Based on the learning resources provided in this unit on Authentic Assessment: Discuss the benefits for the students in using Authentic Assessments.Analyze whether there are costs for the teacher in u

Based on the learning resources provided in this unit on Authentic Assessment:

• Discuss the benefits for the students in using Authentic Assessments.
• Analyze whether there are costs for the teacher in using Authentic Assessments.

References

1. Authentic assessment. (n.d.).  Center for Innovative Teaching and Learning (CITL). https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/

• ‘Authentic Assessment’ is a description of the assessment ass it is used in Indiana University.

2. Callison, Daniel. (1998). Authentic assessment.  School Library Media Activities Monthly 14(5). http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_AuthenticAssessment_InfoPower.pdf

• ‘Authentic Assessment’ is a thorough explanation of this type of assessment as well as of its uses.

3. Chapman, V., & Inman, D. (2009). A conundrum: rubrics or creativity/metacognitive development? Educational Horizons. https://files.eric.ed.gov/fulltext/EJ849020.pdf

• ‘A conundrum: rubrics for creativity/metacognitive development’ is an interesting article because it addresses some limitations of rubrics and examines how these can be avoided.

4.  Frey, B., Schmitt, V., & Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, 17(2). 

https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1245&context=pare

• ‘Defining authentic classroom assessment’ is an in-depth literature review of authentic assessment with a rich discussion and recommendations.

5. Henning, Melissa. (n.d.). Rubrics to the rescue. Teachers First, Thinking Teachers Teaching Thinkers.  https://www.teachersfirst.com/lessons/rubrics/index.cfm 

• ‘Rubrics to the rescue’ in the Teachers First website offers a very complete guide for the use and purpose of rubrics for teachers.

6. Millis, B. (2016, December). Using metacognition to promote learning. IDEA Paper #63. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_63.pdf or https://eric.ed.gov/?id=ED573671 

• ‘Using metacognition to promote learning’ explores how teachers can promote metacognition in their classrooms.

7. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education.  https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

• ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit, you need to read Chapter 3, pp 29-39.

Optional Video

1. EDUTOPIA. (2011, June 23). Keeping assessment relevant and ‘authentic’ [Video]. YouTube. https://youtu.be/HfwGqH9w-64

• In ‘Keeping assessment relevant and ‘authentic’’. Ben Mook, the teacher, shows how he introduces an activity in his class that is authentic and that he uses to assess his students.