authentic assessment – Karine Ling's Inquiry

Huffman, E. (1998). Authentic Rubrics. Art Education, 51(1), 64-68. Retrieved December 7, 2015, from JSTOR.

Keywords:

Assessment, authentic assessment, rubrics, evaluation

Abstract:

Huffman talks about the benefits of creating an authentic rubric. She was inspired after reading Glasser’s The Quality School Teacher. She involved her students in the rubric making process, so that they could be committed to following her requirements clearly and staying on task. Many processes are documented such as student risks, success, and failures, for assessment. There is also a record of their daily growth, tasks, conduct, and attendance, from which these assessments averages out to the evaluation score. The development of the rubric takes around 45 minutes, right after the practice or research of the unit. Huffman argues that this is a good investment of time because the results are quality artwork, productivity, and fair evaluation.

Relevance:

How to create a fair rubric and evaluation

How to assess performance: daily self and teacher documenting

Average of daily assessments totalling up to evaluation

I can try this method out! Very practical – see diagrams

Quotes:

“…qualitative judgments tend to be subjective.”

“For most teachers, the students’ creative experience is more important than the grade.”

“The content for rubric assessment and evaluation can include knowledge and understanding about the arts, including the student’s personal, historical, cultural, and social contexts for art, and his or her perception, technical, expressive, and intellectual skills. The assessment could take the for of an oral, written, or visual presentation (NAGB, 1994). Written responses provide the student with greater depth in learning. (Johnson & Cooper, 1994). (64)

“Authentic rubrics address affective, creative, and behavioural dimensions, as well as cognitive and psychomotor learning.”

“Affective qualities such as emotions, feelings, beliefs, attitudes and values can be recorded and assessed via rubric.”

“Psychomotor learning can be assessed in the craftsmanship component of the rubric and might include overall dexterity in the use of materials and equipment.” (67)

“The assessment record includes areas for anecdotes, conduct, attendance, problems, and possible solutions.”

“Writing the assessment in pencil emphasizes the temporary nature of the in-process score.”

“The assessment record eliminates virtually all challenges to grades by students or parents by providing clearly documented understanding for the final evaluation.” (68)

References:

The Quality School Teacher (1993) by Glasser

LR 2: Assessing Students’ Progress and Achievements in Art

Zimmerman, E. (1992). Assessing Students’ Progress and Achievements in Art. Art Education,45(6), 14-24. Retrieved November 19, 2015, from JSTOR.

Keywords:

authentic assessment, diversity, authentic assessment criteria, authentic assessment measures

Abstract:

Standardized tests do not require judgment, analysis, reflection, or higher level skills needed for generating arguments and constructing solutions to problems. The best way to make inform judgements and assessments are from teachers who see the progress and achievements of the student longitudinally like in elementary school. Students also come from diverse backgrounds from which standards usually focus on the deficiency rather than the wealth of knowledge and culture it can bring to the class. According to Archibald, Newman (1988), and Wiggins (1989), authentic assessment is evaluating students on disciplined inquiry, considering knowledge and skills holistically, valuing student achievement in and of itself, processes and products of teaching and learning, educating students to assess their own achievement in consort with peers, expecting students to present and defend their work orally and publicly. They also provide measures of authentic assessment.This article focuses on evaluating the effectiveness of IU Summer Arts Institute in implementing authentic assessment through a variety of different forms and methods, instead of grading. The insight seen in the teacher journals validate and value each student’s work, while providing insight on the learning on the teacher’s part. Authentic assessment demonstrates whether both students and teachers have met their educational goals and what areas need improvement.

Relevance:

Authentic assessment evaluation criteria

Authentic assessment measures: teacher journals, interviews, teacher student parent counsellor evaluations, evidence of learning

Student performance without grades

Quotes:

“Authentic assessment of students’ progress and achievement in art is a powerful means of demonstrating whether students and teachers have met their educational goals and what areas still need improvement.” (24)

Problems:

Not in public school context.