I would like to share the information below
that has helped me to increase my knowledge on assessments, which has also made
me more appreciative of the Adult Education Programs.
Authentic
assessments as noted by Myer (1992) is not the same as performance assessment,
in that, they are similar to the point that both forms of assessments provide
challenges, and engages the students; however, authentic assessments affords
the learners with sufficient time for planning, completing the assignment,
“self-“assessment, revising, and consulting
with another. Additionally, when
using “authentic assessments,” student assignments must be evaluated using the
“same kinds of criteria (standards) used to judge similar task,” (Wisconsin
Education Association Council, 2014).
“Authentic
Instruction and Learning”
Based on Wisconsin Education Association
Council, (2014) authentic instructions and learning are very much like
“performance or authentic assessments” in relationship to students retaining
knowledge and instructions. Educators desiring for improvement in assessments,
and instructions have to integrate the two.
“Newmann, and Wehlage, 1993 article” states that instructions are “authentic
if they help learners obtain the following objectives:
1.
“
Construct meaning and produce knowledge”
2.
“Use
disciplined inquiry to construct meaning and”
3.
“Aim
work toward production of discourse, products and performances that have value
or meaning beyond success in school,” (Wisconsin Education Association Council,
2014).
Reference
Re Wisconsin Education Association
Council. (2014). Performance Assessment.
Retrieved
January 06, 2014
from http://www.weac.org/professional_resources/Testing/performance_assessment.aspx
