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Authentic Assessment by Karen Reynolds. Assessment and Tasks of the Past…. Accurate Measurement?. Provides Meaning and Motivation?. Is This You??????. I hope my students can memorize…and answer A, B, C, or D. That means I have taught them well!. Instruction Needs to Change.
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Is This You?????? I hope my students can memorize…and answer A, B, C, or D. That means I have taught them well!
If We Want Our Students To Perform in the 21st Century… WE NEED TO TEACH THEM 21ST CENTURY SKILLS
Education Must Move From Teacher Centered to Learner Centered
To Understand Authentic Assessment is to Understand Authentic Tasks What are Authentic Tasks? • Higher Order Thinking • Heterogeneous Grouping • Integrated Skill Learning • Multi-Modal • Builds On Student Strengths • Collaborative • Provides Student Choice Let’s Clarify Each Task Listed Above
Higher Order Thinking “HOT” Focuses on Bloom’s Revised Taxonomy
Groupings Are Heterogeneous • The perspectives, experiences, and backgrounds of all students are important for enriching learning in the classroom. • Students are not segregated according to supposed ability, achievement, interests, or any other characteristic.
Integrating Skills is Like Weaving a Tapestry… • The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevance of prior knowledge. For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive way. The instructor's teaching style must address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the content.
Multi-Modal Learning Varied Instruction = Deeper Understanding
Let’s Take A Look At What Varied Instruction Looks Like • You are a middle school language arts teacher. As part of your eighth grade curriculum, your students are to be taught basic elements of Shakespeare the playwright through a few examples of his work. • You have decided to use Hamlet.
Old School Teaching (Is This You…Teacher A) • Since you also have to teach “story elements” in your curriculum, you decide to also teach about how rising action meets climax. You ask your students to read Act 5 Scene 2 and explain why this is considered the climatic scene. • http://www.shakespeare-literature.com/Hamlet/20.html • Now you discuss what you have read. Lesson complete. Now the students will have a multiple choice quiz on the climactic scene and why it was so.
In A Classroom Where the Teacher Believes in Authentic Tasks and Assessment, the Instruction Looks Very Different…(Teacher B) • Let’s visit Shakespeare and learn more about the life of the playwright. • http://www.folger.edu/template.cfm?cid=865&CFID=40117938&CFTOKEN=77099964 • Students are expected to find 10 facts about the life of William Shakespeare and document these facts on their William Shakespeare fact sheet. This will be added to the unit portfolio.
Let’s Discuss the Play in It’s Entirety Before We Focus on the Climax. http://youtu.be/t0CqUTmwKiM • The class will fill out a basic plot pyramid together to ensure understanding.
Authentic Tasks/Assessment Continued… • Let’s read Act 5 Scene 2 of Hamlet • http://www.shakespeare-literature.com/Hamlet/20.html • Let’s watch Act 5 Scene 2 of Hamlet. • http://youtu.be/jpNFvkizozI
In Your Groups, Discuss How These Pictures are Involved in the Climax Teacher uses observation sheet to evaluate climax understanding and fencing brainstorming that follows
Shakespeare included fencing scenes in many of his plays. In your group, let’s brainstorm why? • Fencing is…
Fencing was and remains an important part of the theatre. Let’s learn a few basics about fencing Fencing Basics How to Choreograph a Stage Fight http://www.ehow.com/videos-on_1164_fencing-stage-combat-techniques.htmlhttp://www.ehow.com/videos-on_1164_fencing-stage-combat-techniques.html
Now you and your partner are going to choreograph a stage- foil fight
What Do I Need to Include in My Choreographing? • 4 Advance: a movement forward by step, cross, or balestra. • 4 Attack: the initial offensive action made by extending the sword arm and continuously threatening the valid target of the opponent. • 4Parry: a block of the attack, made with the forte of one's own blade; also parade. • Teacher uses fencing rubric to assess
Working in Groups, Students Will Complete The Attached Webquest • http://content.blackgold.ca/ict/Division4/English/hamlet/ The completed Hamlet playbill will be the assessment for the webquest. • Lesson complete. Whose class would you like to be part of? Which students learned more? Which assessment is more accurate?
Teacher B is an Authentic Teacher • Research proves that students construct more useful and integrated knowledge when they are engaged in their learning. Students need more than inert knowledge. They need to be cognitively engaged, intellectually invested, and active in applying ideas. In the scenario, Teacher B accomplished this!
Building on Students’ Strengths • We all have varying abilities. • All students are gifted in various areas. • Teachers need to recognize these areas and build lessons around students’ strengths. • Let children know that failure is normal and share your failures with students.
By Focusing on Students’ Strengths, You Are Not Letting Their Weaknesses Define Them. • Resilient children are aware of their weaknesses, but they look past them and focus on their strengths. It is their strengths that buoy them during tough times, when they are teased, or when they fail a test. It is hard for children with learning needs to focus on their strengths when they are often reminded of their shortcomings. By focusing on strengths, you’re not letting their needs define them. Remind children that all of us are better at some things then others - some people run fast, some people run slow - some read/speak fluently, others stumble over their words. The key is working on your needs while exercising the things you’re good at.
Students are Social Beings • Collaboration is a natural part of life. • Collaborative learning occurs when two or more students cooperate in a learning experience to share and contribute to each student’s understanding of a topic and completion of a given task. • Through dialogue and examining different perspectives, students become knowledgeable, strategic, self-determined, and empathetic learners.
Student Choice: The Ultimate Tool for Engaging and Empowering Students When students don’t have choice…
Student Choice Provides • Opportunity • Ownership • Empowerment • Connections • Deepens Learning
Add Authentic Instruction to Your Classroom What are Authentic Tasks? • Higher Order Thinking • Heterogeneous Grouping • Integrated Skill Learning • Multi-Modal • Builds On Student Strengths • Collaborative • Provides Student Choice
