She describes her approach in this faculty spotlight. Wiggins, Grant. Ensuring authentic performance. San Francisco: Jossey-Bass, pp. To get help in designing authentic assessments, contact CITL to meet with a consultant. Authentic Assessment. According to Grant Wiggins , an assignment is authentic if it is realistic.
Typical tests Authentic tasks Indicators of authenticity Require correct responses Require a high-quality product or performance, and a justification of the solutions to problems encountered Correctness is not the only criterion; students must be able to justify their answers. Must be unknown to the student in advance to be valid Should be known in advance to students as much as possible The tasks and standards for judgment should be known or predictable. Contain items that isolate particular skills or facts Are integrated challenges in which a range of skills and knowledge must be used in coordination The task is multifaceted and complex, even if there is a right answer.
Include easily scored items Involve complex tasks that for which there may be no right answer, and that may not be easily scored The validity of the assessment is not sacrificed in favor of reliable scoring. They can also help teachers and students keep a running total of points earned and function as a tool during assessments to help the teacher record, weigh, summarize, and report on student progress.
Examples of commonly used assessment tools include computer-based tests described later in this chapter , spreadsheets, grading programs, test-making software e. In other words, computer-enhanced tasks that students complete and the work processes that they use while completing the tasks can be assessed. Unless the goal of the task is to learn computer skills, such skills should not be a focus of assessment. The assessment focus is the same as that for language learning tasks that are produced with other tools.
However, because CALL projects may have multiple components sound, visuals, text, graphics, etc. This idea is discussed in more depth in the section on rubrics. Third, computers can create a VIE see chapter 3 in which students or test takers can be assessed more authentically. In other words, the computer can simulate a real-life situation via high-fidelity graphical 3D technologies where a contextualized response from the test taker can be elicited.
Figure 8. She observes, discusses, and encourages students to reflect on both process and product. Later in the project, she and her learners will develop a rubric for evaluating the project outcomes and an assessment for measuring content and language gains.
Skip to content Assessment in Language Learning As you read the anecdote below, reflect on the guidelines for assessment that the teacher is following.
According to Litchfield and Dempsey , through authentic assessment, students tend to apply knowledge rather than memorize the information develop more in-depth learning develop metacognitive strategies develop critical thinking and problem solving skills be engaged in the activity through meaningful, interesting,and collaborative activities be more confident, satisfied, and active in the learning process.
Previous Section. Next Section. Share This Book. Language Assessment: Principles and Classroom Practices. View 1 excerpt, references background. Developing communication skills. Authentic Assessment for English Language. Assessing Achievement in the learner-Centered Curriculum.
Teaching Oral English. Classroom interaction. Meaningful Teaching Interaction at the Internationalised University. Related Papers.
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