Assessment

= **  ﻿ Integrating Authentic Assessment ﻿  **  = **﻿ "Not everything that counts can be counted and not everything that can be counted, counts."** **﻿ Albert Einstein** **Belief Statement on Assessment Practices:** Faculty believe assessment should be multidimensional, developmental, outcomes-oriented, and should guide program improvement.

** Statement of Problem being addressed: ** Brogan Suburban School District is lacking an assessment component within the curriculum that should be assessing a student's knowledge through performance and application of content.

** Initiative: ** Integrating Authentic Assessement 1. Staff will design culminating projects for each unit in which students demonstrate understanding of concepts learned. Along with these projects, the staff will also need to develop rubrics to evaluate the final product. 2. Students will begin to produce student portfolios in which the unit projects will be stored along with other evidence of student lerning.

** Purpose of initiative: ** The purpose of the initiative is to integrate authentic assessment into the K-12 curriculum using various forms of summative assessment.

**Thoughts:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teachers will need training and support in developing activities and writing rubrics to evaluate final products. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teachers will also need guidance in how to manage and evaluate student portfolios.

**<span style="font-family: Arial,Helvetica,sans-serif;">﻿ What is Authentic Assessment?** media type="custom" key="9122188" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller

<span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">"...Engaging and 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 kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins

<span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Learning is not concerned solely with rote memory of facts but involves the learner’s active engagement in constructing meaning and in ‘doing’ something with knowledge.

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt; text-align: center;">**Traditional - Authentic** <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt; text-align: center;">Selecting a Response  Performing a Task  <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt; text-align: center;">Contrived --- Real-life  <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt; text-align: center;">Recall/Recognition --- Construction/Application  <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt; text-align: center;">Teacher-structured - Student-structured <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;"> ﻿ Indirect Evidence  Direct Evidence

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Steps for Creating Authentic Assessment in the District** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">1. Identify your **standards** for your students. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">2. For a particular standard or set of standards, develop a **task** your students could perform that would indicate that they have met these standards. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">3. Identify the characteristics of good performance on that task, the **criteria**, that, if present in your students’ work, will indicate that they have performed well on the task, i.e., they have met the standards. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">4. For each criterion, identify two or more levels of performance along which students can perform which will sufficiently discriminate among student performance for that criterion. The combination of the criteria and the levels of performance for each criterion will be your **rubric** for that task (assessment).

<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Student Portfolios** <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Portfolios typically are created for one of the following three purposes: to show growth, to showcase current abilities, and to evaluate cumulative achievement. Some examples of such purposes include

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">** 1. Growth Portfolios ** <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">a. to show growth or change over time <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">b. to help develop process skills such as self-evaluation and goal-setting <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">c. to identify strengths and weaknesses <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">d. to track the development of one more products/performances

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">** 2. Showcase Portfolios ** <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">a. to showcase end-of-year/semester accomplishments <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">b. to prepare a sample of best work for employment or college admission <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">c. to showcase student perceptions of favorite, best or most important work <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">d. to communicate a student's current aptitudes to future teachers

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">** 3. Evaluation Portfolios ** <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">a. to document achievement for grading purposes <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">b. to document progress towards standards <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">c. to place students appropriately

<span style="color: #00ff00; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Rubrics** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Authentic assessments typically are criterion-referenced measures. That is, a student's aptitude on a task is determined by matching the student's performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task. To measure student performance against a pre-determined set of criteria, a rubric, or scoring scale, is typically created which contains the essential criteria for the task and appropriate levels of performance for each criterion.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Descriptors spell out what is expected of students at each level of performance for each criterion. A descriptor tells students more precisely what performance looks like at each level and how their work may be distinguished from the work of others for each criterion. Similarly, the descriptors help the teacher more precisely and consistently distinguish between student work.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Descriptors in a Rubric **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Why Include Levels of Performance in a Rubric?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Clearer expectations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">More consistent and objective assessment <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Better feedback

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Analytic Versus Holistic Rubrics** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">For a particular task you assign students, do you want to be able to assess how well the students perform on each criterion, or do you want to get a more global picture of the students' performance on the entire task? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Analytic rubric** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Most rubrics are analytic rubrics. An __analytic rubric__ articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. Using the Research rubric, a teacher could assess whether a student has done a poor, good or excellent job of "organization" and distinguish that from how well the student did on "historical accuracy."

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Analytic rubrics are more common because teachers typically want to assess each criterion separately, particularly for assignments that involve a larger number of criteria. It becomes more and more difficult to assign a level of performance in a holistic rubric as the number of criteria increases. Additionally, an analytic rubric better handles weighting of criteria.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Holistic rubric** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a __holistic rubric__ assigns a level of performance by assessing performance across multiple criteria as a whole.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Holistic rubrics tend to be used when a quick or gross judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a holistic judgment (e.g., check, check-plus, or no-check) to quickly review student work. But holistic rubrics can also be employed for more substantial assignments. On some tasks it is not easy to evaluate performance on one criterion independently of performance on a different criterion. For example, many writing rubrics are holistic because it is not always easy to disentangle clarity from organization or content from presentation. So, some educators believe a holistic or global assessment of student performance better captures student ability on certain tasks.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Benefits of Using Rubrics** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Increase student's higher order thinking skills (HOTS) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Students are challenged to apply what they have learned in real world settings <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. A clear outline showing the connection between the demonstration of a skill level and the expectation for attaining that skill. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. increase in student involvement <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. served as a motivational tool for students

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">RUBISTAR <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">[]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**Definitions** __Authentic Assessment__ - evaluating student learning through engaging tasks, meaningful, real- life learning experiences that demonstrate meaningful application of essential knowledge and skills. An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Portfolio assessments, performance evaluators, open-ended exams, and other assessment instruments used to evaluate student performance on those work and life skills embodied in the curriculum. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">__ Portfolio: __ A collection of a student's work specifically selected to tell a particular story about the student <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">__ Rubric: __ A scoring scale used to evaluate student work. A rubric is composed of at least two criteria by which student work is to be judged on a particular task and at least two levels of performance for each criterion.

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Implementation into the Brogan Suburban School Disrtict ** <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Year 1 - While teachers are completing the curriculum mapping process, discussion needs to take place concerning possible culminating projects that can be used for each unit of study. Teachers will need to decide on a project for each unit and begin designing the project and developing a rubric for grading. <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Year 2 - Students will complete the projects and begin adding them to their student portfolio. Students should have one culminating project from each unit for each of the following subjects: Reading, Writing, Mathematics, Science, and Social Studies.

<span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Grades PreK - 6 will have student portfolios that will be maintained and evaluated by their classroom teacher. <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Grades 7 - 10 will have student portfolios that will be maintained and evaluated by their resource teacher. <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Grades 11 and 12 will complete an e-portfolio which will be maintained by their counselors. <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">media type="youtube" key="mCdm2rTe17s" height="390" width="480" GOOGLIOS <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">[]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">﻿Authentic Assessment Toolbox [] <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">TeacherVision [] <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">PPT on Creating rubrics <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">[]
 * <span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">Other Websites of Interest **