What Are Some Areas Of Teaching That Are Related To Authentic Assessment But Are Not Part Of It?

When looking at Authentic Assessment we must be aware that although it is an important aspect of educating for the future, it alone cannot insure student success in education.  LM’s must incorporate a variety of different assessment methods to ensure students are exposed to many diverse forms of testing.  Brady and Kennedy (2012, p.45) state that, “the Authentic Assessment principle of using a variety of strategies that reflects student learning is best served by also including standardised and teacher-devised tests in a teacher assessment repertoire.” 

Focus must also be given to other factors that relate to the successful incorporation of Authentic Assessment, some of these being scaffolding learning, constructivism in education, teachers knowledge, real wold understandings, students sociocultural environments, educational institutional policies and other forms of assessment to list just a few.  Some of the elements for consideration are discussed below:

ž  Sociocultural environments and teachers knowledge- LM must be aware of how, where and what is happening in the students environment to ensure that the focus of teaching is relevant for the students, real-life focus.  Real wold issues can impact upon authentic assessment as Authentic Assessment aims to tie learning in the classroom into their everyday lives (Real-life focus)

ž  Scaffolding in education- ensures LM’s are supporting and encouraging each individualised learning by using direct evidence to plan learning that is student specific while building upon prior-knowledge and skills, ensure understanding and education growth for all students (Direct Evidence, Provide Specific Criteria and Standards)

ž  Constructivism- in education is essential for future orientated students as it focuses on metacognitive processes through co-constructing understanding between LM and student (Performing A Task, Construction/Application of  Knowledge)

ž  Teachers professional knowledge – teachers need to ensure that they engage in professional development to keep abreast of new and extended conceptual information (all Authentic Assessment Components)

ž  Educational institutional policies- the Government documentation that inform LM’s of the content and how to implement it into the learning environment in a successful manner (all Authentic Assessment Components)

ž  Students’ perceptions of learning- how students view learning must be considered when striving for educational success.  Ensuring student awareness of the purpose behind their learning and of their learning development  nurtures their confidence in their abilities, promoting each student to be a life-long, futures orientated learner (all Authentic Assessment Components)

ž  Portfolios- shift the attention from marking against performance indicators to highlighting each individual student’s education knowledge and skill development (all Authentic Assessment Components)

References

Brad,. L. & Kennedy, K. (2012). Assessment and Reporting Celebrating Student Achievement       (4^th ed). French Forrest New South Wales, AUS: Pearson Australia.