Formal Versus Authentic Assessment
Formal Versus Authentic Assessment
In classroom instruction, if the assessment is integrated, ongoing and authentic, then it becomes easy to observe that it will take many forms. Some assessments are normal while others are informal. (National Commission on testing and public policy, 1990)
Formal assessment
Formal assessments are based on the results of standardized tests or other exams administered under regulated or controlled conditions of taking tests. In the formal assessment process, data is collected regarding the performance of a student on the administered tests for determination of the academic achievement level. Some formal assessments offer instructors with a systematic way for evaluation of the progress of students in a certain instructional plan. For instance, following completion of a three to five week theme, instructors may intend to determine how well students have understood the theme skills and concepts. All students may be given a theme test whereby students are expected to read, respond to questions, and write on a similar concept or theme.
This form of assessment enables teachers to evaluate the different students systematically regarding the vital skills, together with concepts in the theme by use of experiences of writing and reading. Similarly, teachers may use certain skills tests for examining certain strategies or skills which the theme has taught.Instructors may wish to determine the efficiency of student’s reading, independent of a given instructional plan. This will call for different forms of formal assessment. Sometimes, school districts use standardized norm reference test or state test that done by certain grade levels annually. Tests can be done at different times to determine reading level. These tests help the teacher to determine the progress of their students at different times of the year.
Informal assessment
Others types of assessment are rather informal. They include individual activities like projects done by individuals or groups, performances, oral presentations or demonstrations. Some informal assessment may be come from typical activities in a classroom like reading logs, literature discussion groups, reports, essays, journals or assignments. In other occasions, it will not be easy to show the progress of a student by use of actual work. Therefore, teachers should keep notes or checklist to record their observations from informal classroom interactions or from student or teacher conferences. Some informal assessment is easy and entails things like stopping when instructing to observe or discuss with students on the progress of learning. These assessments can be made formal by giving guidelines on the procedure of doing them. They can also be informal if teachers and students are allowed to adjust to their needs. In some situations, teachers may require all students to do similar assessment; while in others assessments are customized to certain student’s needs.
Authentic assessment
Authentic assessment implies when there is direct examination of the performance of students on worthy intellectual skills. On the other hand, traditional assessment relies on indirect or proxy items-efficient simplistic substitutes from which people have the perception that legitimate interferences can be made regarding the performance of students at certain valued challenges (Wiggins, 1989).
Comparison between authentic and formal assessment
Authentic assessment calls for students t be efficient performers with the knowledge acquired in class. Formal tests try to determine whether can recall what was learned out of learned. This may be challenging as inferring teaching ability or driving by use of written notes only. Authentic assessment focus on whether the student can craft polished, thorough and justifiable answers, products or performances. Typically, formal tests merely ask the student to select or write responses without giving reasons. In this test, there is no sufficient opportunity of planning, revising and substantiating responses.Authentic assessment attains reliability and validity by standardizing and emphasizing the suitable criteria for getting the different products. On the other hand, formal testing standardizes the objective items and hence considers the right answers for everyone.
Authentic assessment presents the student with the full array of tasks mirroring the challenges and priorities in the paramount instructional activities. These include, revising, writing, research, and discussion papers, offering an engaging verbal examination of a latest political happening; and collaborating with others on a debate among others. Formal tests are normally limited to paper and pen giving a single answer for each question (Gupton, 2003).The test validity ought to depend partly on whether the test stimulates real world ability tests. On most multiple choice tests, validity is determined by mere matching of items to the content of the curriculum. This can also be done through complicated correlations with other outcomes. Authentic assessment tasks entail ill-structured roles and challenges which helps students to rehearse for composite uncertainty of the game and career life. Formal assessment resembles drills comprising of static and sometimes arbitrary simplistic or discrete elements of the given activities. The above comparison gives a clear indication that authentic assessment is superior as compared to other assessment methods.
Choice for authentic assessment
Though multiple-choice tests can be valid predictors or indicators of performance in academics; in most occasions the tests are misleading to the teachers and students concerning the kinds of work to be mastered. Right answers are not rationales, items are not real problems, and norms are not standards. Most proponents of formal assessment fail to understand that it is the form, rather than the test content that harms learning. Students have come to believe that learning is cramming; teachers have come to have the conception that tests are imposed nuisances composed of artificial questions that are not relevant to their success and indent. Both parties believe that right answers are of more concern than mind habits and one’s justification to approach and results (Collins, & Frederiksen, 1989).
Engaging authentic tasks and outcomes improve the learning and teaching. Students get extra clarity concerning their obligations and teachers get to believe that assessment results are consequential, as well as constructive to improve instruction (Bondi, & Wiles, 2007).Authentic assessment will be used in a setting of a classroom to determine whether students have internalized a certain concept. This will be done by having them present a subtopic in a classroom giving their understanding on what it means. From the presentation, it will allow the teacher see the student as an individual, observing the student’s unique set of needs, characteristics and strengths. The data obtained from the presentation will help the teacher improve the achievement of the student through self reflection and evaluative feedback. The teacher can evaluate and standardize the knowledge and skills students are expected to acquire without setting limits to class creativity. The teaching and learning approaches will be diversified, and this increases the connection with the wide range of learners and learning styles.
References
Bondi, J. & Wiles, J. (2007). Development of curriculum: A guide to practice. Upper Saddle River, NJ: Pearson.
Collins, A. & Frederiksen, J. (1989) Educational testing system approach, Educational researcher Vol. 18 Is. 9
Gupton, S. (2003) Tool box for instructional leadership: A handbook to improve practice: USA: Corwin Press
National Commission on testing and public policy (1990) From gatekeeper to gateway: Transforming American testing, Chestnut Hill: Boston College
Wiggins, G. (1989) A true test: Towards more authentic and equitable assessment Vol. 70 Is. 9
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