Authentic Assessment in English Langauge Learning

0

Last Updated on 15.08.2026 by Zulfahmi M

Defining
Authentic Assessment

Authentic
assessment is a process of gathering information through which the skills and
needs of a student are identified with respect to the language and curricular
demands they will encounter (Prendeville & Wellman (2011)
Language
Underpinnings

Language
underpinnings are the requisite language abilities that are needed to access
both spoken and written information. 
These underpinnings are also necessary to be able to express thoughts
and ideas both through speaking and writing. 
Gaps in one or more of aspect(s) of the language underpinnings can cause
challenges in interactions and participation in the curriculum. (Prendeville – 2011)
What are the specific language
underpinnings?
  • Language
    underpinnings are the cognitive/linguistic processes needed for the
    understanding and application of information.
  • Language
    underpinnings are the processes behind the product.
  • Language
    underpinnings are the foundation for learning, reading, writing, speaking,
    listening. (Wellman (2011)

5
Dimensions of Authentic Assessment
Adapted from Gulikers, Bastiaens, & Kirschner (2004)

  1. Assessment
    tasks should be relevant and 
    represent  the knowledge and
    skills that the child  needs to learn.
  2. The
    physical environment should represent the way 
  3. that the skills are actually used. 
  4. The social
    context should also represent the way the skills will be used.
  5. The assessment
    result should incorporate the performance that is required of the child. 
  6. The
    criteria should be based on the level of 
    performance indicated by the standards.

Authentic
Assessments
Setting
the Stage for Authentic Assessment
* Observation
* Ethnographic
Interviewing

Progress
Monitoring

* Structured
Probes
* Behavioral
Sampling
* Curriculum-Based
Assessment
* Dynamic
Assessment
* Checklists/Rating
Scales/Rubrics

Summative
* Classroom
Performance Communication Domains
* Portfolios

Continuum
of Specificity
* Checklists
* Rating
Scales
* Rubrics

Checklists
Defined
  • Checklists
    are somewhat like a questionnaire in that they are a list of skills or
    behaviors that the respondent reads and checks to indicate the presence or
    absence of a particular skill/behavior.
  • Checklists
    simply require a “yes/no” , +/-  or
    ‘present or absent,’  response.
  • Do not
    confuse a checklist with a rating scale.
Rubric
Defined (Wiggins, 1998)
  • A
    rubric is a set of scoring guidelines for evaluating student’s work
  • A
    rubric contains a scale of possible points to be assigned to the work
  • A
    rubric provides descriptors for each level of performance
Rubrics answer the following questions:
  • By what
    criteria should performance be judged?
  • Where
    should we look and what would we look for to judge performance?
  • What does
    the range of quality of performance look like?
  • How do we
    determine validity, reliability, and fairly what scores should be given and
    what scores mean?
  • How should
    the different levels of quality be described and distinguish from one another?
Scoring
Rubrics (Perlman, 2002)
Components of Scoring Rubrics:               
  • One or
    more dimensions on which performance is rated
  • Definitions
    and examples that illustrate the attribute(s) being measured
  • A rating
    scale for each dimension
Holistic
Rubrics (Schreyer Institute for Innovative Learning, 2001)

Holistic
  • Provides a
    single score based on an overall impression of a student’s performance
  • Advantage:
    quick scoring, provides and overview of student achievement
  • Disadvantage:
    does not provide detailed information, may be difficult to provide one overall
    score
Rating
Scales
  • Rating
    scales set criteria and standards for grading a student’s performance in an
    academic or social area.
  • They are
    generally assignment or task specific, so they change according to task.
  • Users
    evaluate a student on how well or to what degree he or she demonstrates a
    trait.
  • Informs  instruction &/or intervention:  development requires careful reflection about
    learning activities and students’ strengths and weaknesses.
  • Improves
    communication between users, students, and parents because the criteria are
    explicit and consistent.
  • Identify a
    set of underlying language traits associated with an assignment or activity.
  • Build a
    scale for scoring each trait.
  • Four-point
    scales are the most common.
  • The number
    of traits and complexity of each point on a scale depend on the goals of the
    builder.
  • Holistic
    Rubric/Rating Scale
  • Develop a
    set of descriptors and assign a rank to each of the descriptors
–frequently,
sometimes, rarely, never
–1-2-3-4-5

Analytic
Rubrics
Schreyer Institute for Innovative Learning (2001); Arter & McTighe (2001)

Analytic
  • Provides
    specific feedback along several dimensions
  • Divides
    a product or performance into essential traits so that they can be judged
    separately
  • Advantages:
    More detailed feedback, scoring more consistent across students and graders
  • Disadvantage:
    Time consuming to score
Tinggalkan Balasan 0

Your email address will not be published. Required fields are marked *