Prof Ed 7
Assessment in Learning 2
ACTIVITY
Authentic Assessment: Meaning, Methods, and Tools
KRISTINE JOY BIBON
BSED ENGLISH 3-F
1. Describe the features of authentic assessment and 21st century assessment.
● According to Hambleton 1996 one of the characteristics of authentic assessment
is, it emphasis on doing open-ended activities for which there is no correct,
objective answer and that may assess higher order. It is also, direct methods of
evaluation self-assessment, assessment of group performance as well as individual
performance and extended period of time for assessment.
● The characteristics of 21st century assessment are responsive, flexible, integrated,
informative, multiple methods, communicated, technically sound, and systematic.
2. What does the acronym GRASPS stands for? Discuss.
G- oal
● Goal – Establish the goal of the task; state the problem, challenge or obstacle in
the task
R- ole
● Role – Define the role of the students in the tasks
A- udience
● Audience – Identify the target audience within the context of the scenario.
S- ituation
● Situation – Explain the situation. What’s the context? What is the challenge?
P- roduct
● Product – Clarify what the students will create and why they will create it.
S- tandards and Criteria Indicators
● Standards and Criteria Indicators – Identify specific standards for success, and
give rubric to the students or develop them with the students
3. Do you welcome non-test assessment? Why?
● Yes, because it is assessing through alternative means, and teachers can ensure that test anxiety or an inability to perform on tests do not lead to a misunderstanding of a student’s abilities.
4. What is the primary purpose of non-test assessment?
● The primary purpose of a non-test assessment is to provide information that can be used to improve student learning. Non-test assessments can be used to identify areas of strength and weakness, to inform instructional decisions, and to monitor student progress. In addition, it to do not force the students to give their responses but rather allow the students to manifest their acquired knowledge and skills from the subject
5. Think of a non-test tool/s which is/are effective for differentiated instruction. Justify your choice.
● Differentiated instruction is the process of tailoring lessons to meet each student’s individual interests, needs, and strengths. I think as a student one of the best or effective for differentiated instruction is games. Developing a fun activities or games is definitely a catchy activities to divert your students attention and make it focus on your lessons or discussions. Me as a student I loved the idea of having a fun activities or games as it brings an excitement and challenge us in what we will do to the activities. Sometimes making the students fun can increase their wants to study more and that is based on my experience. Let’s not just make them focus on the idea of gaining knowledge by taking their study seriously as it make them stress and depress based on what I read in the internet and google, instead make them happy and let them enjoy while studying you did not just impart knowledge but also you make them happy. As a future educator that is also my goals in teaching “happy students, intelligent students”, I will be focusing on imparting knowledge while making them happy or enjoy in the process of learning.
6. Authentic assessment complements traditional assessment. Illustrate this idea creatively. You are encouraged to make a comic strip OR a drawing OR a flash fiction (very short story).
Flash fiction (very short story)
In Ms. Bibon classroom, learning was never confined to textbooks alone. As the bell rang, signaling the start of the day, students scattered to different corners of the room, each engrossed in their assigned task.
Ms. Bibon gave a task where students were going to compose a poem based on their discussions and after making a poem they were going to recite it in front by group. The written output and the performance task will be recorded.
As she stood in front she saw the students in every corner of the classroom taking seriously in making a poem. As the given time is already students are now getting back to their assigned sit.
Later, as the day drew to a close, the classroom buzzed with excitement dents and students are reciting the poems that they made in front of class. Students eagerly shared their findings and reflections, their voices echoing off the walls. Showing their passion and lovely chosen words in their poems. Different genres, themes and titles will surely capture your heart as they pronounce every word in the poems.
In that moment, Ms. Bibon knew that authentic assessments had unlocked a world of discovery for her students, complementing traditional methods and nurturing a love for learning that would last a lifetime.
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