1. AUTHENTIC ASSESSMENT:
LET’S DO IT!
Prepared by;
Rizalyn C. Osio
Nerisha H. Ceron
BEEd IV-B

2. AUTHENTIC ASSESSMENT
 Is a perceived as a holistic approach to evaluate
student’s learning abilities. It considered varied
aspects of student’s knowledge and understanding,
skills like social and problem-solving and the like,
and attitude necessary authentic assessment, the
student’s are presented with a full array of engaging
tasks making which requires the teacher to provide
meaningful and relevant assessment.

3. AUTHENTIC ASSESSMENT
 Is an evaluation process that involves multiple
forms of performance measurement reflecting the
student’s learning, achievement, motivation, and
attitudes on instructionally-relevant activities.
 A form of assessment in which student’s are asked
to perform real-world tasks that demonstrate
meaningful application of essential knowledge and
skills.

4. HOW IS AUTHENTIC ASSESSMENT SIMILAR
TO/DIFFERENT FROM TRADITIONAL
ASSESSMENT?

5.  Mueller (2011) presented the following comparison
between the two approaches to assessment from
his article “Authentic Assessment Toolbox”.
 Authentic and traditional assessment are grounded
in educational philosophy that adopts the following
reasoning and practice.

6. Traditional Assessment Authentic Assessment
1. A school’s mission is to
develop productive
citizen.
2. To be a productive
citizen, an individual
must possess a certain
body of knowledge and
skills
3. Therefore, school must
teach the body of
knowledge and skills.
4. To determine if it is
successful, the school
must then test the
students to see if they
acquired the knowledge
and skills.
1. A school’s mission is to
develop productive citizen.
2. To be a productive citizen,
an individual must be
capable of performing
meaningful tasks in the real-world.
3. Therefore, school’s must
helps student’s become
proficient at performing the
task they will encounter.
4. To determine if it is
successful, the school must
then asked the student’s to
perform meaningful task that
replicate real-world
challenges to see if
student’s are capable of
doing so.

7. WHAT ARE SOME FORMS OF
AUTHENTIC ASSESSMENT?

8. Various means are available for observing and for
collecting student’s work for purposes of authentic
assessment (Mc. Nergney, 2014) as enumerated and
described below:
Journals
teachers can use student’s written collections of
student’s reflection on learning. This is to increase their
knowledge of their student’s needs and abilities.
Portfolio
a collection of student’s work that represents the best
of his learning effort. It might include test papers, essays,
diagram, arts project, audiotapes of musical of musical
performances, videotapes of drama productions, computer
programs and the likes.

9. Rubrics
is a scoring key. Teachers create and use rubrics
to help assess how well students have grasped
important aspects of learning activities. These
sometimes consist of a checklist that help teachers note
the presence or absence of specific attributes in
student’s performances or products.
Rubrics can also be used to note the strength of
various aspects of student’s work. The scale judgments
replace the all-or-nothing characteristic of a checklist.

10. THERE ARE OTHER FORMS OF AUTHENTIC
ASSESSMENT WHICH ARE COMMONLY USED (RULE,
2006).
 Story or Text Retelling
Students retell main ideas or selected details
of text experienced through listening or reading.
 Writing sample
Students generate narrative, expository, or
persuasive paper.
 Projects/Exhibition
Students work with other students as a team to
create a project that often involves multimedia
production, oral and written presentations and a
display.

11.  Constructed-Response Items
Students respond in writing to open-ended
questions.
 Teacher Observations
Teachers observe and document the student’s
attention and interaction in class, response to
instructional materials, and cooperative work with
other students.
 Oral Interview
Teachers ask student questions about personal
background, activities, readings and other interests.

12. HOW TO CONSTRUCT A RUBRICS?
Constructing a rubric is not an easy task. A clearly defined purpose
is essential as each component is developed. The following steps
should be followed (Moore, 2011).
Step 1: Review the standards that the product or performance is
meant to address.
Step 2: Establish or review the criteria that will be used to judge the
student’s product or performance and make sure they match the
standards.
Step 3: Design a frame by deciding on the major categories the
rubric will address.
Step 4: Describe the different levels of performance that match
each criterion. Be sure to choose words or phrases that show the
actual differences among the levels. Make sure they are
observable.

13. SCORING RUBRIC FOR RESEARCH PAPER
Criteria Exceptional (4) Excellent (3) Acceptable (2) Unacceptable (1)
Purpose Explains the key
purposes of paper
in detail.
Explains all key
purposes of
paper.
Explains some of
purposes but
misses key
purposes.
Does not refer to the
purposes.
Content The student is
extremely
knowledgeable
about the topic.
The student has
a good
understanding of
the topic.
The student
demonstrates some
knowledge and
understanding of
the topic.
The student shows no
knowledge or
understanding of the
topic.
Organization Well organized and
easy to follow.
Good
organization and
fairly easy to
follow.
Somewhat
organized but hard
to follow in places.
Not organized at all
and difficult to follow
most of time.
The Point Reveals profound
insight about topic
Reveals insight
about the topic.
Doesn’t show a
central insight
about topic.
Doesn’t show any
insight regarding
subject.
Mechanics There are few or
no minor errors.
Few careless
mistakes.
There are some
minor errors.
Overall the
student’s writing
is adequate.
There are
numerous major
and minor errors,
but meaning is still
clear.
Errors are so
numerous and
serious that they
interfere with
communication

14. 1. Education must be informed by critical thought and applied
knowledge.
A basis for the increased role of authentic assessment in
classroom use is the belief that education is not simply a matter of
memorization but must be informed by critical thought and connected
and applied knowledge.
2. Authentic assessment allows for measuring meaningful
and valid tasks.
Authentic assessment can be a learning experience used in
the context of students working on problems, projects, or products
that genuinely engage and motivate them to do well. If students
are not fully engaged in the assessment, it is less likely that any
resulting inference will be valid.
Erwing (1998) stresses that traditional assessments are
limiting due to the following factors:
1. They establish what is thought.
2. Their inflexibility reduces possible content.
3. They tend to constrict learning to ‘multiple choice’.
4. The results are open to possible misuse and
misunderstanding.

15. 3. Authentic Assessment allows for learner-specific
evaluation.
Traditional Assessment is often criticized for focusing on the
disconnectedness between the limited range of skills taught in the
classroom and what the student will face in the ‘real-world’. The ways
in which teachers evaluate students is open to criticism on these
grounds, as lacking validity and reliability.
4. Self-Assessment is built into authentic assessment
tasks.
Self-Assessment asks students to examine their strengths and
weaknesses and to set their own goals to further their learning. When
students make choices in setting goals about their learning,
achievement can increase; when choices is absent, achievement can
decrease.

16. 5. There are many types of authentic assessment tools.
Many researchers advocate an increased use of authentic
assessment tools. Authors such as Karge (1998), Morris, (2001), and
Prestidge and Williams Glaser (2000) describe a variety of authentic
assessment tools that are intended to increase students’ engagement
and make learning more relevant. These include:
1. Role play and drama;
2. Concept maps;
3. Students portfolios;
4. Reflective journals;
5. Utilizing multiple information sources;
6. Group work in which team members design and build models
Authentic assessment provides a measure by which student
academic growth can be gauged over time while capturing the true
depth of student learning and understanding.it moves beyond the
practices of traditional tools and tasks and allows for a greater
expression of students’ abilities and achievements.

17. 6. Authentic Assessment is criterion-referenced, as opposed
to norm-referenced.
Criterion-referenced assessments are designed to compare
students’ performance against learning task standards. By contrast,
norm-referenced test are designed to compare student performance
against that of other students. Criterion-based standards are necessary
to maintain authenticity (Tanner, (2001).
7. Assessment and evaluation are not the same thing.
Moore (1998) attempts to clarify terminology used to determine
the difference between assessment and evaluation. Assessment
defined as a method for following a students advancement and
demands the participation of the learner.
Formative assessment a variety of approaches in a variety of
contexts. It is done in an informal, sustained way to help students with
their learning, and help teachers to improve their teaching.
Evaluation is seen as making a judgment about the student’s
advancement and can include self-evaluation.

18. THANK YOU!!!