Authentic Assessment

methods in Mathematics
Education
Prepared by:
Ana Leizel D. Dedase
The foundation of authentic assessment
revolves around evaluating a student’s ability
to apply what they have learned in
mathematics to a “real world” context.
Traditional assessment
vs.
Authentic assessment
Authentic assessment math tests
Focus on a student’s analytical skills and the
ability to integrate what they have learned
along with creativity with written and oral skills
Evaluated are the results of collaborative efforts
of group projects. It is not just learning the
process of computation that is important to
know, but also how to take the finished product
and apply it to another situation
Authentic assessment math test
It does not focus on recalling specific
facts.
students demonstrate the various skills
and concepts they have learned and
explain when it would be appropriate to
use those facts and problem-solving skills
in their own lives.
Six ways to use authentic assessment
math in the classroom
Performance-based assessment
• Students need to demonstrate skills by actual
performance of a certain task rather than just
making on an answer sheet.
• Use to assess complex cognitive learning
outcomes that involve personal judgement
of the evaluator, decision making, and
critical thinking skills.
Six ways to use authentic assessment
math in the classroom
Performance-based assessment
• It provides the teacher the information on how the
students understand and apply knowledge and it
allows the teacher to integrate performance
assessment in the instructional process to provide
additional learning for the students in the classroom.
• In conclusion, students are required to perform task, or
create an answer or product that will demonstrate
mastery of knowledge and skills rather than selecting
an answer from a given list of options.
Six ways to use authentic assessment
math in the classroom
Short investigations
• Typically, a short investigation starts with a basic
math problem (or can be adapted to any other
school subject) in which the student can
demonstrate how he or she has mastered the
basic concepts and skills.
Six ways to use authentic assessment
math in the classroom
Short investigations
• As the teacher, ask the students to interpret, calculate,
explain, describe or predict whatever it is they are
analyzing. These are generally 60- to-90 minute tasks for an
individual (or group projects) on which to work
independently, writing answers to questions and then
interviewed separately.
Six ways to use authentic assessment
math in the classroom
Open-response questions
A teacher can assess the student’s real-world understanding and
how the analytical processes relate by, in a quiz setting, requesting
open responses, like:
• a brief written or oral answer
• a mathematical solution
• a drawing
• a diagram, chart or graph
Can be approximately 15-minute assessments and can be
converted into a large-scale project
Six ways to use authentic assessment
math in the classroom
Portfolios
As students learn concepts throughout the
school year, they can be documented and
will reveal progress and improvements as well
as allow for self-assessment, edits and
revisions.
Six ways to use authentic assessment
math in the classroom
Portfolios
They can be recorded in a number of ways, including:
• journal writing
• review by peers
• artwork and diagrams
• group reports
• student notes and outlines
• rough drafts to finished work
Six ways to use authentic assessment
math in the classroom
Self-assessment
After the teacher has clearly explained and
provided the expectations prior to the project and
then, once the projects are complete, ask the
students to evaluate their own projects and
participation.
Six ways to use authentic assessment
math in the classroom
Self-assessment
Responding to the following questions will help students
learn to assess themselves and their work objectively:
• What was the most difficult part of this project for you?
• What do you think you should do next?
• If you could do this task again, would you do anything
differently? If yes, why?
• What did you learn from this project?
Six ways to use authentic assessment
math in the classroom
Multiple-choice questions
Usually, multiple-choice questions do not reflect an
authentic assessment math context. There are
multiple-choice questions being developed that
reveal an understanding of the mathematical ideas
required as well as integrating more than one
concept. These questions are designed to take
about 2 or 3 minutes each.
Traits developed through authentic
assessment math test
Thinking and reasoning
Causing students to interact in such activities that
include gathering data, exploration, investigation,
interpretation, reasoning, modeling, designing,
analyzing, formation of hypotheses, use of trial and
error, generalization and solution-checking.
Traits developed through authentic
assessment math test
Setting
Allowing the students to work individually or in
smaller groups.
Mathematical tools
The students learn to use symbols, tables, graphs,
drawings, calculators and computers.
Traits developed through authentic
assessment math test
Attitudes and dispositions
Students in this type of learning environment learn
persistence, self-regulating behaviors and reflection,
participation and a special enthusiasm for learning
various kinds of situations.
Designing Authentic Assessment
Project-based Learning (PBL)
A teaching method in which students
gain knowledge and skills by working for
an extended period of time to investigate
and respond to an authentic, engaging,
and complex questions, problem, or
challenge.
Project-based learning
• It is an instructional approach designed to give
students the opportunity to develop knowledge
and skills through engaging projects set around
challenges and problems they may face in the real
world. It is more than just projects. With PBL students
“investigate and respond to an authentic,
engaging, and complex problem, or challenge”
with deep and sustained attention. Project-based
learning is learning by doing.
7 Characteristics of the PBL Model
1. Focuses the student on a big open-ended
question, challenge, or problem to research
and respond to and/or solve.
2. Brings what students should academically
know, understand, and be able to do into
the equation.
3. Is inquiry-based
7 Characteristics of the PBL Model
4. Uses 21st century skills such as critical
thinking, communication, collaboration,
and creativity among others.
5. Builds student choice into the process.
6. Provides opportunities for feedback and
revision of the plan and the project.
7. Requires students to present their problems,
research process, methods, and results.
Key Elements to Project Design
1. A challenging problem or question
2. Sustained inquiry
3. Authenticity
4. Student voice and choice
5. Reflection
6. Critique and revision
7. Public product
Example of Project-Based Learning in
Action
• In one science-based project, students begin
with a visit to a zoo, learning about animal
habitats and forming opinions on which habitats
best suit a selected animal. For this example,
the project component included teams of
students collaborating to develop a research-
supported habitat plan for presentation to
professional and student zoologists.
Example of Project-Based Learning in
Action
• While the sciences fit neatly into PBL environment, the
instructional strategy lends itself naturally to
interdisciplinary learning. In an example that blends
English language arts and the social studies, students
answer the classic essential question, "What role does
censorship play in society?" Following introductory
instruction, students select a banned book, read it,
compose a persuasive essay and take part in a
censorship-related mock trial experience conducted in
the presence of experts.
Example of Project-Based Learning in
Action
• Want to find solace from the boring, "drill and kill" Math
lessons?
• In this example, students assume the role of a National
Security Agency code breaker, with a life-or-death project
scenario in which they must decode a message
potentially revealing the location of a planned terror
attack on the United States. Students decrypt the
message, send a coded message of their own and
present their work. A professional in a related field visits the
class to launch the project and connect it to real-world
experience.
Designing Authentic Assessment
GRASP Framework
An authentic assessment design model to
help you develop performance tasks,
projects units, and/or inquiry lessons.
 GRASPS Framework
• A model advocated for by Grant Wiggins and Jay
McTighe to guide teachers in designing authentic
performance-based assessment.
• It's a form of assessment that engages learners to
employ their thinking skills and demonstrate
application of essential knowledge, conceptual
understanding, and skills acquired throughout a unit
of learning.
 GRASPS Framework
• Teachers can use the GRASPS assessment model to:
engage students through contextualized learning;
provide simulations of real-world situations or
challenges that adults might encounter;
Create opportunities for students to practice
transfer of learning;
foster curiosity and building experiences of
students;
Develop project management skills of students.
GRASPS Framework
GRASPS is an acronym for teachers to:
• Goal: establish the challenge, issue or problem to solve;
• Role: give students a role that they might be taking in a
familiar real-life situation;
• Audience: identify the target audience whom students are
solving the problem for or creating the product for;
• Situation: create scenario or explain the context of the
situation;
• Product/Performance and Purpose: paint a clear picture of
the WHAT and WHY of the product creation or the
performance;
• Standards & Criteria for Success: inform students how their
work will be assessed by the assumed audience.
Example of GRASP Task
You are a member of a team of scientists investigating
deforestation of the Papua New Guinean rainforests.
You are responsible for gathering scientific data
(including visual evidence such as photos) and
producing a scientific report in which you summarize
current conditions, possible future trends and the
implications for both Papua New Guinea and its
broader influence on our planet. Your report, which you
will present to a United Nations subcommittee, should
include detailed and fully supported recommendations
for an action plan that are clear and complete.
Example of GRASP Task
GRASPS unpacked
G = The goal (within the scenario) is to
determine current deforestation conditions
and possible future trends
R = Student is a member of a team of
investigative scientists
A = The target audience is the United Nations
subcommittee
Example of GRASP Task
S = The scenario: inform the United Nations
subcommittee of the effects of deforestation on
the Papua New Guinean rain forest and convince
them to follow the recommended action plan.
P = The product is a clear and complete action
plan
S = The standards by which the product will be
judged are detailed and fully supported
recommendations in an action plan that is both
clear and complete
3 modes of Authentic Assessment
Observation
This includes the date and information that the
teacher collects from daily work
Performance sample
Tangible results that demonstrate student
achievement
Actual performance
Tests and measures students’ performance at a
specific place and time
References:
https://resilienteducator.com/classroom-
resources/authentic-assessment-methods-for-mathematics/
https://www.coursehero.com/file/93019884/WEEK5-6-
LECTURE-BSEM40docx/