Implementing authentic/productive assessments - Thesis Example

hentic assessment that traverse a wider range of academic disciplines and skills as well as assessment approaches that attempt to evaluate the “whole child” in a wide span of application of his knowledge and abilities (Darling-Hammond et al, 1993 b). Although the basic assumption behind traditional and authentic assessment is common, which is to develop prolific citizens, the former approach tests the students on the possession of certain knowledge while the latter tests the students on the application of knowledge (Mueller 2008).

Wiggins’ (1991) description of what authentic assessment should be is that it involves “engaging problems and questions of importance and substance in which students must use knowledge (and construct meaning) effectively and creatively (p. 39). Thus, it involves the use of higher-order thinking which is far useful in the long run than mere knowledge of information which most traditional assessment methods measure. This is precisely what the QT model advocates. Students can more readily appreciate authentic assessment methods, as these are more natural to their learning and hence it becomes more relevant in their lives.

Consistent with constructivist philosophy, authentic assessment entrusts the reins of learning to the students. They “are required to provide rigorous intellectual commitment and perseverance, and teachers must continually connect student’s previous and current knowledge to the emerging curriculum. The relevance of curriculum to student interests therefore cannot be planned, because the learners’ interests and experience cannot be assumed nor completely evaluated in advance” (Wescombe-Down, n.d., n.p). This gives the students more power in the acquisition of learning.

Using prior knowledge, they are encouraged to invent their own solutions and try out their own ideas and hypotheses with the able support of their teachers. This way, they can indulge in concrete experiences that focus on their