AUTHENTIC ASSESSMENT

Solo and Collaborative Performances- Students working independently on a task then in a group to see if others have a different way of figuring out the task.
1. Example - I do, We do, Ya,ll do
2. Not - Working on bumping a volleyball by yourself
Constructing Knowledge - The student will use hands on material in otder for them to understand the knowledge being taught. (legos, blocks, money, cards, pieces of noodle)
1. Example - The student will skip correctly retrieving different objects around the gym
2. Not - The student will skip around the gym.
Higher Order Thinking - The student will be able to understand, show, and tell the correct steps of a task rather than just repeating what the teacher has taught.
1. Example - Knowing and showing the eleven steps of shooting a bow correctly
2. Not - reciting the eleven steps of shooting a bow
Positive Interaction - The teacher will paoint out what the student is doing correctly more than what they student is doing incorrectly.
1. Example - The student will show what they know about throwing a ball.
2. Not - The student will throw a ball using the right mechanics.
Student Selected Tasks - The student will be able to choose from several different tasks that they feel they will succeed in.
1. Example - letting students vote on the task/activity for the day
2. Not - The student will do the standard that is set for the day.
Meaningful/Real World Tasks - The student works to perform a task that will benefit them for the rest of their school days even further into adulthood.
1. Example - playing the game of basketball where dribbling is a very important task.
2. Not - The student will be able to dribble a basketball.
Encourages Transfer of Learning - Students learning to transfer knowledge they learned in one situation to another situation.
1. Example - Taking the knowledge the students learned when they were younger in a ball throwing unit to a baseball unit.
2. Not - Students not knowing how to throw an object when starting a baseball unit.
Allowing for Multiple Solutions - The students will be able to come up with their own solutions to a task.
1. Example - Allowing students to come up with a different dance technique to a popular dance song.
2. Not - Students dancing to a popular dance song.
Reflection/Self-Assessment - Allowing the student to reflect on what they have learned and what they would like to work on.
1. Example - Having students score themselves on how they did on the subject taught.
2. Not - The teacher telling the student what they don';t know based on just a test score standard.
Emphasizing Problem Solving - Allowing students to figure out how to solve problems on their own like they will in real-life one day.
1. Example - Students will be able to solve problems without the help of the teacher.
2. Not - The teacher will tell the student how to solve the situation of problem
Specific Purpose and Audience - The teacher will explain to the students why an activity or situatuion is important for them to know and learn.
1. Example - The students participate in activities that help them understand the importance of physical fitness to help them have a healthy lifestyle.
2. Not - Students participate in fitness activities but do not understand why or what the purpose of it is.
Integration of Knowledge and skills - The process of the student's knowledge and skills learned over time coming together in order to solve a task or problem.
1. Example - The student taking knowledge from prior expieriences and tasks and knowing how to solve it.
2. Not - The student now knowing how to solve a task that they have previously learned to solve..

Siguiente

AUTHENTIC ASSESSMENT

Descripción

Resumen del Recurso

Recursos multimedia adjuntos

Similar

	Creado por Kristin Glenn hace casi 9 años