Authentic Assessments

What is an Authentic Assessment?

Authentic assessment is when it is connected with transferring the learning to a real-world scenario (Frey & Schmitt, 2006). This is when students very thoughtfully apply their understanding by transferring the knowledge to real world. This is so that the learning has a value beyond the school into real life or for life (Wiggins, 2006).

What are the benefits for students?

When students are working on thinking about real about implementation of a learning, they are active participants who see the knowledge as relevant. They learn to use the knowledge by engaging in activities such as (a) research, (b) outdoor work, (c) discussions with peers, (d) writing a report and (e ) reflective writing.

(Frey & Schmitt, 2006) “compared competing for views as to comparability in meaning between performance assessment and authentic assessment. the field. This allows them to think outside the box and explore themselves”. Most skills are woken up through this kind of assessment. as an example, once a learner is tasked to draw his logical thinking from a given story, he/ she will accord to the standards given, and by rigorously following it should sprout new skills for them to complement. (Wiggins 1988, cited in Indiana University,n.d.)

What is the impact on the teachers?

It might be hard to define ‘authentic’ with a consensus as there are multiple definitions of the same. Hence, for the sake of not getting into circular arguments, we can freeze the meaning of authentic assessment as defined above – one that connects classroom learning to real world scenario.

According to Wiggins, stated standardized, multiple-choice tests are often valid indicators or predictors of educational performance, tests usually mislead students into a basic cognitive process that learning is cramming and mislead educators into basic cognitive process tests are after-the-fact, contrived, and unrelated. A move toward a lot of authentic tasks and outcomes improves teaching and learning. It helps teachers by encouraging them to replicate the relevancy of what they teach and provides results that are helpful for riding instruction.

Just like another reasonable assessment the teacher evaluate his/her ability to conduct an assessment. teachers place an attempt into formulating rubrics that will be suited and accomplishable for the learners. Their output additionally requires in-depth analysis, not like other assessments like multiple selections where answers are specified. Thus, teachers rigorously analyze and weigh the performance basing perpetually on standard criteria to be determined by the learner.


References

· Frey, B., Schmitt, V., Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, Volume 17, Number 2. https://scholarworks.umass.edu/cgi/viewcontent.cgi?

article=1245&context=pare

· Indiana University, Bloomington. (n.d.). Authentic Assessment. Center for Innovative Teaching and Learning (CITL). https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html

· Wiggins, G. (2006). Healthier testing made easy: Tests don't just measure the absorption of facts. They teach what we value. Edutopia, 49-51

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