| Day 28 - Your last new learning day! The last new | | | | standards being taught). Always have the end in mind |
| topic of the 30-day process is authentic assessment | | | | first. After knowing that the project is geared toward |
| and rubrics. Authentic assessment is basically any type | | | | those end goals, begin by creating a project that will |
| of assessment that is not paper-and-pencil type of | | | | reflect a student having knowledge of those end goals. |
| testing. It can include projects, portfolios, or running | | | | Great ideas to keep in mind include using multiple |
| records. I first really used authentic assessment when I | | | | intelligences, Bloom's taxonomy, as well as a variety of |
| student taught in a preschool program for my | | | | learning style formats to present the end result. |
| undergraduate degree. It was used mostly because | | | | Always leave an option for the student to create a |
| traditional assessment becomes much more difficult | | | | project of choice, with teacher permission, as long as |
| for that age bracket. But now, as I work mostly in | | | | the project matches the learning goals set for all. |
| elementary and middle school levels, I realize that | | | | Another fantastic idea is to create a sample project |
| many assessments in the classroom can also be | | | | that shows students the level to which is expected, or |
| authentic, though it is rarely used. | | | | keep exceptional projects from the previous years |
| Most teachers would justify the idea of not using | | | | (with permission) to show current students examples |
| authentic assessment more because of time | | | | of grades at each level so all are more acutely aware |
| constraints. Another big decision for not using this type | | | | of expectations. |
| more is the argument that standardized testing is very | | | | After designing a great project idea, make sure |
| traditional. I agree with both statements, especially the | | | | students (and parents) know what is expected to be |
| standardized testing argument. I do feel that students | | | | turned in for a grade. If a rubric is unclear, there will be |
| should be trained how to take traditional types of tests | | | | a lot of negative feedback from all involved. If the |
| in order to be successful at them. With that being said, | | | | grading criteria is crystal clear, there is no room for |
| I also feel as though there is adequate time to | | | | argument and the final projects will be much better. |
| occasionally include alternate assessments, and the | | | | There are several websites that offer free rubric |
| benefits make up for the time allotted. | | | | creations, along with examples that others have |
| The trick to authentic assessment is not to take on | | | | created for inspiration. I suggest starting there when |
| too much at one time. One type of authentic | | | | first beginning. Make sure the rubric is complete, but do |
| assessment per chapter or unit is fine to begin. As long | | | | not include more than five or six categories or the |
| as the project sheet and rubric are kept in a safe | | | | assessment becomes overwhelming. |
| place for retrieval, adding another the following year is | | | | Authentic assessment is a great way for students to |
| simple. Eventually as more is added to your toolbox, | | | | really showcase talents and knowledge level of the |
| portfolios will be available to be included as a | | | | material that has been presented. Give them a chance, |
| culminating assessment. | | | | and chances are you will be blown away by what |
| When starting out, think of the essential learning goals | | | | students can show. |
| for the chapter or unit (or just look at the state | | | | |