Authentic Based Assessments
More than mere criteria for measuring a student's capacity to interpret and reciprocate, true accountability for content or skill acquisition is much more accurately assessed in performance - based or authentic assessments. If authentic assessments are defined as "an activity in which students construct responses, create products, or perform demonstrations to provide evidence of their knowledge and skills" (Hibbard, et al., 1996, p. 277 this method of assessment is more immediately effective if it mocks a real - world situation.
Statistically, when students who are taught using authentic assessment techniques are compared to students who are only traditionally assessed, the former have evidenced higher grades, test scores, aptitude for knowledge and less discipline problems. Above all else, an authentic assessment should accomplish just this, an authentic meaningful context for the assessment task, one that is based on real experience.
Currently, I use a balance of both traditional and alternative assessment. In culminating a poetry unit, I have already administered a formal assessment and we are currently working on a perfomance-based powerpoint presentation. In developing, administering, and evaluating this assessment, the rubric must remain the core focus. In developing the rubric a scoring device that lists the criteria in which the powerpoint project will be evaluated is absolutely essential. This rubric must distinguish between unsatisfactory, satisfactory, and excellent quality and addresses both content and presentation skills. The rubric component of the powerpoint project further enables students to grade themselves using the rubric prior to turning in their work. I believe that rubrics work best when they are appropriate for the task, easy to understand, and focused on the most important aspects of the project. When students understand my expectations, they can strive for quality and instantly evaluate their progress toward a set goal as they prepare their work.
