Assessment
Authentic assessment refers to tasks which require learners to demonstrate meaningful application of knowledge and skills to real life contexts (Wiggins, 1993). In order to include authentic measures in my classroom I need to incorporate engaging problems of importance to the learners which will require them to use creative thinking to perform tasks which replicate real world contexts (Wiggins, 1993). Authentic assessment tasks tell us not only what students know, but how they are able to apply what they have learned to the real world (Mueller, 2005). Learners need to construct their own meaning of the world by connecting gathered information with their own experiences (Mueller, 2005). My students will have varying strengths and interests and differing ways to demonstrate how they have learned. Authentic assessment accounts for the learning needs of children by providing multiple paths to demonstrate intended learning outcomes (Mueller, 2005). Authentic measures of assessment enable learners to apply learning to the real world, construct their own meaning and account for individual differences which is why I will include authentic assessment tasks in my classroom.
In order for assessment tasks to be valid, they must address their intended learning goals. When designing assessment tasks I must first develop a meaningful educational goal which includes a balance between generic learning outcomes and specific learning outcomes in order to direct learners but allow for extension and interpretation by the learners. The need for valid assessments to be based around learning goals emphasises the relationship between curriculum and assessment as the curriculum outlines the intended learning outcomes for the children. Therefore to develop authentic assessment tasks with validity I will be required to design tasks which relate to the world of the learner and contain learning goals which relate to a curriculum which allows for individual interpretation and extension.
Standardized tests refer to examinations which are implemented and assessed in a predetermined, universal manner. Differentiation is not included in standardized tests as every learner is provided with the same test conditions to monitor their abilities (ASCD, 1999). Too often, standardized tests are the primary indicator of a school's effectiveness, however due to the constrain on individual differences and lack of differentiation I believe that other measures should be implemented to indicate a child, teacher or school's success to the general public. However, I believe that standardized tests could be used as an effective tool to inform teacher instruction as they illuminate a child's strengths and weaknesses for further differentiation and can also be compared to nationwide standards (ASCD, 1999).