Alternative Assessments, Examples and Ideas
Much of the following information is adapted from Jon Mueller's excellent Authentic Assessment Toolbox Links to an external site..
Characteristics of Authentic Assessments
Mueller defines authentic assessment tasks as:
An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges. In other words, a task we ask students to perform is considered authentic when
1) students are asked to construct their own responses rather than select from ones presented and
2) the task replicates challenges faced in the real world.
Mueller also identifies some specific attributes of authentic assessments in contrast to traditional assessments.
| Attributes of Traditional vs. Authentic tasks | |
|---|---|
| Traditional | Authentic |
| Selecting a response Students are given several choices (e.g. true or false, multiple-choice, matching) and asked to select the right answer. |
Performing a task Students are asked to demonstrate understanding by performing a more complex task or meaningful application. |
| Theoretical & controlled Tests offer controlled environments to maximize the number of discrete, theoretical demonstrations of proficiency in a short period of time. |
Real-life & organic |
| Recall & recognition Students are asked to demonstrate that they have acquired and remembered a body of knowledge. This is still often important, and can compliment authentic assessments! |
Construction & application Students are asked to analyze, synthesize, and apply what they have learned in a substantial way, and can create new meaning and knowledge in the process. |
| Teacher-structured What students are asked to demonstrate is carefully structured by the teacher. |
Student-Structured Students are given choices regarding topics, formats, modalities, and/or procedures. |
| Indirect evidence Traditional tests often can only make inferences about student understanding based on limited information from test results. |
Direct evidence Authentic assessments can offer more explicit evidence of application and construction of knowledge. |
Types and Examples of Authentic Assessments
The number of potential authentic assessments are almost endless, based on any number of topics and content areas. Here are just a few examples based on categories described by Mueller.
Constructed Response activities
In response to a prompt, students construct an answer out of old and new knowledge. Since there is no one exact answer to these prompts, students are constructing new knowledge that differs from the responses of other students. Constructed response prompts are usually fairly narrowly defined, short in duration, and delivered within a short timeline. However, they're often scaffolded into larger projects over time. Constructed Response activities can be product-like or performance-like. Examples include:
- Short-answer essay questions
- Writing a topic sentence
- Identifying a theme
- Writing a summary
- Peer editing
- Showing your work
- Explaining your solution
- Making predictions
- Goal-setting
- Self-evaluation
- Group evaluation
- Measuring an object
- Using a search engine
Product activities
In response to a prompt, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. Product assessments are usually more substantial in depth and length, allow more time between the prompt and turning in the product, and are often scaffolded with things like proposals, working papers, and drafts. Examples include:
- Essays, stories, poems
- Annotated bibliographies
- Research projects
- Rubrics
- Diagrams or mind-maps
- Book/article/film reviews
- Musical/artistic/photo compositions
- Podcasts
- Videos
- Maps or road trip planning
- Scavenger hunts
- Timelines
- Posters, brochures, magazine covers
- Persuasive letter writing
Performance Activities
In response to a prompt, students construct a performance that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. Like product activities, performances are usually more substantial in depth and length, allow more time between the prompt and performance, and are often scaffolded with things like proposals and multiple attempts. Examples include:
- Self-introductions
- Dramatic performances
- Skits
- Role-playing
- Debates
- Panel discussions
- Student teaching
- Presentations
- Interviews
These are just a few examples. Mueller has even more examples, including example lesson plans, prompts, and rubrics in his Authentic Assessment Toolbox Links to an external site.!