student (Casas, 2008). However, he or she needs to provide sufficient evidence in the form of data to support his or her argument. Similarly, he or she needs to use other disciplinary techniques to enable him or her qualify for the analysis. Moreover, identification, assessment, consequences and how the student concludes their findings are also key components in the evaluation process. Professionally, the five dimensions play a very critical role in authentic assessment of a student or individual hence Gullikers came up with the five dimensions framework. The five dimensions include the task, the physical context, the criteria, the resultant form and social context. These five dimensions are clearly discussed below in depth. 1.1.1 Task Task is a problem presented to students, which require them to carry out activities that are in real life situations. Similarly, an authentic task is very critical in assessing authentic performance of the student. In addition, an authentic task involves the use of acquired knowledge attitude and skills in solving real life problems or challenges and coming up with meaningful solutions. Consequently, students should own the problem and work towards finding a sustainable solution. 1.1.2 Physical Context The surrounding always heavily influences our thinking and actions. However, students need a conducive environment to learn, but during application in the field, it becomes more complex, for instance, a soldier that is being trained on how to repair a jeep does this in a very clean and well-equipped garage. Even if they task is authentic, the physical context is not because he will be required to use repair a jeep in a real combat situation or a war zone where there is less space, limited time and lack of sufficient equipment. Similarly, when assessing the student, a solder repairing a jeep in a, clean conducive, environment the question is if the solder can successfully complete the task in a real situation that is less conducive, which is the same the way he was trained. The best example to illustrate physical context is a computer simulation that has an imitated real situation problem. 1.1.3 Social Context In real life situations, people work in a social environment. It is a rule rather an exception that people need to work in a social environment where they interact with others. For this reason, authentic assessment takes place in a social system in order to evaluate how well students can work in a social system. Similarly, social context requires collaboration, but in the case where the task is individual then it stimulates or brings about competition. However, the important aspect about the social context is that it should resemble handling the same task in a real life situation. 1.1.3 Assessment results or form This relates to the outcome of the assigned task that is independent of the content prescribed in the assessment. Similarly, it entails three elements, which demonstrate the learning competences that the student has acquired. This is by developing a product or showing high quality performance in execution of duties. Similarly, they should be capable of reproducing the same product or performance in real life situations. Additionally, it should be observable to others, and the result should show true mastery of concepts. Consequently, authentic assessment does not involve one single task but a full array of tests in real life situations because mastery cannot occur in execution of only one test. 1.1.4 Criteria Criteria are the valued characteristics of the assessment outcome. These include standards, which is the actual level of performance. Similarly, the criteria should yield a realistic outcome. Additionally, it should exhibit characteristics of realist requirements and the general process of production or quality performance. Part 3: Literature Review of Authentic Assessment Assessment has been an integral part in the learning process of students in many ways. It provides teachers, parents and students a means of evaluating the student’s progress. Similarly, it provides teachers with a guideline on the areas to improve. Additionally, it also indicates the level of learning and understanding by students. However, many have embarrassed authentic assessment and similarly many still find it difficult to integrate it into their curriculum (Drummond, 2006). Additionally, people have also termed authentic assessment as performance or alternative form of assessment. Similarly, is more realistic and provides a more comprehensive means of assessing students. Furthermore, it provides more information than the traditional forms of assessment. Moreover, they promote critical thinking among students hence providing genuine accountability. Teachers need to be adequately prepared on how to use authentic assessment on students in various environments. Similarly, they need to acquire skills on how to deal with the challenges that they encounter during the administration of authentic assessment to students. Similarly, the teachers should ensure that the learning objectives are met through the user of authentic assessment and evaluation. However, the emphasis is on the preparation of the teacher because it is their sole responsibility to ensure that students meet the objectives of learning through the use of authentic assessment. Similarly, students need to get involve in the assessment process in order to get desirable results (Stiggins, 2012). Communication is a key element in the provision of authentic assessment by teachers. They need to constantly engage the student in various tasks the will enable the student develop. Learning should be focused on tapping into the potential of the every student because every student has a unique talent and potential and it is the mandates of the teacher to, effectively, tap into it. The current world poses many challenges and with the ever-changing technology, it is important that the leaning process becomes more practical than the traditional testing methods. Typically, assessment is an index or a measure of school success rather than the cause of it. However, one of the major challenges is that the traditional teaching and testing method used by teachers is disadvantageous to those who do not catch up with the set pace of the class. For this reason, they are left behind. Authentic assessment is aimed at empowering students with knowledge and the ability to provide solutions to problems in the real world not how much the student can grasp and remember in an examination situation. Assessment should begin with the teacher presenting the student with targets in a more friendly way. Similarly, the teacher provides examples of exceptional performance by other previous students and works together with students in order to achieve the set goals. However, the most effective way of achieving this is by continuously allowing the students to evaluate themselves in every step they make. Furthermore, this allows the teachers to, closely; monitor the real progress of students rather than evaluating them at the end of the course. This may become overwhelming to the student and the teacher cannot clearly monitor what progress the student has made. Similarly, in this kind of assessment the teacher and the student form a partnership hence help each other to achieve the overall objective of the learning process. Additionally, the student should remain confident and never lose focus on their progress. 2.1 Definition of terms It is of great importance that terms used in this literature review are clearly defined in this section. 2.1.1 Assessment The term assessment in this case refers to how student information is collected and appraised; this includes the formal methods of testing and analysis. Similarly, gathering information in an informal manner can also constitute assessment. Additionally, teaching and student teacher interaction also is a form of assessment. 2.1.2 Evaluation The term evaluation means making a comparison of students with their fellow students or with a set of standards that are predetermined of developed by a qualified body or instructor. Similarly, it also involves ranking student in order of merit. Additionally, evaluation also measures the amount of information students has mastered in a discipline, and the challenges they encounter while learning. However, evaluation also involves testing students’ performance hence determining the level of assimilation of course. Furthermore, it also includes the evaluation of instructional methods used by the instructor or teacher. 2.1.3 Norm referenced Evaluation This is one of the most common forms of evaluations available in most curriculums. It involves evaluating one student’s performance with that of another using the same test. 2.1.4 Criterion referenced Evaluation This involves evaluating a student using pre-set standards of performance. These standards are normally determined independently from the examination scores or the examination itself. 2.1.5 Validity This is the degree or level to which the examination measures that which it is intended to. However, all examinations are valid but sometimes they degree of validity varies from one test to another. 2.1.6 Reliability This involves consistency of the examination or test scores. Authentic assessment involves assessing all students even the once with special needs. Unlike conventional assessment of students presented with questions and the need to provide right or wrong answers, this assessment is more learner-focused. It aims at enabling the learner acquire critical skills that will enable him or her cope with the challenges he faces (DuPlass, 2006). Similarly, it also improves the effectiveness of the instructor in delivering information to students. However, the reason as to why authentic assessment is of great importance is that it uses real life situations as compared to a test. The role that assessment plays are far much wider than just giving students tests that require them to provide right or wrong answers. It goes far much deeper than that. In the case of authentic assessment, assessment is a tool that uses real life challenges hence steering education to a whole new level. When students learn for purposes of passing a test or examination, the learning process does not give them an opportunity to become creative because they already have a notion that the main aim of learning is to pass the examinations. As a result, they even opt to cramming for the purposes of examinations instead of understanding the concepts. Similarly, the examination method of assessing students does not provide an effective measure of application knowledge acquired. It only focuses on what the student can remember. The main area of concern is whether the student is showing progress and growth and not doing better than the rest as the case of examination assessment and ranking. Additionally, focusing on the student’s growth and development is instrumentally useful than ranking. Part 4: Methodology: The methodology clearly explains the purpose of an authentic assessment lesson plan, rubrics. It also talks about how teachers can use the lesson plan and the rubric to achieve maximum effectiveness in teaching and assessing students Purpose The main purpose of developing an elaborate lesson plan is to enable the teacher have a sequential way of influencing knowledge to the students. Additionally, it lays down the procedure that the teacher will use to engage the students. Similarly, it helps guide the teacher in coming up with a systematic way of assessing the students based on the main objectives of the lesson. Lesson Plan Grade/ Content Area This section contains the content the teacher is planning to use and how he or she intends to demonstrate it to the students. Similarly, it indicates the grade the teacher is going to teach. Lesson Title In this section, the teacher comes up with a creative title that will catch the attention of the student. Additionally, he or she has to indicate the date and time of the work in this particular section. Lesson Context This section clearly indicates the classroom that the students are going to use, the stage of the course i.e. whether it is beginning middle or end of the course lesson and if students have prior knowledge of the lesson. Learning Opportunities This section indicates the materials needed for the lesson to be successful for instance textbooks, reference material and any other necessary equipment that may be of importance. Additionally, this section shows how the teacher is going to address the aspects of cultural diversity, language and gender so that the lesson achieves maximum effectiveness or achieves its objectives. Similarly, it is in this section that the teacher discloses how he or she is going to integrate technology into the lesson. Curriculum Standards In this section the teacher clearly identifies what is required by the school curriculum and finds a way of incorporating the curriculum requirements into his or her lesson Objectives In this section, the teacher comes up with a two to three main objectives that the lesson will meet. These should include students acquiring knowledge and developing strategic skills. Instructional In this section, the teacher should come up with a way of activating previously acquired knowledge. Similarly, the teacher should make the students understand the importance or the value they will get from the lesson and how they will apply this knowledge in real life situations to solve problems. Procedure This section involves the strategies that the teacher is going to use to engage the students and get them involved in the lesson. Similarly, in this section the teacher should clearly bring out how he or she is going to model his or her thinking to clearly bring out the objectives and initiate the learning process. Additionally, the teacher has to disclose in this section if the students will work in groups or as individuals. Moreover, it is in this section that the teacher will come up with a closure. This involves how the student will remember what they have learnt in the lesson and if they were in small groups they regroup and brainstorm. Nevertheless, the students should show how the lesson is applicable in real life situation and how it can help solve emerging problems. Assessment Evaluate what the students have been able to grasp when the lesson is done. Similarly in this section the teacher should come up a mode of measuring individual acquisition of knowledge either in a formal way or an informal way Rubric Lesson Plan Very Good Satisfactory Poor Measuring the effectiveness of objectives attained 5 3 0 Measuring the level of technology integration into the lesson to enhance learning 5 3 0 Learning opportunity provided to the students 5 3 0 Student engagement and activation of previous knowledge relating to the subject 5 3 0 Students class performance and reception of the lesson in terms of queries raised 5 3 0 Closing and the ability of students being able to relate the lesson to real life situations in problem solving 5 3 0 Materials used to facilitate the lesson in terms of graphics and illustrations 5 3 0 Type of authentic assessment used to evaluate the students and lesson effectiveness. 5 3 0 Integration with other referencing materials for instance textbooks 5 3 0 Overall performance and quality of work 5 3 0 How to align the authentic assessment with the curriculum assessment In this aspect, the teachers should create a plan like the one above that will incorporate the curriculum requirements and at the same time provide authentic learning to students. Similarly, communicate it and evaluate the influence it has on students. Additionally, the plan should aim at the promotion of student welfare hence encouraging teachers and learners to develop a closer relationship. As a result, this relationship enhances the communication skills of students with their teachers hence leading to evaluation of their potential (Tan & Koh, 2008). Procedure of assessment implementation Before any implementation is done, the teacher should ensure they understand the skills and information useful for their students (Drummond & Jones, 2006). After this, teachers handling older students can use oral presentations, research projects and scientific projects to enable to enhance understanding of their students. For younger students, their teachers may use group projects, observation, and portfolios to gauge their students. Utilization of the assessment results There are a number of ways for using assessment results. For instance, the results can be used by teachers in improving learning processes, which in turn helps students reach their potential. There is also the indication of the exact scores or category levels of learners when assessment results are used (DuPlass, 2011). In addition, these results assist teachers in enabling their students understand science lessons effectively. This is achievable if the teachers integrate other multiple models of assessment, which indicate the skills and abilities of the learner. Communication of the assessment results with students and parents Teachers have several methods to use in their communicating the assessment results to students and parents. For instance, they can address the students in their classrooms to enable them progress in their learning (Robinson, 2007). Alternatively, the teachers can use report cards, conferences and progress reports to get back to parents concerning assessment results. Part 5: Benefits and Limitations: There are several potential benefits of authentic assessment for learners. For example, research indicates that real world tasks of authentic assessment effectively evaluate the learning of students. This helps in recognition of the student’s understanding from one stage to the other. Authentic assessment also reflects the general proficiency of the performance of the student by producing a grade (Adam & Hamm, 2011). Additionally, this assessment assists employers and teachers in gauging the qualification of a graduate and his chances of success in the job. This assessment is also able to evaluate the cognitive knowledge of the learner and other comprehension characteristics. On the other hand, numerous implementation issues still hinder authentic assessment. For instance, opponents of this method argue that it is expensive and consumes a lot of time during development and implantation. This method also requires the collective effort of parents, teachers, policy makers and administrators in changing their mindset on new evaluation techniques for students. Furthermore, teachers may lack the time, motivation and energy of designing and implementing this technique in their classrooms (Wilson, 2005). Another challenge afflicting the implementation of this method is the limited time for experimentation with other alternatives. This is due to the time invested in setting up standardized tests of authentic assessment. In addition, substantial work is required for authentic assessment to be implemented in all aspects of learning. Finally, administrators and policy makers want this method of assessing learners to have concise scores originating from standardized tests of research. This will assist various stakeholders involved in the formulation of assessment techniques to evaluate the significance of authentic assessment. Conclusion In summary, we can make a few critical observations concerning authentic assessment. For instance, the technique of using authentic assessment enables educators to fill the gap between learning and working of students. In addition, this method helps in evaluating the capability of the learner in terms of cognitive function and easy comprehension of issues (Basterra 2010). This technique also gauges the progress on of the student during the learning process. However, there are still challenges concerning the implementation of this technique. Critics of this method point the high expense of running it and the time consumption. There is also the vague strategy of assessing the learners especially by teachers without enough experience. References Adams, D. M., & Hamm, M. (2011). Shaping the future with math, science, and technology: solutions and lesson plans to prepare tomorrows innovators. New York, NY: Rowman & Littlefield Education. Basterra, M. (2010). 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