This book was created and published on StoryJumper™

©2014 StoryJumper, Inc.   All rights reserved.

Publish your own children's book: 

www.storyjumper.com

     Authentic assessment (AA) is basically a 

measure of a student’s abilities using life 

skills.   Whereas in traditional assessment 

the curriculum drives assessment, in AA the 

assessment drives the curriculum; the teacher 

sets the item to be assessed and then 

formulates curriculum to relate to the 

assessment.  

     AA data can be recorded in two ways: qualitative or 

quantitative.   Qualitative records the skills and errors 

demonstrated by the student.   Quantitative assessment 

measures a student’s work using a rubric or scoring scale 

such as our assessments we receive in Teacher Academy 

from our host teachers.  

     There are three variations of authentic assessment: 

dynamic, performance, and portfolio.   In dynamic 

assessment the teacher tests the student, asking questions 

about the student’s incorrect answers to help the child 

evaluate their responses.   Then the student repeats the 

test to measure their modifiability and see whether they 

developed a new problem-solving strategy.   In performance 

assessment the student controls the assessment by 

selecting the topic, time limit, and conditions.   The teacher 

then measures the student’s behavior and success.   Finally, 

in portfolio assessments a student compiles a collection of 

items showing their progress in real-world situations.  

Authentic assessment often promotes self-evaluation and a 

connection to real life skills and critical thinking.  

The benefits of Authentic Assessment include:

1.     It relates to long-term educational results such as those        

    demonstrated in the workplace.

2.     Authentic assessment requires extensive concentration 

    and performance.

3.     Teachers analyze the process taken by students to reach 

     their outcome rather than simply the outcome.

4.     Authentic assessment appeals especially to students 

with 

     special-needs whose test-scores are often unfair 

     representations of their abilities.  

You've previewed 9 of 14 pages.

To read more: