- The Case for Authentic Assessment.
Grant Wiggins
Mr. Wiggins, a researcher and consultant on school reform issues, is a widely-known advocate of authentic assessment in education. This article is based on materials that he prepared for the California Assessment Program. - Authentic Assessment Toolbox
a how-to text on creating authentic tasks, rubrics and standards for measuring and improving student learning. Inside, you will find chapters - Adopting, Adapting, or Developing an Aligned Assessment for Your Lesson
While your ultimate goal will be to help all students master the Texas Essential Knowledge and Skills (TEKS) and demonstrate student mastery through high scores on the Texas student achievement tests, you do not want to wait until the end-of-year test to know whether your students learned the knowledge and skills. Instead, you will want to develop, adapt, or adopt assessments that will tell you whether students have learned what you expect them to learn within any given lesson.
The process we will use here is simple. Each step listed here has a link to a more detailed page that explains what to do. Feel free to enter in the process wherever it is appropriate for you. - Classroom Assessent Techniques - Classroom Assessment (CA)
Questions Teachers Ask Themselves:
How well are students learning?
How effectively are teachers teaching?
Answering These Questions:
Monitor students' learning
Analyze responses
Provide feedback
Purpose:
To empower both teachers and their learners to improve the quality of learning in the classroom (in our case -- virtual classroom!)
Definitive Resource:
Classroom Assessment Techniques:
A Handbook for College Teachers, 2nd Edition
Jossey-Bass Publishers,
Thomas Angelo & K. Patricia Cross, 1993
- Flexible Assessment for Flexible Delivery: Online Examinations that Beat the Cheats
This paper argues that a commitment to flexible delivery necessarily requires a commitment to flexible assessment. It describes how an MBA program at one Queensland university has embraced flexible delivery out of pedagogical and strategic necessity and how, among other things, this has led to online teaching (OLT) sites being extended to incorporate online assessment. A popularly held view is that only formative assessment can be set online because of the problem of effective invigilation. This view is challenged by the author, who produces evidence to suggest that the concern about cheating is exaggerated, and that there are significant benefits to be gained by both students and academics from setting online (open book) 'take-home' examinations. - Active Learning with powerpoint
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