CHAPTER AN AUTHENTIC ASSESSMENT: MEANING, METHODS AND TOOLS O “On assessment, measure what you value instead of valuing only what you can measure,” ~ Andy Hargreaves mLearning Outcomes: ty At the end of the Chapter, the student should be able to: explain the meaning of authentic assessment and non-test assessment; give example of transversal competencies; state the 21st Century skills bassed on P-12 Framework; describe the features of authentis assessment and 21st Century assessments and discuss the complementary relationship of authentic and traditional: asessments. Introduction ‘ The first three-unit course on assessment dwelt on traditional assessment. This course is focused on authentic assessment which is also referred to as performance assessment or alternative assessment. Others refer to it also as non-test assessment because it is a departure from the use only of written tests to assess learning. Meaning of Authentic Assessment Below are various descriptions or explanations of authentic assessment from several authors: Authentic assessment'is a “form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills... (Mueller, 2011) Wiggins (1987) says it is... engaging in worthy problems or questions of importance in which students must use knowledge to(Chapter 4 — Authentic Assessment Meaning, Methods and Tots | 54 fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field. “Stiggins (1987) claims that authentic assessments “call upon the examinee to demonstrate specific skills and competencies, i.c., to apply the skills and knowledge they have mastered.” Mueller ( 2008) compares traditional assessment and authentic assessment. Study the Table below: EX 4. Action/Option 2. Setting 3. Method MoU ae me ee CCCs Performing a task Simulation/Reablife Construction/Application Student-structured Direct evidence Selecting a response Contrived/imagined Recall/Recognition Teacher-structured 4. Focus Indirect evidence Table 3. Comparison of Traditional and Authentic Assessment (Source: Jon Mueller’s Authentic Assessment Toolbox; http://jfmueller. facultynoctrl.edu/toolbox/index. htm) Based on the definitions of authentic assessment and table comparing traditional and authentic assessments given above, we can say that moving from traditional to authentic assessment is like going from “knowing” to “showing”. Non-Test Assessment of Learning Non-test assessment is an alternative assessment in the sense that it diverts from the paper-and-pen test, which is the only test known to many. It is an assessment that measures students” abilities directly with real tasks. These are tests that do not force the students to give their responses but rather allow the students to manifest their their acquired knowledge and skills from the subject though means other than written tests, Non-test assessment also refers to formative assessment which is an on-going process to give feedback to students to increase their competence. It is an informal, impromptu feedback, or marginal comments on students’ drafts. Non-test assessment does not give fixed judgment or record results.52 ASSESSMENT IN LEARNING 2: AuT¥eNTIC ASSESSMENT Examples of non-te Portfolio, A purposeful collection of students’ works that exhibit the student's efforts, progress, and achievements in one or more of the curriculum, Teacher Observation, The teacher observes the students while they work to make certain the students understand the assignment and are on task, Example: Cooperative learning Slates or Hand Signals. Students use slates or hand signals as a means of signaling answers to the teacher. Example: Review questions — write answers and hold up slate. Daily Assignments. The student completes the work assigned on a daily basis to be completed at school or home. Example: Worksheets or research. Journal, Students write daily on assigned or personal topics. Example: What do your you remember most in yesterday's lesson? Games. Teachers utilize fun activities to have students practice and review concepts. Example: Science trivia Projects. After students are taught the basics of triangles, such as types, congruence, proofs, and similarity, each student is asked to create a poster, drawing, or personal adornment such as a fingernail design, piece of jewelry, or tattoo that uses at least two different triangular shapes. A beautiful product is that which displays symmetry. Debates. The students take opposing positions on a topic and defend their position, Example: The pros and cons of environmental legislations. Checklist. The teacher will make a list of objectives that students need to master and then check off the skill as the students masters it, Cartooning. Students will use drawings to depict situation and ideas. Example: environmental issues Models. The students produce a miniature replica of a given topic, Example: planetarium Notes, Students will write a summary of the lesson. Example: outline of the day’ lesson, Panel Discussion. A group of students verbally present information. Example: A discussion presenting both pros and cons of the environmental issues.‘Chapter 4 ~ Authentic Assessment: Meaning, Methods and Tooks 53 Demonstrations, Students present a visual enactment of a particular skill or activity. Example: proving that air has weight, Problem-solving. You are teaching a unit in physics on levers. To test your students’ knowledge, you give a lab worksheet focusing on type of levers and forces. Use simple objects to build levers; propose a problem with various simple items (ruler, etc.); give students a scenario that involves a large stone that must be carried across the street with only one person to help how can you do this? Discussions. Students in a class verbally interact on a given topic. Example: Discussion on climate change. Authentic Assessment Complements Traditional Assessment With authentic assessment, you may be made to think that we now have to junk traditional assessment. Authentic assessment and traditional assessment complement each other. So assessment is not a matter of “either-or”. It is not a case of either you use traditional or authentic. It is a matter of “both-and”. Both traditional and authentic assessments are necessary. Mastery of knowledge is the focus of traditional assessment and must be encouraged among learners. This mastery of basic knowledge and skills is the foundation of the leamers’ ability to demonstrate and perform the tasks that they are expected to perform in the real world. In other words, learners cannot perform or do the real world tasks if they have not mastered basic knowledge and skills. Robert Marzano proposed A New Taxonomy of Educational Objectives (2000). Marzano’s model of thinking skills incorporates a wider range of factors that affect how leamers think and provides a research-based theory to help teachers improve their learners’ thinking. Marzano’s new taxonomy consists of three systems and the Knowledge Domain, all of which are important for thinking and learning, The three systems are the cognitive system, the metacognitive system and self-system. ( See Figure 9 ) Cenc Beliefs About the Importance of Beliefs about Efficacy Knowledge Emotions Associated with Knowledge54 | Assesswent m Leasws 2: Amenic ASSESSWENT Metacognitive System Specifying Monitoring the Monitoring Monitoring Leaming Execution Cl : larity Accuracy Goals of Knowledge y acy Cr ORS EC + Matching - Decision Making Analysis = Classifying | - Problem Solving Synthesis = Error Analysis | - Experimental Inquiry Execution Representation |- Generalizing | - Investigation + Specifying | Core Tue Figure: 9. Designing a taxonomy of educational objectives, Thousand Oaks, CA: Corwin Press The cognitive system processes all the necessary information and the knowledge which consists of information, mental procedures and physical procedures, The metacognitive system sets goals and keeps track of how well these goals are being achieved and the self-system decides whether to continue the current behavior or engage in a new learning activity. The knowledge domain which is basic in authentic assessment is the subject assessed by traditonal methods. Marzano states: Knowledge is a critical factor in thinking. Without sufficient information about the subject being learned, the other systems have very little to work with and are unable fo engineer the learning process successfully..... Knowledge is the fuel that powers the thinking process. Marzano identifies three categories of knowledge: information, mental procedures, and physical procedures. ...information is the “what” of knowledge and procedures are the “how-to.” Instruction, however, must move beyond the accumulation and assessment of knowledge. Learners must be made to apply the knowledge leamed. Unfortunately, however, instruction in traditional classrooms rarely moved beyond the accumulation. ofChapter 4 ~ Authentic Assessment: Meaning, Methods and Tools 55 knowledge — the what, who, where and when - leaving:the learners with “a mental file cabinet full of facts, most of which were quickly forgotten after the final test."* ( Marzano, 2007) Philosopher Gilbert Ryle has the same line of thinking with Marzano. Ryle distinguishes knowing how (technical ability) from knowing that (facts and propositions), and knowing what (acquaintance with things and persons), Ryle asserts that knowing that (some fact) is empty intellectualism without knowing how to make use of the fact. Effective possession of a piece of knowledge (museum possession of knowledge) involves knowing how to use that knowledge, when required, for the solution of other theoretical or practical problems (workshop-possession of knowledge). For true learning , learners must not only have a a museum possession of knowledge but also workshop-possession of knowledge. Even the P21 Framework for 21 Centiry Skills has basic knowledge and skills (the 3 Rs) and the 21* Century themes (global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; health literacy) as foundation for the 21" Century skills, namely: learning and innovation skills, information, media and technology skills, life and career skills. Poe Boner ers! Information, Pe Pree tne cet Croc Standards and ‘Assessments ‘Cuiriculum and Instruction Professional Development ‘earning Environments Figure 10. Partnership for 21" Century Skills Framework This means that basic knowledge and skills cannot be dispensed with and so traditional assessment, which assesseswet wv LEARWNG 2; AUTHENTIC ASSESSMENT basic knowledge and skills, is here to stay. Traditional assessment complements non-traditional or authentic assessment. Non-Test Indicators Academic tests are typically relied upon to assess the performance of students in educational tasks, Since schools are charged with the major responsibility for preparing students with the major responsibility for preparing students to perform these tasks, academic tests are also used to evaluate whether and to what extent school programs have achieved their goals. The use of a single form of measurement (e.g., pencil-and paper-tests) to monitor leamer development or the performance of educational programs, however, may be less reliable. Moreover, if cognitive development is the only intended effect of school programs that is emphasized , as it is done when academic tests alone are used to assess performance, many significant areas of development that schools can and do effect will be neglected. These other significant areas include career development, health and personal safety, interpersonal relations, civic development, ethical development and so on. For these reasons, diverse kinds of feedback on a wide range of educational results are needed to ensure that the educational system is meeting the needs of both individuals and society. Schools ought to teach and assess learners not only cognitive skills but also other skills for them to lead productive, successful and fulfilled lives in the 21" Century, Schools must therefore teach transversal competencies, These transversal competencies are much more than mere information, knowledge of mental and physical skills in the knowledge domain of Marzano’s taxononomy). Transversal Competencies Transversal competencies are competencies that are transferable between jobs that is why they are also called transferable competencies, People use to call them experience, soft skills, emotional intelligence and employability skills, They, are not job and sector-specific skills. They are a set of competencies related to attitudes and values (knowing how to be) and procedures (know how). They can be transferred from one specific task to another. They can be usedChagler 4 - tart hanessmert Meaning Meters et ark | 57 L in a wide variety of situations and settings. These transversal competencies cross over specific job and make people function better in any job. Learning transversal competencies puts every graduate of any educational program at an advantage in the future. In 2008, Fisch, et al wrote: “We are currently preparing students for jobs that don’t yet exist ...using technologies that haven't been invented... in order to solve problems we don't even know are problems yet.” (Fisch, McLeod, & Brenman, 2008) Below is the list of transversal competencies that the 2013 Asia- Pacific Education Research Insitutes Network (ERI-Net) researched on and reported on in its Phase 1 Regional Synthesis Report. Creativity Entrepreneurship Application skills Critical and innovative thinking Reflective thinking Reasoned decision-making ] Itis the ability to use a wide range of creation techniques (such as brainstorming) to create new and worthwhile ideas (both incremental and radical concepts) as well as observable creations (such as artworks and performances) This includes the skills necessary to elaborate, refine, analyze and evaluate their own creations in order to improve and maximize creative efforts. It is a combination of technical, business management, and personal determination, innovation and risk-taking skills necessary to tum ideas into action, as well as plan and manage projects in order to achieve objectives. This refers to skills necessary to implement innovations. This includes the ability to act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur. This is the ability to reflect critically on learning experiences and processes in order to inform future progress It is the ability to use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation, to effectively analyze and evaluate evidence, arguments, claims and beliefs in making judgments and decisions5B | Assessment mw Learns 2: AUTHENTIC ASSESSWENT Communication skills Organizational skills Teamwork Interpersonal skills Collaboration These include the ability to articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. These refer to skills such as general organizing, team administration, planning, time management, coordinating resources and meeting deadlines. It refers to skills necessary to be able to work with others towards a common goal. These include the ability to negotiate, follow an agenda, and make group decisions. It is the ability to work effectively and respectfully with diverse teams, including the skills necessary to exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. * Ability to obtain and analyze information through ICTs Ability to critically evaluate information and media content Media and information literacy Ethical use of ICTs Respect for diversity Intercultural understanding Global citizenship Democratic participation This refers to skills required to identify, locate and access appropriate information sources (including assembling knowledge and information in cyberspace), and interpret this, information and draw conclusions based on analysis. This refers to the skills required to evaluate the quality, appropriateness and value of the information, as well as its sources This refers to the skills required and the ability to apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. This includes the skills to understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi- cultural environments, This refers to respecting cultural differences and work effectively with people from a range of cultural backgrounds, and responding open- mindedly to different ideas and values. This refers to skills necessary for participating effectively in civic life through knowing how to stay informed and understanding governmental processes. This includes the skills for exercising the rights and obligations of ‘citizenship at the local, state, national and global level. Table 4, Transversal CompetenciesCChaplor 4 — Authentic Assessment: Meaning, Mathods and Tools | 59 Transversal competencies are the 21" Century skills found in several frameworks. Sce Table 5 below. P2l LV Kens) Danae OLS i UPTON construct COOLS Ay Terminology terminology Ways of thinking ~ critical thinking, problem-solving, and decision- Learning and innovation — critical thinking Cognitive critical thinking making Learning and | Interpersonal innovation ~complex Ways of working Collaboration | communication | communication, | - communication and social skills, and collaboration collaboration teamwork Learning and innovation | CoBnitive—non- | Ways of thinking Creativity ccoativity aad pei problem —|— oretivity and en | solving innovation Lifeand * Diving in . Intrapersonal- | the world - . career skills i Motivation Pete self-development, | adaptability, pinitiative, | adaptability flexibility, self flexibility pay Fit eal direction Life and career | Ways of thinking f ntrapersonal ni M i skills — self- —metacognition letacognition ste self-management, . direction, nelBreaulation or learning to productivity a learn . Table 5. Mapping of 21* Century Skills Frameworks Features of Authentic/Performance Assessment Here are some features of performance/authentic assessment (Hambleton, 1996): 1) An emphasis on ‘doing ‘open-ended activities for which there is no correct, objective answer and that may assess higher thinking - In many performance assessments, thereAssessment IN LEARNING 2: AUTHENTIC ASSESSMENT is no correct objective answer unlike in a true-false test or a multiple choice test. For example, there is no one correct answer when a student comes up with a painting, designs a science project, delivers “I Have a Dream” of Martin Luther King, writes a research report, presents and defends the same before a panel. In performance/authentic assessment, students” have choice to construct their own responses. This may pose greater challenge for scoring for teachers as compared to scoring traditional assessment but may give opportunity for students to develop higher-level thinking skills. 2) Direct methods of evaluation - Authentic/Performance assessments use direct method such as judging demonstration of a dance step, oral presentations to assess speaking rather than asking students to enumerate the dance steps in order to describe good oral presentation in a paper-and pencil test. 3 students may be given the opportunity to assess their performance with the use of scoring rubrics. 4 Assessment of group performance as well as individual performance - Some performance/authentic assessments evaluate how students perform individually and how they perform as a group. A group may be directed to come up with a capstone project. They may evaluated for the group’s output (the capstone project) and individually for the individual member’s contribution. 5 Extended period of time for assessment - In contrast to traditional assessment, performance/authentic assessment usually requires an extended period. In traditional assessment, a written test may require an hour or less but the completion of a research paper may require months and may be evaluated monthly to check on students’ progress. 0 Characteristics of 21" Century Assessment The characteristics of 21st century assessment are essential guide for preparation of authentic assessment activities. It is necessary to refer to these characteristics to ensure that the learners are being assessed towards the skills and demand of the 21st century. Find out if the characteristics of 21 century assessment given here are in parallel with the features of authentic Self-assessment - In authentic/performance assessment, ~CChapler 4 ~ Authentic Assessment: Meaning, Methods and Tools assessment given above. . ive - Visible performance-based work (as a result sment) generates data that inform curriculum and instruction. e Flexible - Assessment needs to be adaptable to students’ settings. Rather than the identical approach that works in traditional assessment, 21st century approaches are more versatile, e Integrated - Assessments are to be incorporated into the day-to- day practice rather than as add-ons at the end of instruction or during a single specified week of the school calendar. e Informative — The assessment results give information on whether or not the desired and targetted 21st century skills which are clearly stated and explicity taught are realized . « Multiple Methods - An assessment continuum that includes a spectrum of assessment strategies is the norm. e Communicated - Communication of assessment data is clear and transparent for all stakeholders. © Technically Sound — For fairness, adjustments and accommodations are made in the assessment process to meet students’ needs. e Systematic - 21st century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders and designed to support improvement at all levels. ‘ Authentic Assessment: Process-oriented or Product-oriented Authentic assessment is performance assessment. The performance can be process-oriented or product-oriented, The learner is made either to demonstrate the skill or the process learned or show the product of the application of learned knowledge and skills. An example of a process-oriented assessment is demonstrating the skill of note reading or the skill of conducting the singing of the Philippine National Anthem in the Music class. An example of a product-oriented assessment is a PowerPoint presentation, a position paper or a poem composed. 6162 ‘AssessMent v LEARNING 2: AUTHENTIC ASSESSMENT Authentic assessment demands genuine proof of transfer ‘of leaming in real life situation, Some authors equate authentic assessment to performance assessment, Other terms for authentic assessment are altemative assessment, direct assessment and non- traditional assessment. The term alternative implies that there | is a mode of assessment other than the usual traditional, paper- | | and-penci! test. Direct assessment means that the learner has to demonstrate concretely the knowledge and skill learned, Authentic assessment ts also called non-traditional assessment in contrast to the traditional paper-and-pencil test that we have been used to, Process-oriented Assessment Leaming outcomes in the form of procedural knowledge require demonstration of the process or procedure. They call for a process-oriented assessment. Below are examples of learning outcomes that fall under | process-oriented assessment, These are lifted from the K to 12 Curriculum Guide and course syllabi on Principles and Methods of | Teaching and Assessment in Learning | and 2. | « Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures — English, Grade 5 ¢ Perform a skit on the importance of a national language Mother Tongue, Grade 3 e Relate story events to one’s experience - Mother Tongue - Grade 3 Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay ~ Filipino - Grade 7 Naisasagawa ang sistematikong pananaliksik tungkol sa paksang tinalakay ~ Filipino ~‘Grade 7 Use the appropriate reading style (scanning, skimming, speed reading, intensive reading for one’s purpose) — English ~Grade 8 ¢ Graphs linear inequalities in two variables — Math, Grade 8 ¢ Demonstrate the generation of electricity by movement of a magnet through a coil - Science, Grade 10 Sings themes or melodic fragments of given Classical period pieces ~ Music, Grade 9Chapt d= Auhonto Assossmant e Sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression and style; ~ Music, Grade 9 e Shows skills in creating a linoleum, rubber or wood cut print with the proper use of carving tools ~ Art, Grade 5 ¢ Executes the skills involved in the dance ~ PE 9 ¢ Applies correct techniques to minimize risk of injuries PE. Grade 10 ¢ Demonstrates proper response before, during, and after a disaster or an emergency situation — Health, 9 Practices proper self-care procedures — Health, Grade 5 ¢ Demonstrates appropriate first aid for common injuries or conditions — Health, Grade 5 ¢ Demonstrates various stress management techniques that one can use every day in dealing with stress — Health, Grade 7 © Demonstrates coping skills in managing loss and grief Health, Grade 7 ¢ Defends written research report - Practical Research 2, Grade 12 . e Use the Internet as a tool for credible research and information-gathering —- Empowerment Technologies, Grade 12 Product-Oriented Assessment Students’ performance may lead to a concrete product. These students’ products are the concern of product-oriented authentic assessment. Below are examples of learning outcomes that fall under product-oriented assessment. These are lifted from the K to 12 Curriculum Guide and course syllabi on Principles and Methods of Teaching and Assessment in Learning | and 2. Nakagagawa ng isang proyekto gamit ang ibat ibang multimedia at technology tools sa pagpapatupad ng mga batas sa kalinisan, kaligtasan, kalusugan at kapayapaan — AP, Grade 3 leASSESSMENT IN LEARNING 2: AUTHENTIC ASSESSMENT e Creates movements to music of a particular Philippine festival — Music, Grade 7 e Creates designs by using two or more kinds of lines, colors and shapes by repeating or contrasting them, to show rhythm — Art, Grade 2 ¢ Creates original tie-dyed textile design by following the traditional steps in tie-dyeing using one or two colors. - Art 4 e Prepares a physical activity program — P E, Grade 8 e Writes coherent review of literature — Practical Research 1, Grade 11 e Creates an original or derivative ICT content using Online creation tools, platforms, and applications to effectively communicate messages related to specific professional tracks Empowerment Technologies, Grade 12 e Creates an original or derivative ICT content to effectively communicate or present data or information related to specific professional tracks. - Empowerment Technologies, Grade 12 « Makes a lesson plan following the inductive lesson development - Principles of Teaching, College of Education ¢ Formulates multiple choice test items aligned to the learning outcomes - Assessment in Learning 1 e Develops a scoring rubric for an oral defense of a research paper - Assessment in Learning Figure 11 gives additional examples of process performance and product performance that are assessed with rubrics.| Playing a musical instrument Pilea! ekitle Doing a forward roll yas Preparing a slide for the microscope Ussofequipment || Making speech othe class . Reading aloud Work habits Processes Conversing in a foreign language Working independently Products Wooden bookshelf Constructed objects Set of welds Written essays, themes, | Handmade apron reports, term papers Watercolor painting Other academic products | Laboratory report that demonstrate Term paper on theatrical conventions in Shakespeare’s day understanding of concepts | Model or diagram of a structure (flower, planetary system) Concept map Figure 11. Types of Performances That Can Be Assessed with Rubrics (Source: Adapted from Brookhart, Susan (2013). How to Create and Use Rubrics for Formative Assessment and Grading, VA, USA: Association for Supervision and Curriculum Development) DepEd’s Emphasis on Performance Assessment DepEd Order s. 2015-08/ includes 3 components of summative assessment: 1) written work, 2) performance tasks, and 3) quarterly assessment. The. quarterly assessment consists of objective tests (written), performance-based assessment or a combination thereof. For the performance task component, the same DepEd Order states: , They (students) may create or innovate products or do performance-based tasks. Performance-based tasks may include skills demonstration, group presentation, oral work, multimedia presentation and research projects. Written output is also considered as performance task. Among the 3 components of DepEd’s summative assessment, performance tasks contribute the most, from 40% to 60 % to the student’s quarterly grade. This is true to junior high school (Grades 1-10) and senior high school (Grades 11-12). Obviously, DepEd puts greater weight on performance task.sl ‘Assesevent LeaRwna 2: AuTvENTIC ASSESSVENT ——_—_——_————————————— DepEd's assessment policy and practice is backed up y experts in assessment. Authentic assessment is a “form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills... (Mueller, 2011) Wiggins (1987) says authentic assessment is... engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kind ° of problems faced by adult citizens and consumers or professionals in the field. GRASPS When constructing’ performance tasks, be guided by the acronym GRASPS shared by Wiggins and McTighe (2004). What does GRASPS mean ? G- oal R-ole A-udience S - ituation P - roduct S - tandards and Criteria Indicators How do you come with a performace task guided by GRASPS? GOAL — Provide a statement of the task. ~ Establish the goal of the task; state the problem, challenge or obstacle in the the task. ROLE - Define the role of the students in the task. ~ State the job of the students for the task. AUDIENCE Identify the target audience within the context of the scenario, SITUATION - Explain the situation, What's the context? What is the challenge? PRODUCT - Clarify what the students will create and why they will create it,Chaper4~ Aubetc Assessment Mearing, Methos and Tels. STANDARDS and CRITERIA -~ Identify specific standards for success. - Give rubric to the students or develop them with the students. Here is an example for a Science class. Goal —- Instill health-consciousness among the young by particularly paying attention to their eating habits. Role - You are officers of Health Club and one of your objectives as a club is to promote health consciousness among the students. Audience -Your brochure is intended for all high school students in your school. Situation — Most high school students are fond of junk foods, soft drinks. A big number of students are obese and underweight. Product - Come up with a brochure on healthy eating habits. Brochure should: 1)focus on healthy eating habits, 2) include graphics and 3) use simple, non- technical English latguage. Standards and Criteria - You will be graded along the following criteria: 1) accuracy of content-10pts., 2) organization of information-10 pts., 3) clarity of content-10pts., 4) appropriateness of graphics/ pictures-10pts. 4) attractiveness/appearance of brochure-10pts 5) grammatical accuracy-1 Opts. Guidelines for Performance Assessment Airasian & Russell (2008) cited four issues that must be considered in the use of performance assessment, namely: 1), establishing a clear purpose; 2) identifying observable criteria; 3) providing an appropriate setting; and 4) judging or scoring the performance, Establishing a clear purpose - What is the purpose of the performance assessment - to assign a grade, to evaluate student’s progress, to generate products to be included in a learning portfolio, or to provide student’s sample of work for college admission? le68 Assesswent IN LEARNING 2: AUTHENTIC ASSESSMENT Identifying observable criteria - These criteria of good performance are made clear to students at the beginning of the teaching-leaming process to help them focus on their learning. These observable criteria also help the teacher or any one assessing for that matter make his/her observations more systematic and focused. Providing an appropriate setting - Will you observe the target behavior in a natural setting like observing a Student Teacher teach as he/she teaches in a real classroom or observe her in an announced and prepared demonstration teaching with her classmates acting as students?.Assessment experts’ advice is “As a rule of thumb, it is a good idea to observe the student on more than one occasion, because a single performance might not fairly represent student knowledge or skill.” (Santrock, 2009) Judging or scoring the performance - To judge or score the product or the process/behavior demonstrated, a scoring rubric is a must, to ensure objectivity of scoring. You will learn how to make a scoring rubric in the next Chapter. ® REVIEW FOR MASTERY 1. What is authentic/performance assessment? _non-test assessment? 2. What are transversal competencies? Give examples. State the 21" Century skills based on P-21 Framework . 4. Describe the features of authentic assessment and 21" Century assessment. 5. Authentic/performance and traditional assessments are complementary. What does it mean? 6. What does the acronym GRASPS stand for? 1, Choose at least 3 competencies from the examples of learning competencies that are concerned with process and product in this Chapter, Describe how you are going to assess each,