Tatum Middle School Library

I am sure we have all heard the phrase, "authentic assessment." What's all the hype? Well, first of all, think about what assessment is. Danny Callison says that assessment "is any systematic approach for collecting information on student learning and performance, usually based on different sources of evidence" (Key Words, Concepts and Methods, p. 119). In other words, it is an ongoing gathering of information about the learning process. Sharon Croatney makes the distinction between assessment and "evaluation, which implies judgment, often at the end of a project" (Curriculum Connections, p. 157). It is only through authentic assessment, then, that we can actually make decisions about what is working and what is not and adjust our teaching strategies accordingly.

The TAKS test then is really an evaluative tool. The results can be used to assess instruction, but usually too late to make any difference in the current year. Therefore it is important to assess learning throughout the year in ways that represent what is being taught. In other words, a multiple choice test can assess some aspects of learning, but will do little to yield any information as to why students did or did not learn.

Other methods of assessment can offer more insight into the thinking process students go through. Consider some of the following types of assessment and how they might offer other types of feedback in your content area:

Rubrics: by breaking a task down into its individual components, students have a grater idea of the behaviors associated with quality work. Many of you are already familiar with Rubistar rubric generator . It is worth the effort to learn how to use this resource.

Checklists: Similar to a rubric, these can also help students look at the process more carefully as well as the product and allow for teachers to get a better grasp of where the student is succeeding and where she is not. There is an checklist generator available at 4teachers.org.

Learning Log: Although these can be time-consuming for a teacher to monitor, they give the greatest opportunity for students to reflect and report their experiences with the learning process.

Conferencing: The individualized feedback that can come from conferencing with a student, especially in the midst of a large project, can give some of the greatest opportunities for assessing learning and guiding the process.

Portfolios: A collection of work can give a much greater overview than any individual element.

Finally, authentic assessment should also be ongoing so that students and teachers have time to "revise, rethink, reflect, and do again" (Coatney, p. 161). And, if done with assessing thinking skills in mind, authentic assessment can be instructional as students learn as they reflect. Finally, authentic assessment is also empowering as students have a greater participation in their own learning than can be provided simply with test-type evaluation.

References and other readings on Assessment:

Callison, Daniel.Key Words, Concepts and Methods for Information Age Instruction. Baltimore: LMC Associates, 2002.

Coatney, Sharon. "Assessment for Learning." Curriculum Connections Through the Library. Barbara K Stripling and Sandra Hughes-Hassell, eds. Westport, Conn: Libraries Unlimited, 2003.

Harada, Violet H. and Joan M. Yoshina. Inquiry Learning Through Librarian-Teacher Partnerships. Worthington, OH: Linworth Publishing, 2004.