PATRICIA PEREZ
SG1: AUTHENTIC ASSESSMENT IN CLASSROOM. According to Jon Mueller (2012), an authentic task is about applying knowledge and skills to solve real world challenges. The problem is presented, and students must use what they have learned to solve it. This engages students because it does not allow for that disconnect between them and the material. In fact, the material is their most vital tool. These types of assessment are essential for today’s adolescents because they graduate into an increasingly competitive job market in an ever-changing and challenging world.
Schell (2000) insists that the modern workplace requires workers who are “thinkers” and “problems solvers.” Part of my job is to equip them with the skills to cope with real life problems. Life’s issues seldom take the form of a standardized test. This was my thinking as I planned my tenth grade civil disobedience unit and my eleventh grade satire unit.
When considering how to assess student learning in a course, most instructors would agree that the ideal assessment would be one that not only assesses students’ learning; it also teaches students and improves their skills and understanding of course content. One fundamental aspect of such assessments is that they are authentic. An authentic assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well.
SG2: PERFORMANCE ASSESSMENT. When we will give an assessment to our students we should also consider their emotions, tone of our students in times of social communities they belong to. Not all students have the same attitudes in the classroom. We have different affective targets that will serve as a guide for giving authentic assessments in the classroom. This will help us as a future educators to implement an appropriate Authentic Assessments in the classroom considering the emotions, tone, etc of your students inside the classroom.
SG3: AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN. Every environment have different effects towards the learning of the students. If the different affective domains of the students does not support them enough, everything will fall into pieces. By assessing these affective domains like their emotional, physical, environmental, spiritual supports, they will be able to build their walls against all odds that they will encounter. It is their backbone towards success, and authentic assessment will help them configure the settings on their goals.
SG4: COMMUNICATING AUTHENTIC ASSESSMENT RESULTS. When we said portfolio it is the collection of teacher or student work that shows their efforts in their respective reports or presentation in class in the whole semester or school year. But the portfolio should be planned and organized by the teacher or the students for easily showing their efforts in the the whole semester or school year. On the other hand, grading system when we said grading system this will be the guide for teachers assess and grade the outputs of the students it will be like a rubric for them. Every category has its own percentage of grading the outputs of the students. In report system, this will be the time that teachers will report the results of their teaching in a whole semester nor school year to their heads, the scores, behaviors and activities of their students.
SG5: assessment of one's teaching practice. On this study as a future educator. On your teaching practice will allow you to acknowledge your fears, better understand your strengths and weaknesses and identify any areas of improvement. You can monitor and evaluate you students performance and even you as a teacher. If we have improvements on your students learning and the teachers way of teaching in front of the students. Assessment practices play an important role in the field of teaching. They not only show what students have learned but also provides vital information as to the effectiveness of a lesson, unit, or curriculum. A variety of assessment techniques must be used to determine student knowledge. Involving students in the assessment process helps them see how their knowledge has progressed and provides motivation and pride to push them on in their journey of obtaining knowledge.