Authentic Assessment

Performance and authentic assessment is presented in this article as an option to promote the development of the skills specified in a mechanical engineering course. The study was conducted from a qualitative research perspective for a group of 22 students in their final semesters in a course on the design and simulation of machine elements. A performance rubric was designed to estimate progress and provide feedback. Among the main results was that performance levels, some of them higher than expected, could be detected, allowing students to appreciate in detail their progress in proficiency levels related to skills required for graduation. In this article, the process of designing the assessment is discussed, and its scope in determining learning outcomes.

In the digital world of today, are educators providing their students with the knowledge and skills to tackle the challenges of the real-world? According to educational authorities such as the International Society for Technology in Education (ISTE) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) educators around the world are encouraged to pursue curriculum and pedagogical frameworks whereby students “build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions” (ISTE, 2016, p. 1). Such real-world learning experiences are defined by Herrington and Oliver (2000) as ‘authentic learning environments’ and are identified as being the learning experience best suited for students to gain ‘useable knowledge’. These authentic learning experiences are not limited to any specific curriculum focus such as history or mathematics, but all curricula (NESA, 2017b, p. 29). For the scope of this paper, only the curricula relating to a science focus will be discussed.

Khái niệm đích thực (authentic) rất phức tạp và khó định nghĩa một cách thực sự rõ ràng. Đánh giá đích thực và đánh giá truyền thống cũng mập mờ ranh giới, để phân định một cách minh bạch cũng không hề đơn giản. Thuật ngữ đánh giá đích thực ra đời năm 1988  đã làm thay đổi ý thức về công tác khảo thí từ trước đó, mang lại một luồng tư duy mới về đánh giá và giá trị của việc đánh giá trong lớp học.

Music Education faculty at a large public institution of higher education in the Pacific Northwest collaborated to improve the graduate music teacher education program by modifying the capstone assessment. A perceived shortcoming of the existing model was the final oral examination, during which a portfolio of student work was publically presented, and then privately discussed with committee members. Faculty and students were concerned that this exam did not adequately assess student growth or provide quality feedback leading to the desired outcome of professional development, largely due to its product-centered format. Presentations were inconsistent in quality, often conveyed information chronologically, and lacked evidence of synthesis across coursework and teaching experiences.
In response to faculty and student concerns and what was learned from reviewing the research literature, a year-long process-centered student portfolio was implemented, encouraging several opportunities for faculty input and driven by student self-reflection. The Processfolio is an instrument of learning and reflection rather than just a “showpiece” of final accomplishments. The Processfolio guides students in synthesizing knowledge and skills from multiple domains, becoming reflective practitioners, and assessing professional performance and situatedness within the field of music education. These goals were sought through students’ answering of the core question: How has this master's program enhanced or altered my perceptions and approaches toward music teaching and learning? In addressing the core question and preparing Processfolios, students developed and collected materials from each course that were relevant to the development of their individual skills, thinking, and overall professionalism. They recorded reflections on course content while also making connections among courses and teaching experiences. Students continually synthesized, clarified, and related learnings to one another and to a teaching context, and tracked growth. The Processfolio became the basis for the revised oral presentation, which constitutes a major portion of the graduate final examination.
The question guiding the present research study was: How would implementation of a new authentic assessment tool impact students’ learning in their masters program? This was a case study in which ethnographic research methods were used to collect and analyze data. The goal was for faculty to understand the particulars of the functioning of this group of students with two broader goals: 1) to inform long-range implementation of the proposed authentic assessment tool; and 2) to serve as a model for other graduate Music Education programs. Six students comprised the group studied, with a mix of choral, instrumental, and general Music Education students represented.
Data were collected through participant observation, individual and collaborative note-taking, collection of written artifacts from students and faculty, audio and video recording, and semi-structured interviewing throughout the duration of students’ program of study. Methods of data analysis began with transcriptions of audio and video files including interviews, then proceeded to inductive coding and analytic reading of all texts to generate emergent themes.
The combination of these methods revealed rich, multilayered findings addressing how implementation of a new authentic assessment tool impacted students’ learning in their masters program:
1) The Processfolio became a lens through which students focused their growth as reflective thinkers and practitioners.
2) Lack of examples and a set schedule of tasks diminished students’ understanding of objectives.
3) Systemic confusion over numerous Processfolio elements was stress inducing.
4) Students valued, and increased learning as a result of, the collaborative nature of working within their cohort and with Music Education faculty.
5) As a result of purposeful reflection, students effectively used the Processfolio to demonstrate synthesis of the multiple facets of the graduate Music Education program.
Most students successfully synthesized among courses and teaching experiences, made excellent transfers and self-assessments, and appreciated relationships that resulted from working together. Student presentations were not chronological in format. Rather, they were centered around the issues of growth that the individual students found most meaningful as intended. Students and faculty worked collaboratively to solve problems as they arose, and to hone the concept of the Processfolio as it developed. Faculty members learned from each other and were pleased at the support and consistency students found meaningful through the curriculum, student teaching experiences, and social learning environments. Development of the Processfolio also facilitated faculty collegiality and helped foster a unified re-envisioning of the Music Education program.
Since the Processfolio itself was found to be a beneficial learning tool in this context, faculty intend to continue its implementation, but with some modifications to limit the difficulties students encountered during its first year of use. Implications for upcoming years include the need for faculty to convey a clearer depiction of what the Processfolio is and what it is not, to provide models of well-crafted Processfolios, and outline a schedule of guided checkpoints with faculty – both individual and with the full faculty and student cohort – to aid student understanding and reduce stress. Furthermore, faculty have agreed that all Processfolios must begin with the core question, be clearly organized around individual answers to the core question, use multiple data points to support answers to the core question, and be represented as a web page with multiple layers within an institutionally provided e-template.
Discussion includes sharing of representative student artifacts including audiovisual recordings, journal excerpts, course papers, and web-based content demonstrating ongoing professional development, as well as faculty and student reflections on the process as it unfolded. Possible applications within teacher education programs, K-12 education, teacher evaluation, and professional development for in-service teachers are presented.

Background/Context: Portfolio assessment is a popular form of authentic assessment, but often portfolios become simply folders full of papers rather than student reflections on their work.

Purpose/Objective/Research Question/Focus of Study: The author conducted a study aiming to help the ninth-grade students in his English language arts classroom be more reflective about their reading and writing portfolios.

Research Design: This study was conducted as a teacher research study in two parts. The first part studied the effect on the reflectiveness of students when using a 10-minute one-on-one presentation with the teacher instead of a cover letter. From the data received from these first-semester presentations, the teacher-researcher categorized the students' statements into reflective and nonreflective categories. In the second part of the study, the teacher used these categories to teach students to speak more reflectively during their second-semester presentations.

Conclusions/Recommendations: The author found that students can be taught to be more reflective about their work and that this newfound reflectiveness helps students take more control in their literacy education.

The study sought to find out teachers’ perception of authentic assessment techniques practice in Social Studies lessons in
Senior High Schools (SHSs) in Ghana. The study used a descriptive case study design. A sample of twenty (20) teachers and
ten (10) senior high schools were selected for the study. Semi structured interview was the main instruments used for data
collection. The results indicated that authentic assessment, as a classroom assessment strategy, does have a place in SHSs in
the Central Region of Ghana. The teachers in this study perceived that the form of authentic assessment used in their
classrooms was limited by policies, time, resources and assessment methods employed by their schools. These policies
affect their use of this assessment method because the subject is a core in the SHS. Regular in-service training and capacity
building workshops on classroom assessment should be organized for these SHS teachers to improve their use of assessment
as a tool to enhance teaching and learning.

Most of the research concerning the validity of the selection & assessment interviews has a low degree of validity, relevance, ecological validity and impact. We all have read in the course of the years the classical papers developed from 1940s on the validity of the method of selection & assessment interview. The results show regularly little validity of these selection methods – and seldom a more reliability – and the great prominence of the psychological test: in particular, aptitude and intelligence test (psychometric test), and more structured, or behavioral, interviews and behavioral Assessment Center). To be more specific, the psychometric approach and techniques result as more valid (and reliable) than the “clinical”, psychosocial and psychodynamic approach, in which the human being is viewed as a whole.
In my opinion the great part of this kind of research has little or no real and technical relevance, and no practical evidence, because of the confusion made on a central matter: the professional identity of the interviewer, or assessor.

(published in: SAGE, Encyclopedia of Educational Theory and Philosophy 2014)

The American teacher Helen Parkhurst (1886-1973) developed at the beginning of the twentieth century the Dalton Plan to reform the then current pedagogics and the then usual manner of classroom management.

Trovare strumenti digitali efficaci per una didattica del latino che coinvolga le nuove tecnologie non è un’impresa semplice. In assenza di un sistema funzionante di valutazione qualitativa delle risorse, questo contributo offre un’analisi basata su quattro criteri: il rapporto con il modello teorico SAMR (Puentedura, 2016), i progressi nell’apprendimento, il feedback degli studenti e la facilità di costruire sinergie funzionali con altri strumenti.
L’analisi fa riferimento ai risultati ottenuti in seguito alla sperimentazione di un percorso pensato per ridefinire la didattica del latino nel liceo linguistico e strutturato per unità di apprendimento progettate per lo sviluppo di competenze anche trasversali.

The study sought to find out teachers’ perception of authentic assessment techniques practice in Social Studies lessons in
Senior High Schools (SHSs) in Ghana. The study used a descriptive case study design. A sample of twenty (20) teachers and ten (10) senior high schools were selected for the study. Semi structured interview was the main instruments used for data collection. The results indicated that authentic assessment, as a classroom assessment strategy, does have a place in SHSs in the Central Region of Ghana. The teachers in this study perceived that the form of authentic assessment used in their classrooms was limited by policies, time, resources and assessment methods employed by their schools. These policies affect their use of this assessment method because the subject is a core in the SHS. Regular in-service training and capacity building workshops on classroom assessment should be organized for these SHS teachers to improve their use of assessment as a tool to enhance teaching and learning.

Educational reforms are continuously crafted to improve many aspects of teaching and learning including the development of authentic performance tasks engineered through the Goal, Role, Audience, Situation, Product/Performance, and Standards (GRASPS) Model. These real-world problems provide opportunities enabling students to produce solutions, manage situations, and develop different perspectives while also enabling teachers to transform their students to be knowledge producers and not merely knowledge consumers or keepers. With the rapid growth of studies about the effectiveness of performance assessments, the implementation of GRASPS creates its own space in the world of educational research. Against this backdrop, the study sought to determine the impediments experienced by teachers and students in selected schools through an expert-validated instrument. Based on the responses of 65 teachers and 367 participating students, findings revealed that in using GRASPS, the problems of teachers were as follows: administering group tasks, the insufficient time to meet all the target outputs, and the inadequate facilities for the fulfilment of complex tasks. On the students' part, the problems were: lack of guidance in doing the performance assessments, ways to collaborate with others during group tasks, and the limited time to complete them. Further research could be done on the teachers' and students' time management and planning, scaffolding for transfer techniques, and cooperative learning to further the implementation of authentic learning and to enhance the existing faculty development programs in different schools.

Tarih öğretim programlarının doğasını belirleyen temel etken, kabul edilen felsefi paradigmanın ve öğrenme-öğretme yaklaşımlarının özelliklerinin programa yansımasıdır. Kabul edilen yaklaşım, pozitivist bilgi kuramı üzerine dayalı bir yaklaşım olan davranışçılık olduğunda; tarih öğretim programları temelde hedef, içerik, öğretme-öğrenme süreci ve değerlendirme bileşenlerinden oluşur. Post-pozitivist bilgi kuramı üzerine dayalı olan yapılandırmacılık kabul edildiğinde ise; beceri, kazanım, öğrenme-öğretme süreci ve değerlendirme temel bileşenler haline gelir. Bu bileşenlerin kendi aralarında tutarlılık göstermeleri, öğretim programının uygulanabilirliği açısından en temel özelliklerinden biridir. Bu bileşenlerden değerlendirme, programın üç bileşeninin çıktılarını ortaya koyması bakımından önemlidir. Kabul edilen eğitim yaklaşımının, ölçme ve değerlendirme sürecini tanımlaması ve programın doğasını bu sürecin bir parçası haline getirmesi beklenmektedir. Bu araştırmanın amacı, yapılandırmacılık yaklaşımı çerçevesinde hazırlanan MEB tarih öğretim programlarının ölçme ve değerlendirmeye nasıl yansıdığını tartışmaktır. Bu tartışma, uygulama alanında yer alan tarih öğretmenlerinin temel sorunlarını ve sınıf içinde yapılandırmacı ölçme ve değerlendirme yaklaşımının nasıl kullanıldığına dair sonuçları ortaya çıkaracaktır. Araştırmada nitel araştırma desenleri içerisinde yer alan durum çalışması kullanılmıştır. Araştırmanın veri toplama araçları ise odak grup görüşmesi ve doküman incelemesidir. Literatürde, " araştırmacı tarafından seçilmiş ve bir araya getirilmiş bir grup insanın kendi deneyimlerinden yola çıkarak araştırmaya konu problem hakkında görüş belirtmeleri ve tartışmaları " şeklinde tanımlanan odak grup görüşmesinin tercih edilmesi, farklı okullarda görev yapan tarih öğretmenlerinin öğretim sürecindeki deneyimlerini birbirleriyle paylaşmasından dolayı da önemlidir. Bu bağlamda İstanbul Eyüp ilçesinde görev yapmakta olan 8 tarih öğretmeniyle yapılan odak grup görüşmesinde tarih derslerindeki " değerlendirme " süreci üzerine görüşmeler yapılmış, yapılandırmacı yaklaşımda öğretim süreci ile birlikte görülen değerlendirme basamağı hakkında öğretmenlerin görüşleri alınmıştır. Görüşmeler aracılığıyla elde edilen veriler, içerik analizi yaklaşımı ile analiz edilmiştir. Araştırma sonuçlarına göre, programı uygulayıcılar, tarih öğretim programlarında yer alan ölçme araçlarının uygulanabilirliğinin mümkün olmadığını, denense bile nesnel ölçme araçlarının kullanılması gerektiğine dair yöneticilerin yönlendirmelerinden ve merkezi sınavların içeriğinden dolayı, yapılandırmacı yaklaşımın ruhuna uygun ölçme ve değerlendirme yapılamadığı, süreçte grup içi değerlendirme ve bireysel değerlendirme formlarının kullanılamayacağını ifade etmişlerdir.

The basic component which effects the history teaching programs majorly, is the reflection of the well accepted philosophical and teaching – learning approaches to the program. If the accepted approach is behaviorism, an approach based on positivist epistemology, the history teaching programs consist of, in general, aim, content, teaching – learning process and evaluation parts. On the other hand, if constructivism is accepted, capability, gains, teaching – learning process and evaluation becomes the parts. This is a crucial component for the application of the teaching program with the parts that show coherence with each other. Among these parts, the " evaluation part " is much more important as it shows the outcomes of the other three parts. It is expected that the well accepted education approach will define the assessment and evaluation period and allow the nature of the program to become a part of this period. The aim of this research is to open to discussion how the MEB history education programs, prepared in the frame work.

Racconto di un percorso formativo che ha visto l’applicazione delle tecnologie educative in un ambito generalmente lontano dall’innovazione, "Idee per una nuova didattica del latino nel liceo linguistico" è suddivisa in due parti.
La prima, teorica, descrive la pedagogia di riferimento, il perché della scelta di una didattica blended e per competenze, le metodologie e gli strumenti impiegati. La seconda, più pratica, propone un curriculum di lingua e letteratura latina strutturato in venti Unità di Apprendimento (Uda) basate sull'impiego del digitale e supportate da un ambiente di e-learning realizzato con Moodle. Il percorso ha coinvolto una classe del biennio del liceo linguistico "G. Carducci" di Viareggio.

[This set of activities along with some reading material was developed for conducting sessions for participants from Shri Lanka. The group included teachers, teacher educators and education officers involved in teaching science. All participants were familiar with English but few of them did not have experience of listening and conversing in English. Hard copies of this reading material helped me to involve all participants in thinking process related to assessment processes needed for assessing outcomes of science learning by allowing them to converse in language familiar to them. I hope that this will serve as self-study material for getting familiar with performance based assessment.] Activity: 1 Write your response to following comments. " The true issue is not whether some assessment methods are superior to others, but rather what is worth assessing. The debate about assessment is a " value " debate. What goals or outcomes do we value for students, and how do we best assess their progress toward these ends? " " I think what's going on (thinking about various ways and methods of assessment) is something more radical than thinking about testing. What we are really doing is rethinking our purposes. "

The knowledge base of senior high school teachers’ in authentic assessment will be paramount to both teachers’ students if they are implemented effectively in a social studies classroom. The study used a descriptive case study design. Both the schools and teachers’ were randomly selected from fifty seven (57) government assisted senior high schools in the Central Region of Ghana. The study used ten (10) senior high schools and twenty (20) teachers. Semi structured interviews were the main instruments used for data collection. The results indicated that knowledge in authentic assessment was relatively poor. Clearly, there were noticeable gaps and variations between the teachers’ conceptions and theoretical knowledge of authentic assessment and their relevant practices in the classrooms. It was also discovered that authentic assessment use in the Social Studies classroom was limited by policy systems, time, resources and assessment methods employed by the various schools. It recommend...

This article identifies the application of authentic assessment in educational instruction and assessment. The signifant factors that teachers should consider include the benefit of authentic assessment to achieve a comprehensive assessment that represent the actual achievement of students. The primary focus of this paper is to discuss how authentic assessment can be incorporated in mathematics by using project-based assessment and rubric as a tool of assessment. An example of mathematic project is presented. The role of teacher and students are elaborated in the project example. It is essential for teachers to realise that in project-based assessment, teachers should act not only in knowledge transfer but also as facilitator and motivator of the project. In addition, the development of rubric is also needed to take into account to get a complete assessment of students' work.

Problem Statement: A rapidly increasing interest has been observed in finding alternatives to traditional forms of assessment in education. For at least three decades, teachers, curriculum developers and program administrators have been studying hard to identify appropriate procedures to assess the knowledge and abilities of students. The term " authentic assessment " has emerged from this need in the field of education, and can be described as " the multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally-relevant classroom activities " (O'Malley and

Influences of teachers’ authentic assessment on their classroom practices will be paramount to both teachers’ students if implemented effectively in the Social Studies classroom. The study used a descriptive case study design. Both the schools and teachers’ were simple randomly selected from fifty seven (57) government assisted Senior High Schools (SHSs) in the Central Region of Ghana. The study used ten (10) senior high schools and twenty (20) teachers’. Semi structured interview was the main instruments used for data collection. The research found out that for improvements to be made on teacher knowledge and ability and the policies and practices of authentic assessment in schools, teachers, students, parents and policymakers value and see the potential for authentic assessment to improve teaching and learning, it will continue to be under-emphasized, undervalued and poorly used. It recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.

My development of the authentic assessment and rubrics. The following sections are in my paper: Introduction, Rationale for Developing the Authentic Assessment and Rubrics, Literature Review of Authentic Assessment, Method (subject and sample for the designed authentic assessment, how to align the authentic assessment with the curriculum and instruction, procedures of implementation ─ how to incorporate the designed authentic assessment and rubrics into the day-to-day classroom instruction, how to use the assessment information/results for formative and summative assessment, How to communicate the assessment results to students and parents), and Discussions on the potential benefits and/or limitations of the authentic assessment and implementation issues or challenges.

Artikel ini bertujuan mengenal pasti kesahan kandungan bagi Indikator Kemahiran Literasi Awal (IKLA) yang digunakan untuk menilai kemahiran literasi awal kanak-kanak berumur 3+ hingga 4+ tahun. Pengkaji menjalankan kajian tinjauan deskriptif terhadap 21 orang pendidik untuk mendapatkan kesahan kandungan bagi IKLA. Pengkaji telah mengedarkan Borang Soal Selidik Kesahan Kandungan (Pendidik) bagi IKLA yang keseluruhannya mengandungi 55 item, dan satu salinan lengkap IKLA kepada setiap pendidik yang mengandungi beberapa media, iaitu; (i) Buku Panduan IKLA; (ii) Buku Cerita “Ta Ta Rumah”; (iii) Borang Catatan Skor Kanak-kanak; dan (iv) Microsoft Excel IKLA. Setiap pendidik bertanggungjawab untuk menilai kebolehgunaan IKLA, dan kandungan kesemua media IKLA tersebut dalam menilai kemahiran literasi awal kanak-kanak. Dapatan kajian menunjukkan kesahan kandungan bagi IKLA adalah tinggi yang merangkumi kebolehgunaan IKLA, Buku Panduan IKLA, buku cerita “Ta Ta Rumah”, Borang Catatan Skor Kanak-kanak, dan Microsoft Excel IKLA. Ini bermakna IKLA mempunyai kesahan kandungan yang baik dalam menilai kemahiran literasi awal kanak-kanak. Oleh itu, IKLA boleh digunakan oleh pendidik untuk menilai kemahiran literasi awal kanak-kanak berumur 3+ hingga 4+ tahun.

(This article aims to identify on the content validity of Early Literacy Skills Indicators (IKLA) to assess early literacy skills of children ages 3+ to 4+ year. The researchers conducted a descriptive survey of 21 educators to gain content validity of IKLA. The researchers has distributed the IKLA Content Validation Questionnaire (Educator) with 55 items in total, and a full copy of IKLA to each educator containing several media, namely; (i) IKLA Guidebook; (ii) “Ta Ta Rumah” storybook; (iii) Child Scores Record Form; and (iv) IKLA Microsoft Excel. Each educator is responsible for assessing the usefulness of IKLA, and the content of all IKLA media in evaluating early literacy skills of children. Research indicated that the content validity of IKLA was high, including IKLA usability, IKLA Guidebook, "Ta Ta Rumah" storybook, Child Score Record Form, and IKLA Microsoft Excel. This means that IKLA had good content validity in evaluating early literacy skills of children. Thus, IKLA can be used by educators to evaluate early literacy skills of children ages 3+ to 4+ years.)

Il contributo illustra un'esperienza di didattica del latino che è intervenuta sullo scarso rilievo dato alla materia con la nuova configurazione del liceo linguistico, cercando di fornire agli studenti non solo conoscenze disciplinari ma anche abilità digitali e metacognitive da poter spendere nei nuovi contesti lavorativi creatisi in seguito alla rivoluzione digitale. La programmazione didattica, strutturata per sviluppare specifiche competenze, ha previsto l'impiego di un insieme di metodi e strumenti finalizzato a un approccio innovativo allo studio del latino. Sono state realizzate attività di immersive education (VR, AR), di peer assessment, di gamification e di digital storytelling, all’interno di una cornice pedagogica che non ha mai abbandonato gli insegnamenti del metodo induttivo-contestuale. L’esperienza ha quindi verificato la fattibilità di un percorso diverso da quello offerto dalla didattica tradizionale, dimostrando il potenziale della didattica ibrida (blended learning) in un'area disciplinare ritenuta ancora lontana dall'innovazione.

Abstract
The purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy
through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The
participants were 98 third year (junior) pre-service teachers attending to classroom management course in a
public university in Turkey. Action research methodology and mixed method were utilized to collect data in
this study. The results showed that classroom management field was acknowledged very positively by the
most of the pre-service teachers. The authentic activities utilized during the authentic instructions were
positively recognized, although they admitted that all process was tiring and took long time. Although open
ended questions yielded both positive and negative aspects, utilizing multi-assessment strategy was indicated
mostly by the participants as highly effective. Findings indicated that employing constructivist assessment in
teacher education may yield positive impacts especially when doing it learning by doing.
Keywords: multiple assessment, constructivism, teacher training, pre-service teachers

As we enter the era of bullshitology, methods of evaluating 'authenticity' become even more necessary. Celebrity writers of color, like all writers, have to present themselves as themselves in literary discourse. However, due to the discursive tendency to pigeonhole authors of color, such authors instead construct a public persona to negotiate the paradoxical position they inhabit within the discourse. Junot Diaz, author of Pulitzer Prize-winning The Brief Wondrous Life of Oscar Wao, presents himself differently across different communicative contexts, by indexing existing metapragmatic stereotypes regarding the 'authentic' author. The results emerge as demonstrating Diaz's style-shifts that occur according to the size of the communicative contexts. The smaller the communicative platform, the more Diaz assuredly resists pigeonholing. Similarly, the larger the platform, the more Diaz capitulates towards predetermined discursive labels. Such an outcome underlines the challenge contemporary authors face in order to remain viable and exert influence over prevailing cultural conversations.

Creating the wealth of data required for edTPA portfolios can feel overwhelming to teacher candidates, including high-achieving ones. Teacher education programs in 40 states require teacher candidates working toward visual art certification to take edTPA, a high-stakes summative performance assessment developed by Stanford Center for Assessment, Learning and Equity (SCALE) and distributed by Pearson’s Evaluations Systems (Pearson Education, 2018). Since its implementation in 2013, edTPA has been aligned with accreditation and teacher candidates’ requirements for program completion, graduation, and/or teacher certification. edTPA’s implementation arose in response to the teacher accountability movement, with its standardized measures designed by SCALE as valid predictors of preservice teachers’ abilities to effectively instruct preK- 12 students on their first day of teaching (Pecheone, Whittaker, & Klesch, 2017). For its visual arts assessment, art education specialists have provided input in developing and updating its requirements, resources, and rubrics that address concepts of best practices within the field and content derived from the National Visual Arts Standards.

This present pandemic has brought us in many ways to our knees. It has spared no one-rich, poor or middle class; those who are in the cities or in the rural areas. Without doubt all sectors in society are affected and possibly been changed forever. They say we have to get used to the "new normal". Yet, we dare to say, we will be the "better normal". One of the sectors that was greatly affected by this pandemic is that of education-teachers, students and educational institutions. According to the latest reports, there is a great decrease in the number of enrolled students this year compared to last year; private schools are closing down, problems with how to go about distance learning, and so many more. Indeed, one of the challenges that we face today is that of authentic assessment, which is characterized by being realistic; requires judgment and innovation; assesses the student's ability and skills to effectively and efficiently use a repertoire of many skills to complete a problem or task; and replicates or simulates actual "tests" in the workplace, personal life, and civic life (Janesick, 2006). This paper would like to discuss the promises and challenges of using collaborative online learning strategies towards authentic assessment through actual classroom experiences in a typical tertiary level course; and how this type of assessment can be seen as a best practice in teaching and learning in the new and yet better normal of education.

Khái niệm đích thực (authentic) rất phức tạp và khó định nghĩa một cách thực sự rõ ràng. Đánh giá đích thực và đánh giá truyền thống cũng mập mờ ranh giới, để phân định
một cách minh bạch cũng không hề đơn giản. Thuật ngữ đánh giá đích thực ra đời năm 1981 đã làm thay đổi ý thức về công tác khảo thí từ trước đó, mang lại một luồng tư duy mới về đánh giá và giá trị của việc đánh giá trong lớp học.

The knowledge base of senior high school teachers’ in authentic assessment will be paramount to both teachers’ students if they are implemented effectively in a social studies classroom. The study used a descriptive case study design. Both the schools and teachers’ were randomly selected from fifty seven (57) government assisted senior high schools in the Central Region of Ghana. The study used ten (10) senior high schools and twenty (20) teachers. Semi structured interviews were the main instruments used for data collection. The results indicated that knowledge in authentic assessment was relatively poor.
Clearly, there were noticeable gaps and variations between the teachers’ conceptions and theoretical knowledge of authentic assessment and their relevant practices in the classrooms. It was also discovered that authentic assessment use in the Social Studies classroom was limited by policy systems, time, resources and assessment methods employed by the various schools. It is recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.

Abstrak: Penelitian ini bertujuan untuk mengidentifikasi kualitas dan efektivitas penerapan asesmen autentik dalam pembelajaran guided inquiry pada konsep termoregulasi manusia, serta mengidentifikasi profil kompetensi keterampilan dan pengetahuan siswa dalam pembelajaran guided inquiry pada konsep termoregulasi manusia. Asesmen autentik yang digunakan dalam penelitian ini adalah penilaian kinerja dan tes uraian. Penelitian ini menggunakan metode deskriptif. Populasi dalam penelitian ini adalah siswa kelas XI SMAN 20 Bandung. Pengambilan sampel dilakukan menggunakan metode purposive sampling. Berdasarkan hasil penelitian, kualitas asesmen autentik menunjukkan validitas untuk penilaian kinerja 0,95 (tinggi) dan reliabilitas 0,92 (sangat tinggi), sedangkan validitas untuk soal uraian 0,98 (sangat tinggi) dan reliabilitas 0,96 (sangat tinggi). Berdasarkan hasil observasi efektivitas penerapan asesmen autentik dan angket siswa, tingkat keterlaksanaan asesmen autentik termasuk ke dalam kategori baik pada tahap persiapan penilaian, pelaksanaan penilaian dan refleksi. Profil kompetensi keterampilan sebagian besar siswa berada pada kategori sangat baik, sedangkan kompetensi pengetahuan sebagian besar siswa termasuk ke dalam kategori cukup untuk setiap indikator soal Kata kunci: asesmen autentik, guided inquiry, penilaian kinerja, tes uraian, termoregulasi manusia Abstract: This research aims to identify the quality and effectiveness of the implementation of authentic assessment in guided inquiry-based learning on concept of human thermoregulation, and identify the competency profile of skills and knowledge of students in guided inquiry-based learning on the concept of human thermoregulation. Authentic assessments used in this research are performance assessment and essay. This research uses descriptive method. The population in this research is class XI of SMAN 20 Bandung. Sampling was conducted using purposive sampling. Based on this research, the quality of authentic assessment showed validity for performance assessment 0.95 (high) and the reliability 0.92 (very high), while the validity of essay 0,98 (very high) and the reliability of 0.96 (very high). Based on the observation of the effectiveness of the implementation of authentic assessment and student questionnaire, the level of enforceability of authentic assessments are included into good category at preparation phase assessment, implementation assessment and reflection. Profile competence skills, most students are in very good category, while the competence of knowledge, most students is categorized adequate for each indicator question.

The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the student's response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (effect size) obtained equal to 0.3. The result of the study based on the student's response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that  there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.