Authenticity

https://learningconnections.wordpress.com/tag/authentic-learning/

Recent class lectures and readings have discussed the concept of inquiry-based learning. In cause you are unfamiliar with this term, inquiry-based learning is a method of learning in which students solve real-world problems. Inquiry-based learning may be presented in the form of a rich performance assessment task (RPAT) incorporating aspects of the Know, Do and Be from the curriculum documents.  

Within an inquiry, there are many dimensions required such as the use of technology, connection with expertise and authenticity. A list of additional dimensions can be found on the Galileo educational network website. The dimension that I am going to focus on in this blog post is authenticity.

What is an authentic assessment? As defined by Grant Wiggins, assessments are authentic when we directly examine student performance on worthy intellectual tasks Authentic assessment is realistic and requires students to be problem solvers. It allows them to think beyond the questions in a textbook.

So, why is making assessment authentic important in schools? By providing students the opportunity to experience realistic problems they can become engaged in the learning by gaining understanding and knowledge of real-world issues. Students are able to see the application of a particular subject or topic. 

Traditional assessment methods such as examinations often lack the connection to the real-world setting and test the ability to memorize and to select the best answer. It does not allow students to really think. 

There are many benefits for students when the assessment is authentic. Some include: 

-providing engagement

-providing opportunities for higher order thinking 

-practice problem-solving skills 

-reflect and assess their own work

In particular at the high school level, because authentic learning is based on real-world problems, working towards a solution allows students to work as professionals in that field. Research, collaboration, and presentation are all part of this process. However, depending on the particular subject matter it can be challenged to find real-world problems that are at the appropriate level for students.

An example of authentic assessment in a Math context is at Hampton High School. Math teachers designed an authentic assessment by having student solve real-world math problems. In this example, teachers developed an activity that allowed students to role-play as traffic controllers and pilots needing to reach islands with different disasters. Students were required to use trigonometry, unit conversions, and polar coordinates to reach each disaster. In addition to the mathematics being modeled in these situations, students worked in groups to solve problems much like they would if they were working in such a field.

https://www.youtube.com/watch?v=KZomm-1BbYQ

I remember several times in high school classes wondering when will I ever need to know this information?! By adding authenticity into our classrooms, the answer to that question can be found. 

http://emilysquotes.com/tell-me-and-i-forget-teach-me-and-i-may-remember-involve-me-and-i-learn/

As a future educator, I hope to be able to add authentic learning experiences into my classroom for my students. Even if it is not always in the form of a RPAT, knowing where the information being taught can be applied outside of the classroom is important for students.

Laura :)

Assessing Authentically. (n.d.). Retrieved November 3, 2015, from https://teaching.unsw.edu.au/authentic-assessment#

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON: Oxford University Press.

Wiggins, G. (1990, December 1). Http://assessment.uconn.edu/docs/resources/ARTICLES_and_REPORTS/Grant_Wiggins_Case_for_Authentic_Assessment.pdf. Retrieved November 4, 2015.