Authentic Assessment: Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
Fortunately, you do not have to develop an authentic assessment from scratch. You may already be using authentic tasks in your classroom. Or, you may already have the standards written, the first and most important step in the process. Perhaps you have a task but need to more clearly articulate the criteria for evaluating student performance on the task. Or, you may just want to develop a rubric for the task. Wherever you are in the process, you can use the information on this page (and the ones that follow it) to help you through the steps of creating authentic assessments.
I tend to think of authentic assessment development in terms of four questions to be asked. Those questions are captured in the following graphic:
Questions to Ask:
1) What should students know and be able to do?
This list of knowledge and skills becomes your . . .
2) What indicates students have met these standards?
To determine if students have met these standards, you
will design or select relevant . . .
3) What does good performance on this task look like?
To determine if students have performed well on the task,
you will identify and look for characteristics of good
performance called . . .
4) How well did the students perform?
To discriminate among student performance
across criteria, you will create a . . .
5) How well should most students perform?
CUT SCORE or BENCHMARK
6) What do students need to improve upon?