Blog 33: Authentic Assessments
Authentic assessment, alternative assessments, application based learning- these are three different names for the same things. The concept behind these learning strategies is instead of giving the traditional facts based test a project can be more beneficial. Proponents of this method of learning believe that the student buy in will be greater. Therefore students will put forth greater effort on the assigned tasks and learn the core subject as well as the intangible life skills often missed in the traditional test style education.
In theory I fully
agree with this concept. In an ideal world I would be a full backer of this
style of learning. However, I think it can only work well in
a school full of keeners. I believe that alternative assignment is an excellent
tool to use after the students have mastered the basics of acceptable behavior, reading, writing and arithmetic. Once the student
has a baseline understanding, you can excite their interest and let them run with it.
Studies have shown that the new emphasis on standardized tests has increased teacher's enthusiasm and effort levels (Kornhaber, 2004). This would
not necessarily happen if classes fully adopted the alternative assessment
method.
What assessments look like in my class now…
What would I like my assessments to look like in the future…
Challenges
of implementing an alternative assessment into my classroom
I believe that
alternative assessments would be an administrator’s nightmare. Lets say that in
a good school the traditional method produces students who grasp on average
around 80% of the material. Now if an alternative method assignment could bring
that average up to 95% or drop it down below 50%. This form of instruction is
easy to mess up, but if designed properly, with high performing students, will
results in very successful learning results. The key to success of failure of
this project would be in the design of the experiment.
Kornhaber, M. 2004. Appropriate and Inappropriate Forms of Testing, Assessment, and Accountability. Educational Policy, 18:1 pg 45-70
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