The following documents support Authentic assessment
NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH- page 6-7
Informal Assessment Methods-
Informal methods offer another approach to assessment. These other methods often fall under the banner of “authentic” or “naturalistic” assessments. They engage or evaluate children on tasks that are personally meaningful, take place in real life contexts, and are grounded in naturally occurring instructional activities. They offer multiple ways of evaluating students’ learning, as well as their motivation, achievement, and attitudes (Epstein, Schweinhart, DeBruin-Parecki, & Robin, 2004).
File: Preschool Policy Matters
Informal methods offer another approach to assessment. These other methods often fall under the banner of “authentic” or “naturalistic” assessments. They engage or evaluate children on tasks that are personally meaningful, take place in real life contexts, and are grounded in naturally occurring instructional activities. They offer multiple ways of evaluating students’ learning, as well as their motivation, achievement, and attitudes (Epstein, Schweinhart, DeBruin-Parecki, & Robin, 2004).
File: Preschool Policy Matters
DEPARTMENT OF EDUCATION AND TRAINING (QCAR)
Primary Assessment and Intervention-
Assessment refers to the collection of information about student achievement. Education Queensland recognises the central role of teachers' everyday classroom assessment in providing authentic and valid feedback for ongoing improvement in teaching and student learning (Department of Education and Training, 2007).
File: DET QCAR
Assessment refers to the collection of information about student achievement. Education Queensland recognises the central role of teachers' everyday classroom assessment in providing authentic and valid feedback for ongoing improvement in teaching and student learning (Department of Education and Training, 2007).
File: DET QCAR
QUEENSLAND COLLEGE OF TEACHERS PROFESSIONAL STANDARDS 1, 4, 5
Standard 1- Identify and apply learning experiences that incorporate flexible individual and group learning, teaching, assessment and behavior management strategies. This standard ensure that students are able to work both as and individual and collaboratively in a variety of meaningful tasks that encourages them to be life long learners. Students need to be able to work both with their peers and by themselves in order to maximize learning and acquire skills for their future (Wiggins, 2011).
Standard 4- Identify and develop understanding of the diverse backgrounds and characteristics of the students.This standard is ensuring that teachers understand the need for recognizing the diversity of the students in their classrooms and catering for that diversity. Teachers should display activities that are inclusive and sensitive to the specific characteristics of the students in the class (Professional Standards for Queensland Teachers, 2009).
Standard 5- Provide feedback to students on their learning. This standard is ensuring that the students are not only being assessed on their skills they have acquired but also having feedback provided to them to show them what they had learnt and what they need to work on (Professional Standards for Queensland Teachers, 2009). Students are able to self assess and take their own learning into account, it will be their own responsibility to ensure they use the feedback and improve their skills.
File: Professional Standards for Queensland Teachers
Standard 4- Identify and develop understanding of the diverse backgrounds and characteristics of the students.This standard is ensuring that teachers understand the need for recognizing the diversity of the students in their classrooms and catering for that diversity. Teachers should display activities that are inclusive and sensitive to the specific characteristics of the students in the class (Professional Standards for Queensland Teachers, 2009).
Standard 5- Provide feedback to students on their learning. This standard is ensuring that the students are not only being assessed on their skills they have acquired but also having feedback provided to them to show them what they had learnt and what they need to work on (Professional Standards for Queensland Teachers, 2009). Students are able to self assess and take their own learning into account, it will be their own responsibility to ensure they use the feedback and improve their skills.
File: Professional Standards for Queensland Teachers
PRODUCTIVE PEDAGOGIES- Connectedness
Productive Pedagogies is a balanced theoretical framework enabling teachers to reflect critically on their work. Topics in the Connectedness section include:
The section Connectedness enforces that students need to be assessed on topics more relevant to interests students may hold. However particular curriculum and cognitive skills still need to be incorporated into lessons. By using Productive Pedagogies, Connectedness, educators are able to reflect on their lessons and ensure that students are learning in a more meaningful and 'connected' way.
File: Productive Pedagogies
- Knowledge Integration
- Background Knowledge
- Connectedness to the World
- Problem Based Curriculum
The section Connectedness enforces that students need to be assessed on topics more relevant to interests students may hold. However particular curriculum and cognitive skills still need to be incorporated into lessons. By using Productive Pedagogies, Connectedness, educators are able to reflect on their lessons and ensure that students are learning in a more meaningful and 'connected' way.
File: Productive Pedagogies