Authentic Assessment

1
?????

• ???
• ???????? ????

2
??????????

• ????????????????
• ?? ?? ???

3
?????????

• ???????
• ???????
• ??????????????
• ??????????
• ???????

4
?????????

• ???? ????
• ?????
• ??? ???
• ????????
• ???????????

5
?????????

• ????????????????????
• ??
• ??
• ????

6
??

• ???????????????

7
??????????

• ????

8
????????

• Decomposability
• ????????????????????,??????????????
• Sum whole
• Decontextualization
• ??????????
• ?????????????????

9
Terminology

• Alternative assessment ????
• Assessment techniques other than the traditional
  norm-referenced, criterion-referenced
  paper-and-pencil type of tests.
• Authentic assessment ?????
• An inclusive term for alternative assessment
  methods that examine students ability to solve
  problems or perform tasks that closely resemble
  authentic situations.

10
Terminology

• Performance-based assessment ????
• This type of assessment requires students to
  perform the actual behavior of a task rather than
  simply answer questions out of context.
• It may call for doing a piece of writing or
  solving mathematically or scientifically complex
  problems. Or completing a science experiment.
• The performed task is then judged against
  established criteria.

11
Terminology

• Portfolio ????
• A multifaceted assignment that expects more than
  one type of activity and production for
  completion and that extends over a period of
  time.
• Frequently, it requires a thematic approach to a
  concept. It can be a teaching tool and a form of
  authentic assessment.
• The product is reviewed according to established
  criteria, sometimes known as a rubric, to
  determine the level of student performance and
  progress.

12
Terminology

• Project ??
• A comprehensive demonstration of skills or
  knowledge that requires a broad range of complex
  competencies.
• Frequently, projects are interdisciplinary,
  thematic endeavors that encourage student
  knowledge, creativity, initiative, and analysis.
• Group project ????

13
Terminology

• Standard ??
• A basis or foundation established to
  differentiate levels of performance on a
  students or group of students test, project,
  activity, piece of writing, and so on.
• Rubric ????
• A standard used to determine the level of
  performance and progress of a students work.
  Often, there are between four and six levels
  described, with descritors stated for each level.
  

14
????????

• ???????????????,????knowledge of
  fact,??????????????????????,?????????????????
• ????????????????????,?????????????
• ???????????,??????,??????????????

15
????????

• ?????????????,???????
• ?????????demonstration (??),??????????????????????
  ??

16
????????

• ?????????????????????????????????,??????????
• ???????,?????????????????,????monitor (?????)???

17
????????????
18
??????

• ?????????,???????,????????????,??????????????????
  ???????????????????????????????????????????

19
?????????

• ????????????,????????,?????????????????????????,??
  ??????,????????????????????
• ????,??????????,???????
• ?????,?????????
• ????????????

20
???????????

• ?????? idea ??
• ???? idea
• ???? idea ???????
• ????
• ?????????????????
• ??????
• ??
• ??

21
?????????

• ?????? idea ??
• From a textbook or other book
• From a newspaper or magazine article
• From a life experience
• From conversation with colleagues or students

22
?????????

• ???? idea
• Does it center on an important concept, skill, or
  issue in science?
• Does it have meaningful context for students?
• Does it lead students to deal with the concept or
  issue instead of just memorizing it?
• Does it make students use it, understand it,
  explain it to others, or otherwise take some
  ownership of it?

23
?????????

• ???? idea ???????
• Clarify the objectives of the task.
• What knowledge, skills, abilities, attitudes, and
  attribute will students have to display in order
  to successfully handle this task?
• Write a complete guide statement, including task
  statement, purpose, and suggestions to students
  on strategy and focus. Keep your original
  objectives in mind throughout!

24
?????????

• ????
• Can the problem be made multi-faceted (e.g.,
  multiple performance or products around the same
  theme or experience)? Consider written exercises
  or report, oral report, group discussions, or
  performances, student logs or portfolios,
  self-assessments, etc.
• Can the task be structured to also elicit
  attitudes and attributes which can be measured
  (e.g., group cooperation, persistence,
  resourcefulness, etc.)?
• Can the task be structured to include group
  activity?

25
?????????

• ?????????????????
• How does this task fit into the curriculum?
• What needs to be taught before the performance
  assessment test is administered?
• What materials and equipment are needed?

26
?????????

• ?????????????????(Conti.)
• What problems or difficulties are likely to
  occur?
• What kinds of assistance or intervention should
  the teacher not provide? How should such
  interventions be treated in scoring?
• Develop NOTES TO TEACHER to include all of the
  above.

27
?????????

• ??????
• Consider your original objectives--how will they
  be revealed in students responses?
• Decide whether you are assessing processes or
  products.
• Identify either dimensions of performance or
  aspects of the product which (a) reflect the
  objectives you had for the task, and (b) can be
  observed and rated with reasonable objectivity.

28
?????????

• ?????? (??)
• Weigh the dimensions in proportion to their
  importance, using your own judgment and that of
  colleagues.
• Develop levels of performance which you feel are
  likely to be present in student performance or
  products.
• Determine the range of points to be allotted to
  each level of performance.
• Build a section within the guide to communicate
  to students how their performance will be
  evaluated.

29
?????????

• ??
• Have one or more colleagues review it cold and
  critique it.
• Administer it in the classroom, in a low-stakes
  setting, to evaluate the task, not the students.
• Get feedback from your students
• What was good or bad about the task?
• What would improve it?

30
?????????

• ??
• Try out the scoring system
• What was good/bad about it?
• How can it be enriched by the examples of
  performance you have now collected?

31
?????????

• ??
• Revise guide.
• Revise scoring system, and illustrate.
• Expand NOTES TO TEACHER

32
?????????
33

• MSPAP
• Maryland School Performance Assessment Program

34
What is a MSPAP task

• A series of connected activities which actively
  involve the students in a real-world situation so
  that the students skills, processes, and
  concepts of science can be measured.

35
The Learner outcomes for MSPAP

• Concepts of science
• Nature of science
• Habits of mind
• Attitudes
• Processes of science
• Applications of science

36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39

• MSPAP ????
• ???..???..??

40
??????????????????

• ????
• ???
• ???
• ????
• ??????
• (?? ????)

41
???

• ????

42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
???

• ????

47
(No Transcript)
48
???

• ????

49
(No Transcript)
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
???

• ????

57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)