A1: Authentic assessment is the student structured evaluation of progress. It matters because it provides direct evidence of said progress and opens up the conversation between the student/stakeholder and teacher. #formativechat
A1: Authentic assessment should allow students to integrate knowledge and skills for a performance-based task. This is what real world works. #formativechat
A1 Authentic assessment is a meaningful real-world task that demands academic skills (e.g. writing spoken-word, testing local soil, petitioning for common sense gun laws). Such tasks make school learning relevant and help students discover what they value. #FormativeChat
A1: Authentic assessment matters because Ss need to be able to convert their learning into something that can be used to solve real world problems and come up with unique solutions. #formativechat
A1: Authentic assessment must be purposeful. It should be performance based and related to the real world. Students should receive feedback and be able to revise and be reassessed in a timely fashion #formativechat
A1: Authentic assessment is the student structured evaluation of progress. It matters because it provides direct evidence of said progress and opens up the conversation between the student/stakeholder and teacher. #formativechat
A1: Authentic assessment is inquiry-based and should allow students to extend their inquiry beyond the classroom and result in meaningful action in life. #formativechat
A1 Authentic assessment is an opportunity for Ss to show what they know but in a meaningful, real-world activity that has them use the skills they have been workign on. #formativechat
#formativechat@MaddyLavoe I agree authentic assessment measures the growth students show as they master learning target as the teacher loops back to ensure this mastery
A1 another idea: did you give students multiple opportunities and contexts to show their understanding and connect their learning to previous knowledge to make new one? #formativechat
A1 - Having students learn in ways that go beyond just memorizing facts, numbers and information. They should be able to explain, analyze and interpret what they have learned. #formativechat
A1: Wow. What’s resonating with me as I read everyone’s answer is the word “real-world” and “meaningful”. Authentic assessment is truly something that matters. #formativechat
A1 Authentic assess insures that theinstructions line up with the expectations for learning & the measure of that learning is easily identifiable. If we want to help Ss grow and learn, we must make the assessment process transparent and cyclical not a gotcha game #formativechat
A1: Integrated performance-based task contributes to authentic assessment. Students should know their task and what they are going to be assessed right in the beginning. #formativechat
A1: Authentic assessment gives both the teacher and student information and understanding of what to do next. To me, that is when it is authentic AND why it matters. #formativechat
A1: Authenticity happens! It’s the most spontaneous learning exploration! Give kids authentic goals, tasks, assessments and let them roll! #formativechat
#formativechat@NancyDickinson7 so true...the only way to truly get them to reflect on their learning is for the students to feel safe in the classroom and believe in the value the teacher holds for them.
A2 pt 1 w/technology: Giving Ss choices as to how they communicate their understanding Used @WeVideo for unit assessment that used #GoogleSlides for structure Use what tech is out there to give Ss options #formativechat
And as @BKd204Sci pointed out, integrated with the 3 dimensions of #NGSS. The content is assessed, of course but so are the connections and thinking practices the Ss are making/using. #formativechat
definitely, we need to continue to work on relationships and can do so while connecting with FA and providing feedback, time to learn and grow together #formativechat
True! It lends itself to the idea of sharing with students so well since the assessments themselves are easier for students to put into context and find meaningful #formativechat
A1: Be aware of our local, national and international events, educators can create authentic assessment more easily and not feel forced. #formativechat
A2 students can create infographics, websites, podcasts, videos to show their understanding. Without tech, they can present, sing, dance, create a new artwork, make something interpretative #formativechat
A2 Technology can help students do research, record observations, collaborate, create new work, and publish to a wider audience—all of which are aspects of the real-world tasks and require students to practice skills from within & beyond the academic domain. #FormativeChat
A2 pt 2 w/o technology: W/no tech I give Ss options for sm to med sized grp assessment Each student has to have used part of 3D #NGSS framework Options are still key, but collaboration is vital for authentic assessment in my class #formativechat
Authenticity is nurtured through giving students V&C in assessments, and in the tools they wish to employ to create authentic learning products! #formativechat
A2: #PBL is ripe with opportunities for authentic assessment. Any time the students are creating and communicating their thoughts, whether with tech or without you have the opp. to assess. #formativechat
A2 I let my students choose the platform they want to use to present. They have the options so long as the expectations and the assessment criteria are clear then we’re all good. #formativechat
love doing #pbl with Ss so much authentic learning, their choices and way more potential for learning diverse topics and having more to add to the class/connect with world #globaled#formativechat
Yeah, this is an important question to consider. How much of performance is based on past experiences? How can we factor that into how we plan our assessments and use the data we get? #formativechat
A2: Assessments lose value if they are not accompanied by quality feedback. Tech allows feedback to be efficient and personalized, truly revolutionizing how we approach revisions and reassessments. This is amplified by #blendinglearning and #selfpaced classrooms #formativechat
A2 #formativechat I think sometimes we get bogged down with focusing on the edtech, we can forget the purpose. Having students interact with, evaluate, and set goals using rubrics is one of the best ways for students to build capacity and get a sense of the expectation/standard
A2 - In either case, using peers as coaches and mentors is huge. 80/20 rule. Students talk, discuss and ask questions 80 percent. I talk 20 or less. #formativechat
A2 With videos using @flipgrid that Ss reflect on topics, readings, etc., with @msonenote assignments where teh SS can record voice/video to describe their learning or even ink it. #formativechat
A2: Lots of tech tools are mentioned. It is also essential for us to think about the PURPOSE of using these technologies in the class. Students should go through an inquiry cycle when using the technology to demonstrate what they learn. #formativechat
A1: Authentic assessment must be purposeful. It should be performance based and related to the real world. Students should receive feedback and be able to revise and be reassessed in a timely fashion #formativechat
The purpose of using different types of technologies need to explain to students so that they can choose appropriate tool to create their work and solve a problem in the future. #transfer#formativechat
A1. Authentic assessment is when the child will be thinking critically - Ss don't just vomit out content but are able to apply themselves & go beyond the text & contemporarise the information gathered.when a child can decode the concept & make real life connection #formativechat
A2 Either way, the assessment must be graded on time with authentic feedback. Tech or no tech assessment must have value to the student through connection and feedback. #formativechat
A2 Technology can help students do research, record observations, collaborate, create new work, and publish to a wider audience—all of which are aspects of the real-world tasks and require students to practice skills from within & beyond the academic domain. #FormativeChat
A2: Assessments lose value if they are not accompanied by quality feedback. Tech allows feedback to be efficient and personalized, truly revolutionizing how we approach revisions and reassessments. This is amplified by #blendinglearning and #selfpaced classrooms #formativechat
#formativechat A2: Using technology. I'm offering my Ss the chance to demonstrate mastery by making an instructional video for any topic we've learned this year. I can then link to their video on next year's web page.
A2 - Keep in mind the function of any type of instruction.
1. Are students able to apply what they have learned?
2. Are they connected to the content?
3. Do they enjoy it? Or is it just compliance? #formativechat
A3: Authentic assessment has the end in mind, so we must ensure that non-authentic assessment scaffolds towards that final learning in some form or fashion. #formativechat
A2: The wide range of apps allows students to communicate knowledge in a variety of ways. Technology allows teachers to assess using Gardner's Theory of Multiple Intelligences without significantly adding to their workload. #formativechat
A2. Presentations, class debates, blogging @Seesaw ,written reports , script writing , creating action plan for their answer , providing evidence of their research, evaluation of their own work and sources ...are to me authentic assessment examples #formativechat
A3.1 Non-authentic assessments (e.g. tests, quizzes, exit tickets, five-paragraph essays, and other tasks that only happen in schools) can help students build skills and knowledge they need for authentic assessments. #FormativeChat
A3.2 Non-authentic assessments can also help students practice patience, resilience, kindness, self-compassion, and the willingness to struggle—all of which they might need for an authentic assessment (not to mention in life). #FormativeChat
A2: Assessments lose value if they are not accompanied by quality feedback. Tech allows feedback to be efficient and personalized, truly revolutionizing how we approach revisions and reassessments. This is amplified by #blendinglearning and #selfpaced classrooms #formativechat
A3: If assessment that is not authentic, there is nothing wrong to include it as formative assessment. Students don't perform a big piece project right away, there must be break-down steps. #formativechat
A3 Sci assessments that are not authentic or completely 3D serve a stepping stone purpose They may address 1 dimension of #NGSS that will help Ss build process & thought to be measured at lg 3D authentic assessment #formativechat
A3 Inauthentic assessments can provide feedback and direction to point both students and teachers in the desired direction leading to the authentic assessment. #formativechat
A3: Find the connections, make the best with what you have and build forward formatively toward mastery, help Ss find the authentic connections #formativechat
A3 we use it to guide every step of the way. Everything has to spiral to meet the goal/objective of the lesson. Assessment must and should always be purposeful and not a waste of time for both T and S. #formativechat
A3 #formativechat. This is where Wiggins and @jaymctighe come in with UbD. Planning backwards ensures that everything you do certifies that the standard is being obtained. Every hmwk or quiz prepares the students to showcase learning in an authentic way.
A3 Non authentic assessment has a place in the process. It serves as scaffolding for the skills that the Ss are acquiring which they will use in performing the authentic assessment. #formativechat
A3: Authentic assessment has the end in mind, so we must ensure that non-authentic assessment scaffolds towards that final learning in some form or fashion. #formativechat
A3 #formativechat. This is where Wiggins and @jaymctighe come in with UbD. Planning backwards ensures that everything you do certifies that the standard is being obtained. Every hmwk or quiz prepares the students to showcase learning in an authentic way.
A3 it is feedback on what course corrections need to be made and how best to approach the next few sessions. It must also be planned ahead because each one is a skill that needs to be tapped for the final assessment. #formativechat
A3 - Great question. In my opinion, not every assessment should be authentic. Students of all ages need time to think, reflect and discuss without a constant loop of grades and evals. It’s building a pyramid. Build a base of confidence. Then adjust based on need. #formativechat
A3: In a high school setting it is important for students to understand that inauthentic assessments are used in the real world constantly. It is skill that we need to enter many economic industries #formativechat
Yes. I sometimes joke with my Ss that they are my beta testers. I tell them we will see if we can utilize the app within the classroom and I will ask them how comfortable they were with it as well as its effectiveness for the task at hand. #formativechat
A3: not very assessment has to be "authentic"..there is a time and place for every type of assessment but it's when there are no authentic assessments is when it becomes a problem #formativechat#eda655
Sometimes even just using Ss names on assessment items gets engagement through the roof. Fun to hear "when am I going to be in an assessment?" from my Ss. #formativechat
agreed! Sometimes authentic assessment takes days to fully assess. Quick formatives can give you quick data to ensure that learning continues during that period #formativechat
A3: I think we need to remember that 'inauthentic assessment' is not a taboo phrase...We can use it the process of reaching the learning goal. #formativechat
A3 - AA is a new buzzword. I do think it’s incredibly important. But teaching older students I feel the connections we make build the assessment piece. Sometimes it’s the cart before the horse. Build trust, honesty, respect, community. Then assessing is authentic. #formativechat
A3 Stay focused when planning. Find the angle in the "fun" activity that connects to the standard. Creativity is the key to authenticity. #formativechat
The day-to-day formative assessments are leading to the synthesis of skills and knowledge that can be applied in deeper, creative, meaningful demonstrations of learning. #FormativeChat
The only way to learn technology is to use it. If you wait until you have time to learn it on your own, you never will. Sometimes, you have to jump in and learn with the Ss. Self-assessing as you ask the Ss to self-assess can be powerful. #formativechat
A 3: Earlier assessments can be used for checkpoints for students readiness. The first time I take my teenager to practice driving is not the first time I will assess her on which is the gas pedal or brake pedal! #formativechat
A3- By ensuring all asssmnts in a particular unit combined are assessing the same Lts, it is ok to have some that are authentic and some that are not. We need a wide variety of data to truly show what Ss know and are still working to understand. #formativechat
Sometimes even just using Ss names on assessment items gets engagement through the roof. Fun to hear "when am I going to be in an assessment?" from my Ss. #formativechat
Wow! That chat flew by! Thanks for starting my week off to a great start and helping me reflect on my current practices. I’m sure to build on what I’m doing with what was shared. Have a great week! #formativechat
Started it a while back as a joke but when I saw my Ss looking around and making faces when they read the names, I continued doing it. Now it is just second nature when I write my assessments. Highly recommend it if you haven't tried it yet. #formativechat
Wow! That went very quickly. Talk about new learning and an authentic assessment on whether or not I can participate in a Twitter chat! Thanks to all of you for the great learning! #formativechat#drakeEDL
All great points. One rule I live by with tech in my lessons is that if the tech becomes the focus, get rid of/change it...unless the content is tech obviously. ;) #formativechat
In reply to
@towles_jennifer, @NancyDickinson7, @alisonkis
