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Module M Authentic Assessment and Validity - Coggle Diagram
Module M
Authentic Assessment and Validity
Authentic Tasks
Examples of Authentic Tasks
Misconception Alert
Authentic Task Frames
The GRASPS Elements
GRASPS Applied to the Nutrition Unit
comments on the GRASPS Elements
Role
What role should students play in the scenario?
Audience
Who is the audience in the scenario? Who must the student-performer convince, inform, or entertain?
Situation
• Authentic to the way in which people in the real world use the knowledge and skill students are learning;
• Authentic in terms of the opportunities and distractions inherent in real- world settings; and
• Authentic to the learner, in terms of relevance and personal interest.
• Authentic to the way in which people in the real world use the knowledge and skill students are learning;
• Authentic in terms of the opportunities and distractions inherent in real- world settings; and
• Authentic to the learner, in terms of relevance and personal interest.
Goal
student’s aim in the scenario
Product/Performance
don’t let the products and performances distract from the goal.
the specific products or performances that will provide evidence of the targeted under- standing.
Standards
—By what criteria will student process, performance, and products be evaluated—mindful of the Stage 1 goals being assessed? Against what standards, expectations, or degree of difficulty will the work be assessed?
your scoring rubrics should highlight the understanding
(1) a real-world Goal, (2) a meaningful Role for the student, (3) an authentic (or simulated) Audience, (4) a contextualized Situation that involves real-world appli- cation, (5) student-generated culminating Products and Performances, and (6) the performance Standards (criteria) for judging success.
Other Evidence, Revisited
Self-Assessment-Review Criteria for Module M