Authentic Assessment Methods Research Articles

Assessing Anatomy Education: A Perspective from Design.

Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student-centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.

The Case for Authentic Student Assessment in Distance Digital Pharmacy Education.

This article was migrated. The article was marked as recommended. Distance online assessment is facing serious challenges. This opinion piece discusses these challenges and focuses on potential authentic assessment methods that can be used effectively in distance digital pharmacy education. The authentic assessment methods discussed are case studies, role-play, discussion panels and debates, student e-portfolios, computer-based simulation, diagrams and graphical presentations. These methods allow assessment to drive learning by performing tasks that are related to real professional situations and challenges followed by quantitative and qualitative feedback. Authentic assessment will require the development of clear rubrics to maintain transparency, consistency and fair evaluation of student achievement. The implementation of online assessment involves some challenges such as the level of institutional, faculty and student's technological capacity. Financial burden on low-to-medium income families and some institutions, meaningful training on the software and hardware, and students' compliance with the code of ethics and academic honesty are major issues. That said, well-planned authentic assessment tools can overcome many of these challenges. As these methods amass momentum, more creativity and innovation in assessment will be introduced, enriching and facilitating digital pharmacy education. The author calls for utilizing more formative feedback and reflection methods, focusing on demonstrating learning and professional competencies rather than on superficial letter grades.

TRANSPARANSI PENILAIAN DENGAN METODE AUTHENTIC ASSESSMENT MELALUI APLIKASI WHATSAPP

Abstrak: Masih rendahnya respon yang diberikan orang tua terhadap informasi yang disampaikan melalui grup whatsapp (WA) kelas dan tingginya keinginan orang tua siswa untuk mengetahui nilai yang diperoleh anak dalam setiap tes, mendorong guru untuk melakukan inovasi guna memecahkan permasalahan tersebut. Penelitian ini merupakan penelittain kualitatif yang bertujuan untuk menginformasikan proses penilaian melalui aplikasi whatsapp dengan metode authentic assessment. Subjek penelitian ini adalah siswa kelas III SD Negeri 4 Metro Timur dan Orang Tua siswa yang tergabung dalam group whatsapp kelas berjumlah 26 orang. Pengumpulan data dilakukan dengan cara melakukan pengamatan dengan lembar observasi dan wawancara langsung. Penyampaian informasi dilakukan oleh guru lewat WA dimulai dari proses penilaian, menyusun rubrik penilaian, melakukan penilaian baik tema maupun mata pelajaran hingga melaksanakan perbaikan nilai atau remedial. Dari hasil pengamatan diketahui bahwa orang tua siswa sangat antusias terhadap transparansi penilaian yang dilakukan oleh guru sebanyak 84% orang tua siswa melihat dan memberikan komentar, 12% yang melihat dan 4% yang tidak melihat dan tidak memberikan komentar. Orang tua menjadi paham proses penilaian hingga menunjukan hasil, bahkan sampai perbaikan nilai. Untuk itu transparansi penilaian akan terus dikembangkan tidak hanya fokus pada hasil ujian tetapi jugan terhadap proses kegiatan pembelajaran.

Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.

درجة مساهمة أسالیب التقویم الواقعی فی تحقیق الأهداف الاستراتیجیة التعلیمیة لبرنامج التحول الوطنی 2020 من وجهة نظر المعلمین فی محافظة حفر الباطن. Degree of Authentic Assessment Methods Participation in Achievement of the Educational Strategic Objectives of the National Turnover Program 2020 from the Viewpoint of Teachers at the Governorate of Hafr Al Batin.

هدفت الدراسة إلى الکشف عن درجة مساهمة أساليب التقويم الواقعي في تحقيق الأهداف الاستراتيجية التعليمية لبرنامج التحول الوطني 2020 من وجهة نظر معلمي محافظة حفر الباطن، والفروق في مساهمة هذه الأساليب التقويمية في تحقيق الأهداف من حيث سنوات الخدمة، والمرحلة الدراسية، وقد قام الباحث بإعداد استبانة تضمنت (45) عبارة، وتکون مجتمع الدراسة من جميع معلمي محافظة حفر الباطن في جميع المراحل الدراسية، وعددهم (2781) معلما، أما عينة الدراسة فقد بلغت (161) معلما، وخلصت نتائج الدراسة إلى أن أساليب التقويم الواقعي الوارد ذکرها في الدراسة تساهم في تحقيق الأهداف الاستراتيجية التعليمية لبرنامج التحول الوطني 2020 بدرجة مرتفعة جدا من وجهة نظر المعلمين، وکان أعلاها متمثلا في تشجيع الطالب على التعلم الذاتي، يليه ملاحظة المعلم لما يقوم به الطالب من أعمال، ثم تهيئة الطالب ليکون فردا إيجابيا في بناء مجتمعه، کما خلصت النتائج إلى عدم وجود فروق ذات دلالة إحصائية في درجة مساهمة أساليب التقويم الواقعي في تحقيق الأهداف الاستراتيجية التعليمية لبرنامج التحول الوطني 2020، حسب متغيري سنوات الخدمة، والمرحلة الدراسية، وقد أوصى الباحث بعدد من التوصيات والمقترحات، منها: الأخذ بأساليب التقويم الواقعي الواردة في هذه الدراسة، والعمل على استخدامها في الميدان التربوي، وإدراج درجة استخدام أساليب التقويم الواقعي من ضمن تقويم أداء المعلمين. The study aims to realize the degree of authentic assessment methods participation in achievement of the educational strategic objectives of the National Turnover Program 2020 from the standpoint of the teachers of Hafr Al- Batin Governorate, and their variations in achievement of objectives according to years of service and study stage. The researcher has prepared a questionnaire including ( 45 ) statement and the study population consisted of all the teachers of Hafr Al – Batin Governorate at all study stages, figuring ( 2781 ) teacher. As for the study sample, it consisted of (161) teacher. The study concluded that the methods of Authentic Assessment covered by the study help in achievement of the educational strategic objectives of the National Turnover Program 2020 with a high degree from the teachers‘ viewpoint. Its highest point is represented in “encouraging the student self- learning“, followed by the “observation of the teacher of what the student does“ and then “preparing the student to be a positive member in building society“ .The results also show the absence of statistically significant variations in the degree of the participation of the methods of Authentic assessment in achievement of the educational strategic objectives of the National Turnover Program 2020 according to variables of years of service and study stages. The researcher's recommendations assure the importance of Authentic assessment Methods in this study, and working on their use in the field of education, and Incorporate Degree use of Authentic assessment Methods within the performance assessment of teachers.

Practices and Beliefs Relating to Authentic Assessment of Kindergarten Teachers in the Suburbs of Jerusalem

This study aimed at investigating kindergarten teachers’ practices and beliefs relating to authentic assessment. The study also aimed at investigating differences in teachers’ practices and beliefs based on level of education, study major, and length of experience. The sample of the study consisted of (92) teachers working in kindergartens in the suburbs of Jerusalem. Two questionnaires were developed and implemented to collect the data of the study. In addition, individual semi-structured interviews were conducted with 20 teachers from the sample of the study. Content analysis of some kindergarten documents was also used. The results showed that worksheets were the main method used to assess children learning, while project-based assessment was not used at all. In addition, the results showed significant differences in the teachers’ utilization of authentic assessment methods relating to level of education and study major, but there were no differences relating to the length of the teachers teaching experience. The teachers showed a strong belief in the importance of authentic assessment methods. The results of the interviews and content analysis supported the findings of the questionnaires. The study concluded a number of recommendations for future research, teacher educators and kindergarten principals.

Jennifer S. Ferguson. Using Authentic Assessment in Information Literacy Programs: Tools, Techniques, and Strategies. Lanham, MD: Rowan & Littlefield, 2018. 157p. Paper, $45.00 (ISBN 978-1-5381-0481-1).

In the field of education, few topics have had the enduring interest of practitioners and researchers alike as assessment. Understanding what students are learning, how they learn, and, more centrally to the concept of authentic assessment, what they are able to do is critical to being an effective educator. An additional layer of complexity exists within academic libraries, as librarians investigate whether a connection (or more than one) exists between librarian-led, library-centric instruction and student outcomes. Within this multilayered conversation is Jennifer Ferguson’s examination of incorporating authentic assessment as part of information literacy. The eight chapters of this relatively slim volume divide the topic of authentic assessment, broadly speaking, into the past, present, and future. The first chapter, “Authentic Assessment Defined,” begins provocatively by asking a series of rhetorical questions regarding the current state of library assessment and challenging the profession with the observation that much of what passes for assessment within libraries “tells us very little about the actual learning that takes place in information literacy instruction.” However, beyond that, until near the end of the book, there is little direct challenge to the status quo. Instead, the bulk of what follows suggests that instructional librarians adopt existing, authentic assessment methods to gain a better understanding of the impact of their instructional efforts.

Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

IMPLEMENTATION OF INTEGRATED AUTHENTIC THEMATIC ASSESSMENT IN THE 2013 CURRICULUM AT MIN SIDOARJO PACITAN 2016/2017

Assessment is a key component for knowing the effectiveness ofthe learning process. The assessment method should have relevance withthe curriculum that applied in the educational institution. In the 2013curriculum, the relevant assessment method is an authentic assessment.This authentic assessment method measures the competence of attitudes,skills and knowledge of the students based on their processes and outcomes.This method is different with the previous curriculum assessment methodsthat always emphasize cognitive competence (knowledge) and tend to beoriented to exam results, in authentic assessment teachers always payattention to the balance competency between attitude competencyassessment, knowledge and skills that agree with the development ofcharacteristics according of student's steps. Based on the research,implementation of the authentic assessment at MIN Sidoarjo Pacitan didn’toptimally. Caused, the teacher’s ability of technical authentic assessment arenot capable.

Problematika Implementasi Penilaian Autentik Kurikulum 2013 dalam Pembelajaran Pendidikan Agama Islam Di SD Negeri Ploso I Pacitan

The main component to know the effectiveness of the learning process is through assessment. The relevance of assessment methods with the curriculum applied in educational institutions is very important. The assessment method relevant with the 2013 curriculum is an authentic assessment. This authentic assessment method measures the competence of attitudes, skills and knowledge based on process and outcome (competence of cognitive, affective, psychomotor). In contrast to the previous curriculum assessment methods that always emphasize cognitive competence (knowledge) and tend to be oriented to exam results, in authentic assessment teachers always pay attention to the balance between attitude competency assessment, knowledge and skills tailored to the development of characteristics of learners in accordance with the ladder. As has been observed in SDN Ploso I Pacitan with the results of the implementation level of authentic assessment of Islamic Education has not been effective. This is constrained by the teacher's lack of awareness in the assessment process.

PENILAIAN AUTENTIK DAN RELEVANSINYA DENGAN KUALITAS HASIL PEMBELAJARAN (PERSEPSI DOSEN DAN MAHASISWA IKIP PGRI BOJONEGORO)

The research aimed to 1) analyze the implementation of authentic assessment at Institute of Teaching and Education (IKIP) PGRI Bojonegoro and 2) identify lecturers and students perception on the impact of authentic assessment toward the quality of students learning outcome. This research was qualitative research using case study approach. The data collection methods were in-depth interview in focus group discussion (FGD) with lecturer and students; and documentation. The data validity examination was triangulation method. The interactive analysis method was used to analyze data. The research found that: 1) Some lecturers of IKIP PGRI Bojonegoro had already implemented authentic assessment method in the learning process. 2) Authentic assessment method was believed very appropriate by the lecturer and students to be implemented in the learning process because this method had many positive impact, especially to students. However, this authentic assessment technique more focused on the learning outcome quality improvement in students than the student’s achievement.

Assessing the Development of Medical Students' Personal and Professional Skills by Portfolio.

The introduction of a new domain of learning for Personal and Professional Skills in the medical program at the University of Auckland in New Zealand has involved the compilation of a portfolio for assessment. This departure from the traditional assessment methods predominantly used in the past has been challenging to design, introduce, and maintain as a relevant and authentic assessment method. We present the portfolio format along with the process for its introduction and appraise the challenges, strengths, and limitations of the approach within the context of the current literature. We then outline a cyclical model of evaluation used to monitor and fine-tune the portfolio tasks and implementation process, in response to student and assessor feedback. The portfolios have illustrated the level of insight, maturity, and synthesis of personal and professional qualities that students are capable of achieving. The Auckland medical program strives to foster these qualities in its students, and the portfolio provides an opportunity for students to demonstrate their reflective abilities. Moreover, the creation of a Personal and Professional Skills domain with the portfolio as its key assessment emphasizes the importance of reflective practice and personal and professional development and gives a clear message that these are fundamental longitudinal elements of the program.

Screencasts: Formative Assessment for Mathematical Thinking

Increased attention to reasoning and justification in mathematics classrooms requires the use of more authentic assessment methods. Particularly important are tools that allow teachers and students opportunities to engage in formative assessment practices such as gathering data, interpreting understanding, and revising thinking or instruction. Screencast applications on mobile devices enable teachers to collect multiple modes of communications, which students use to generate mathematical explanations. As students’ explanations are recorded in the moment and contain verbalizations, written notations, and virtual gestures, teachers are able to gain insights into students’ understanding in greater depth than any one mode individually. Additionally, misconceptions and mistakes, which are often lost in written work, are documented and can be identified to specifically target interventions. In this report, a student-generated screencast example will highlight how this technology can be used as a formative assessment tool. Also discussed are potential limitations when using the technology in classrooms and possible solutions.

Using E-Portfolio on Social Media

Portfolio is one of the tools for assessing of the learning in authentic assessment method. When the technology moved ahead, the characteristics of portfolio can be changed to be e-portfolio. Social media has become more influence in everyday life and in learning also. Therefore, the e-portfolio can be used on social media. This paper aims to develop the use of e-portfolio on social media for under graduated students in Thailand. How can we use e-portfolio on social media? It was found that there are 5 components of using e-portfolio on social media: objectives, contents, related persons’ roles, social media and evaluation. There are 6 stages of process: defining objectives, creating e-portfolio, collecting e-portfolio, self-evaluating, related persons’ evaluating and publishing e-portfolio.

Exploring the Context of Canadian Graduate Student Teaching Certificates in University Teaching

A growing number of Canadian universities offer graduate student certificate programs in university teaching. This paper examines such programs at 13 Canadian universities and presents a discussion of program structures and practices. The findings suggest that most programs were offered over one to two years, and upon successful completion, participants were issued a centre-approved certificate paired with a more formalized method of recognition, such as a transcript notation. The core focus of certificate programs appears to be divided between those that emphasize practical skill development (46%) and those that offer practical skill development along with a focus on the scholarship of teaching and learning (54%). Most certificates included active and authentic assessment methods, such as dossiers (69%), and practice teaching sessions (62%). These findings help to inform the continued evolution of graduate student teaching certificate programs.

Personal Factors that Relate to the Assessment Practices of Science Teachers

This descriptive study aims to determine the personal factors that relate to the assessment practices of 23 science teachers. The respondents are purposively chosen among the teacher education institutions in the province of Sorsogon. Data are gathered through survey, interview, and documentary analysis and analyzed using frequency counts and percentages. Results show that most of the respondents are females, undesignated, with units in Master’s degree, have been in the service for more than four years and have attended trainings related to their field of specialization. Some respondents are fond of using the traditional paper-pencil tests while others are in to authentic assessment methods. The personal factors of the respondents considered in this study all positively relate to the assessment practices of the teachers. Hence, this study recommends, among others that teachers should continuously upgrade themselves by pursuing their graduate studies and attend trainings if possible to develop or enrich their existing knowledge on assessment; and enhance their know-how and creativity in innovating and crafting valid and effective assessment tools. Keywords - Education, assessment, assessment practices, documentary analysis, Philippines

A student-led process to enhance the learning and teaching of teamwork skills in medicine

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

An Evaluation of the Combined Use of Creative Drama and Jigsaw II Techniques According to the Student Views: Case of a Measurement and Evaluation Course

This study aimed to determine the impact of creative drama techniques and jigsaw II. The qualitative data were obtained from candidate teachers at their 3rd year for this purpose. This research had been conducted in English, preschool, mathematics, social studies, computer and science teaching departments of the Faculty of Education in Burdur. Creative drama and cooperative learning (Jigsaw II) was used in the teaching-learning process of the measurement and evaluation course. Firstly, measurement and evaluation topics were divided into subtitles, and students were allowed to choose one of these subtitles. Afterwards, students prepared their own subject matters, and studied to learn together. Students worked upon reliability, validity, the authentic assessment tools and methods. After learning, students prepared scenarios of commercial films, posters and slogans. In this process, each group made use of creative drama techniques such as role-playing and improvisation. At the end of workshop, each student made a verbal evaluation and wrote down diary. Studies were planned in the form of creative drama workshop (approximately 3hours). Qualitative data obtained through students’ diaries. According to the diaries of the students, students were unable to establish the relationship between measurement and evaluation, and creative drama, and jigsaw II at the beginning of the study. However, at the end of the study, they reported positive opinion about creative drama and Jigsaw II. In addition, students seemed happy, they did cooperate to learn, developed friendships, and what they have learned in real life, they saw and expressed the nature of learning was different from other studies and lessons.

Weaving Evaluation into the Fabric of Youth Development

An Empowerment Evaluation process served to engage staff and campers and foster integration of authentic assessment methods into youth camp programming over a three-year period. Key elements to the process included program planning, staff training, timing and balance of action and reflection activities, data collection and management. Camp staff involved for 2-3 years reported improved focus and staff who served in the third year achieved mastery in communication, leadership, teaching, and management skills. A purposive sample of three different camp venues evaluated in Year 3 indicated that campers improved significantly in outdoor and life skills. Over 70% felt safe, supported, and enabled to build skills. Implications for practice, research, and policy are discussed.

Early Interventionists' Reports of Authentic Assessment Methods Through Focus Group Research

Authentic assessments are naturalistic methods to obtain functional, contextual information relevant to learning in routine activities. Seven focus groups were conducted with 73 practicing Part C early interventionists to gather their reports on authentic assessments. Participants reported various ways of applying authentic assessment methods, with eligibility determination identified as the most difficult assessment decision point and progress monitoring as the easiest assessment decision point to use such strategies. Barriers and facilitators to using authentic assessments were described in the themes of administrative requirements, knowledge and experience, and family-professional partnerships. Implications for professional development systems and early intervention leadership are discussed.