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    Traditional Vs Authentic Assessment

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    Yuni Ningsih
    Traditional assessments, like tests with multiple choice questions, evaluate if students can select correct answers and recall facts, but don't show if students can perform tasks or apply knowledge in real-life settings like authentic assessments do. Authentic assessments, such as performance tasks, provide more direct evidence of what students can do by asking them to construct products or complete complex tasks similarly to what they'll encounter in life. While traditional assessments focus on testing predefined curriculum, authentic assessments shape curriculum based on the tasks students will complete to demonstrate their mastery. Teachers don't need to choose one over the other and can benefit from using a combination of both assessment types.

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    Traditional Vs Authentic Assessment

    Uploaded by

    Yuni Ningsih
    231 views2 pages
    Traditional assessments, like tests with multiple choice questions, evaluate if students can select correct answers and recall facts, but don't show if students can perform tasks or apply knowledge in real-life settings like authentic assessments do. Authentic assessments, such as performance tasks, provide more direct evidence of what students can do by asking them to construct products or complete complex tasks similarly to what they'll encounter in life. While traditional assessments focus on testing predefined curriculum, authentic assessments shape curriculum based on the tasks students will complete to demonstrate their mastery. Teachers don't need to choose one over the other and can benefit from using a combination of both assessment types.

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    Traditional vs Authentic Assessment

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    Traditional assessments, like tests with multiple choice questions, evaluate if students can select correct answers and recall facts, but don't show if students can perform tasks or apply knowledge in real-life settings like authentic assessments do. Authentic assessments, such as performance tasks, provide more direct evidence of what students can do by asking them to construct products or complete complex tasks similarly to what they'll encounter in life. While traditional assessments focus on testing predefined curriculum, authentic assessments shape curriculum based on the tasks students will complete to demonstrate their mastery. Teachers don't need to choose one over the other and can benefit from using a combination of both assessment types.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    231 views2 pages

    Traditional Vs Authentic Assessment

    Uploaded by

    Yuni Ningsih
    Traditional assessments, like tests with multiple choice questions, evaluate if students can select correct answers and recall facts, but don't show if students can perform tasks or apply knowledge in real-life settings like authentic assessments do. Authentic assessments, such as performance tasks, provide more direct evidence of what students can do by asking them to construct products or complete complex tasks similarly to what they'll encounter in life. While traditional assessments focus on testing predefined curriculum, authentic assessments shape curriculum based on the tasks students will complete to demonstrate their mastery. Teachers don't need to choose one over the other and can benefit from using a combination of both assessment types.

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    Traditional Assessment vs.

    Authentic Assessment
    Traditional -------------------------------------- Authentic

    Selecting a Response ---------------------------- Performing a Task

    Contrived ----------------------------------------- Real-life

    Recall/Recognition ------------------------------- Construction/Application

    Teacher-structured ------------------------------- Student-structured

    Indirect Evidence -------------------------------- Direct Evidence

    • In the TA model, the curriculum drives assessment. "The" body of knowledge is


    determined first. That knowledge becomes the curriculum that is delivered.

    • In the AA model, assessment drives the curriculum. That is, teachers first
    determine the tasks that students will perform to demonstrate their mastery, and
    then a curriculum is developed that will enable students to perform those tasks
    well, which would include the acquisition of essential knowledge and skills. This
    is "backwards design".

    • But a teacher does not have to choose between AA and TA. It is likely that
    some mix of the two will best meet your needs.

    Definitions:

    Selecting a Response to Performing a Task: On traditional assessments, students are


    typically given several choices (e.g., a,b,c or d; true or false; which of these match with
    those) and asked to select the right answer. In contrast, authentic assessments ask
    students to demonstrate understanding by performing a more complex task usually
    representative of more meaningful application.

    Contrived to Real-life: It is not very often in life outside of school that we are asked to
    select from four alternatives to indicate our proficiency at something. Tests offer these
    contrived means of assessment to increase the number of times you can be asked to
    demonstrate proficiency in a short period of time. More commonly in life, as in authentic
    assessments, we are asked to demonstrate proficiency by doing something.
    Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-
    designed traditional assessments (i.e., tests and quizzes) can effectively determine
    whether or not students have acquired a body of knowledge. Thus, as mentioned above,
    tests can serve as a nice complement to authentic assessments in a teacher's assessment
    portfolio. Furthermore, we are often asked to recall or recognize facts and ideas and
    propositions in life, so tests are somewhat authentic in that sense. However, the
    demonstration of recall and recognition on tests is typically much less revealing about
    what we really know and can do than when we are asked to construct a product or
    performance out of facts, ideas and propositions. Authentic assessments often ask
    students to analyze, synthesize and apply what they have learned in a substantial manner,
    and students create new meaning in the process as well.

    Teacher-structured to Student-structured: When completing a traditional assessment,


    what a student can and will demonstrate has been carefully structured by the person(s)
    who developed the test. A student's attention will understandably be focused on and
    limited to what is on the test. In contrast, authentic assessments allow more student
    choice and construction in determining what is presented as evidence of proficiency.
    Even when students cannot choose their own topics or formats, there are usually multiple
    acceptable routes towards constructing a product or performance. Obviously, assessments
    more carefully controlled by the teachers offer advantages and disadvantages. Similarly,
    more student-structured tasks have strengths and weaknesses that must be considered
    when choosing and designing an assessment.

    Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student


    to analyze or apply facts to a new situation rather than just recall the facts, and the student
    selects the correct answer, what do you now know about that student? Did that student
    get lucky and pick the right answer? What thinking led the student to pick that answer?
    We really do not know. At best, we can make some inferences about what that student
    might know and might be able to do with that knowledge. The evidence is very indirect,
    particularly for claims of meaningful application in complex, real-world situations.
    Authentic assessments, on the other hand, offer more direct evidence of application and
    construction of knowledge. As in the golf example above, putting a golf student on the
    golf course to play provides much more direct evidence of proficiency than giving the
    student a written test. Can a student effectively critique the arguments someone else has
    presented (an important skill often required in the real world)? Asking a student to write a
    critique should provide more direct evidence of that skill than asking the student a series
    of multiple-choice, analytical questions about a passage, although both assessments may
    be useful.

    Taken from:
    Jon Mueller’s Authentic Assessment Toolbox
    http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

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