LESSON 19:

AUTHENTIC
ASSESSMENT
 RODGIE C. ANDAJER RENIEL R. MANGALAS

VINCENT JOHN T. FRANCISCO MARK ADRIAN G. MARTINEZ

OUTLINE OF THE TOPIC
 INTRODUCTION
 THINK
 PRINCIPLES OF AUTHENTIC ASSESSMENT
 AUTHENTIC ASSESSMENT TOOLS
 EXPERIENCE
 SUMMARY
Introductio
n
Authentic assessment is also
known as the "performance
assessment" or "performance task"
where the students must complete real-
life activities e.g.. preparing memo or
policy recommendation, which involves
reviewing and evaluating a series of
documents. Performance
assessment measures the
demonstrated ability to interpret,
analyze, and synthesize information
THINK

Mathematics education aims to develop learners

with critical and analytical thinking skills to
solve real-life problems. Thus, mathematics
classes must have tasks and activities the
same with how the mathematicians use
mathematics outside the classroom. How the
students learn mathematics inside the
classroom shall not be different on how they
will use it outside the classroom.
PRINCIPLES OF AUTHENTIC
ASSESSMENT
1. Authentic mathematics requires essential skills which can
be measured by the ability to :
● communicate and ask questions
● to assimilate unfamiliar information,
● to work cooperatively with the team-the mathematical skills
for lifelong learning with the computer literacy.

The Part of mathematics literacy is the ability to learn and

assimilate new information, hence there is a need for essential
skills of flexibility and adaptability.
Related to, communication is the ability of leaners to articulate
what they understand and do not. Communication can be
fostered in school if learners learn and use the language of
mathematics, activities provide opportunities to make
conjectures and reasons. Adaptability will be developed if
learning provides multiple contexts that promote the value of
mathematical interpretation in a variety of interrelated
experiences.
PRINCIPLES OF AUTHENTIC
ASSESSMENT
2. In authentic assessment, the use of multiple types of measures is
possible.
For example, elementary levels may ask to find one data point, while
intermediate levels the question could be to find the trends among
multiple points in the data. And the most recommended question is to
identify the multiple patterns or understanding the overall picture of the
data to test the learners understanding of the deeper structure of the
data.

3. Authentic assessment is built on the accuracy of the mathematical

content and interdisciplinary integration. In geography, there are
opportunities to use scaling, proportions, and ratio. In genetics, there are
opportunities to apply statistics and probability. An interdisciplinary
approach provides opportunities for different contexts. It promotes
attitudes of inquiry, investigation, and sensitivity on the interrelatedness
between contents and real world.
PRINCIPLES OF AUTHENTIC
ASSESSMENT
4. Authentic assessment measures the complete picture
of learners' intellectual growth. It measures the various
kinds of knowledge, measures either group or individual for
different purposes.
5. Authentic assessment uses the dynamic and adaptive
form of feedback. This is also called scaffolding feedback
where the learner can identify the skills to model and reflect
and connect on their performances. Thus, assessment
becomes learning opportunities and assessment aims to
measure not only the actual performance but more important
the potential.
PRINCIPLES OF AUTHENTIC
ASSESSMENT
6. Authentic assessment must take place in the context
of the learning process.

7. It must consider both the learner and the situation in which

the learner is assessed.

8. It must provide information on what the learner knows,

what he/she does not know, and on the development of
changes in such learning.

9. Repeated measures of appropriate learning indicators must

be made to obtain a clear picture of the learner's knowledge.

10. Indicators must include cognitive and conative abilities

to capture different perspectives.
PRINCIPLES OF AUTHENTIC
ASSESSMENT
11. Authentic assessment will require instruments that
provide in-depth perspectives on learning. The use of at least
three different mediums in assessment to obtain the
integrated picture of a learner.

For example, the use of paper and pen test, video and
computer used jointly to have an authentic understanding of
the learner. Paper and pencil can use to measure the student's
knowledge of facts, concepts, procedures, and text
comprehension abilities.
PRINCIPLES OF AUTHENTIC
ASSESSMENT
12. The purpose of assessment must be considered. If the
assessment results will be used by the student or the teacher,
then, the tool must be available in the classroom on a regular
basis, which promotes the integration of instruction and
assessment. This kind is called systemic approach of
assessment, which is often used in the context of performance
assessment.
Authentic Assessment Tools
1. Presentations, debate, exhibition, written reports, videotapes of
performances, demonstrations, open-ended questions, computer
simulation, hands-on execution of experiments, portfolios, and
projects.

2. Teachers must have scoring template to facilitate their task of

assessing the learning. This project provides an example of how
to examine both the individual and cooperative group problem-
solving activities, provides insights on how students form their
hypotheses by comparing theirs with other hypotheses, and how
to generalize concepts from one problem situation to another.
Authentic Assessment Tools
3. Use of open-ended questions will provide opportunities for learners to
think for themselves and express their ideas. Communication is
fostered as well as writing tasks. This is also an opportunity to
measure learner's misconceptions and reasoning abilities.

4. De Lange (1987) designed mathematical problem situations

composed of multiple items with varying levels of difficulty. There
are five tasks:
• a timed written task
• two-stage tasks
• a take-home examination
• an essay task
• an oral task.
Authentic Assessment Tools
This is a multifaceted evaluation of a learner.
 Stage one includes open-ended and essay questions. These items
are scored and returned to the students.
 In stage two, students are provided with their scores in stage one,
they are also allowed to take again the stage one tests at home as
long as they accomplish them within the agreed time.
 The final assessment includes the scores of the stage one and
stage two tests. Students can learn from their mistakes in the previous
stages and from feedback regarding their mistakes.
 The assessment process becomes interactive and helps assists
the students in reaching their potential.
Authentic Assessment Tools
5. Portfolio assessment is also a recommended form of
authentic or performance- based assessment.
However, there is a caution in creating guidelines on
how to score the portfolios because of the existence of
multiple audiences.

6. Projects is an example of authentic assessment

(Simonson et al, 2000). This can be made individually
or as a group. The project can possess authenticity,
real-life related concepts, and prior experience of the
learners.
According to Elliot (1995), to increase the
effectiveness of performance or authentic
assessment, teachers must pay attention to
the following details:

•Select assessment tasks that are clearly

aligned or connected to what has been
taught.

•Involve the learner in the formulation of

scoring criteria for the assessment task and
share the final criteria prior to working on
the task.
• Provide and explain, if necessary, the clear
statements of learning standards and/or
other models of acceptable/ best
performances prior to engagement on
assessment tasks.

• Explain the importance of completing the

self-assessment tool in improving their
performances.

• Provide examples of interpreting the

student's performances by comparing it to
learning standards that are developmentally
appropriate or compare it to other student's
performances.
Experience

There are many forms of authentic assessment to ensure

collaborative effort, interaction, and active
participation of learners. The Department of Education
recommends the use of GRASPS framework in giving
and assessing performance tasks.

GRASPS stands for:

GOAL The statement of problem or challenge to be
solved
ROLE Explains the scenario, role of students, and what are
they being asked to do
AUDIENCE Who they need to convince; who they present the
output/outcome or propose solution to the problems;
the audience is not limited to the teacher
SITUATION Provides the context of the situation and any
additional factors affecting the situation
PRODUCT, PERFORMANCE, Explains the product or performance that needs to
PURPOSE be created, its purpose

STANDARDS AND CRITERIA Explains the learning standards that must be met
FOR SUCCESS and each criterion of evaluating the product/
performance and how the output will be judged by
the audience
Following is an example of a performance task for Grade 3 Statistics and
Probability.
1. Statistics and Probability Learning Standards for Grade 3
Content Performance Learning Competencies
Standard Standard
The learner The learner is able to Collects data on one variable using existing
demonstrates create and interpret records
understanding simple representations
Sorts, classifies, and organizes data in
of bar graphs of data (tables and
tabular form and presents this into a vertical
and outcomes of single bar graphs) and
or horizontal bar graph
an event using describe outcomes of
the terms sure, familiar events using Infers and interprets data presented in
likely, equally the terms sure, likely, different kinds of bar graphs
likely, unlikely, equally likely, unlikely, (vertical/horizontal)
and impossible and impossible to
Solves routine and non-routine problems
to happen. happen.
using data presented in a single-bar graph
2. GRASP
GOAL The parents-teachers council of an elementary school
agreed to have an educational field trip for the
students per grade level. In Grade 3, there are data
needed before making decisions:

•How many students in the whole Grade 3 population

will be joining the field trip?
•Given the proposed educational places, choose only
three that they will visit for a one-day educational field
trip.
•Propose a time, sequence in visiting the three places
(based on the result of the previous data).
Role Your section is in charge of collecting data that will support the plans,
decisions, and proposal. The whole section will be divided into three
groups. Each group will collect data and answer one unique question
from the problem statement. You need to collect, present, and explain
the data.
Audience Each group will present the outputs of the activity to the class with the
principal, other Grade 3 teachers and some parent officers who are
involved in the planning.

Situation You must first construct a question that seeks to address your specific
topic before you begin collecting data. Two weeks will be given to
complete all preparations, collect data from all Grade 3 pupils, and
deliver the results. The prepared question must be presented for
approval to your section adviser. When conducting the activities
(scaffolding or adaptive feedback), you can speak with your section
adviser or any of your professors. The audience will be given the
findings and recommendations following a two-week period.
Product, The outcomes of the activities are the data necessary to
Performance, answer the posed questions and recommendations for the
Purpose educational field trip: of Grade 3 students,
Standards and •The learning standards involve in this activity is
Criteria for Success presented in a separate table below. These learning
standards will also be presented to the whole class prior
at the outset.
•The criteria to evaluate the students' output will be clarity
of the questions to be asked among the Grade 3 students,
creativity and accuracy of the data presentation, accuracy
of the data interpretation, and feasibility of the answer or
proposal. The rubrics to be used will be on the next table.
3. Rubrics on the evaluation of the GRASPS output
Criteria Excellent Developing to Beginner
Excellent
(10 points) (5 points)
(7 points)
Clarity of activity Only one or two Three to four Five or more
questions statements need statements need statements need
improvement improvement improvement
Creativity and The single bar With one to two With three or more
accuracy of the graph has no errors in the single errors in the bar
data presentation numerical error; bar graph; uses graph
uses other labels labels or colors but
or colors to not quite
emphasize the successful
data per bar graph
 Criteria Excellent Developing to Beginner
Excellent
(10 points) (5 points)
(7 points)
Accuracy of the No mistake in the With one to two With three or
data interpretation of mistakes more mistakes
interpretation bar graph
Feasibility of the The proposal is The proposal has The proposal is
answer/proposal 100% feasible some minor not feasible
and based on the recommendation
presented data s