🚀 go-pugleaf

Yes I like what you are saying and have said about authentic assessment
but I would have On 4 Aug 1995 kerrb@magill.unisa.edu.au wrote: 
some concerns about these categories as they have been listed. They are 
too abstract and

> In article <3vk2p8$ncg@news.nevada.edu>, xu@nevada.edu (HONG XU) writes:
> > Hi, Bill.  I think that you should go to the talk.  Every teacher
should > > know what authentic assessment.  One important advantage of
authentic > > assessment is to assist teachers to better know what their
students can > > do and how they have done that.  For example, you put the
students' > > writing or reading samples in a portfolio over a long period
of time.  It > > is easier for you to see students' progress in
performance than the > > letter A, B or C.  It is also easy for you to
show parents what you have > > taught and students have achieved.  > >
Hope you will enjoy the talk > > Thanks Shelley, > I missed the talk but
have spoken to someone who went. It was good. In > Australian schools
these forms of assessment have featured prominently in > recent years:- >
> Norm referenced -- teach 'em, set tests, rank students in order of their
scores > > Criterion referenced -- setup some specific criteria regarded
by the teacher or > the system as important. Teach to these criteria. Test
the students. Report on > whether or not they have met the criteria. > >
Work required -- teacher and students *negotiate* what the student wants
to > learn and how they want to learn it. There will be non negotiables
but within a > framework the negotiations are genuine. Teacher assesses
student based on > whether they have met the negotiated criteria or not. >
> There are others as well (Descriptive assessment, Self-assessment for
instance) > but what I was wondering was how this new Americanism,
authentic assessment, > compared with the way we talk about these issues
in Australia. BTW, the way I > teach is a combination of work required and
criterion referenced. I tend to > swap between negotiated stuff (which
motivates students) and skills criteria > when I think that students are
missing out on important skills that have not > crept into the
negotiations.  > > From what I have heard now about authentic assessment
the main difference with > the above is its emphasis on some sort of
*performance* by students at the end > of a unit of work. ie. the student
gives a talk, presents a Portfolio of work, > to demonstrate their ability
to perform in a real life context. I'd like to > hear more about it since
this sounds like a useful addition to the combination > of criteria
referenced // work required balance that thinking teachers in > Australia
have adopted. > > It is interesting to us in Australia that authentic
assessment seems to be a > growing movement in the USA as a reaction
against standardised testing which > has been trialled in the USA for a
number of years. Standardised testing is > only in the last couple of
years become a big government push in Australia. All > Australian states
have recently introduced some form of standardised testing in > the last
couple of years. Perhaps the American experience is suggesting that > this
is a bad way to go. I'm convinced its a bad way to go and so it >
encouraging to see a reaction against it in a country that has tried it
for a > few years. > > Bill Kerr > Paralowie R12 School > South Australia
> > > > Self assessment -- > > > > > > e-mail:  xu@nevada.edu > > > >
kerrb@magill.unisa.edu.au wrote: > > : Anyone know anything about
authentic assessment? > > : I received an invite to a talk and am
wondering whether to go. It sounds > > : interesting.  > > > > : Talk is
by Dinah Gieske of the Coalition of Essential Schools. She is a teacher >
> : at University Heights High School, New York. > > > > : The blurb for
the talk goes like this, the expected outcomes from this approach > > :
are:- > > > > : * effective expression and communication > > : *
self-awareness and self-esteem > > : * taking responsibility and preparing
for the future > > : * social interaction and effective citizenship > > :
* critical thinking and problem solving > > : * cultural and historical
involvement > > : * valuing and ethical decision making > > > > : Sounds a
bit like what I am trying to achieve anyway ---->>> anyone > > familiar >
> : with this approach? It sounds like a reaction again Basic Skills
Testing in the > > : USA (now being introduced in Australia).  > > > > : 
Bill Kerr > > :  Paralowie R12 School > > :  South Australia > > > > > >
-- > > ********************************************************** > > *
Hong (Shelley) Xu Internet: xu@nevada.edu * > > * College of Education
Phone:  (702) 895-3095 * > > * Univ.of Nevada, Las Vegas Fax:  (702)
895-4898 * > > * Las Vegas, NV 89154-3005 * would need considerable
clarification. Maybe this would have been done at the talk.  Jeff Scanlan
scanlan@owl.qut.edu.au

> > ********************************************************** > 
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