As part of my clinical field experience, I had the opportunity to observe two authentic assessment strategies implemented by a kindergarten teacher. Authentic assessment is essential to high-quality teaching because it allows teachers to gauge whether or not their students have grasped key topics in a way relevant to their goals for the unit. This essay will look at the authentic assessment used in the kindergarten for lessons one and two, the assessment strategies used, how the teacher implemented them, and if they were effective. The essay will also look at similar authentic assessments can be used in the future classroom and how we can apply this information in professional practice.
Lesson One Content Area: Science
The kindergarten teacher used journal writing as a realistic assessment form from the first Science class. The learners were likely tasked with penning observations on the effects of sunlight on various Earthly substances, including sand, soil, rocks, and water. This authentic assessment probably had as its intended outcome a gauge of how well students grasped the idea of sunlight and its effects on various surfaces. Students were tasked with keeping a science journal documenting their observations on different characters. The teacher encouraged pupils to keep journals during the class and help those who needed assistance (Williams, 2018). The teacher prompted the students to form conclusions regarding the effects of sunlight on Earth’s surface by asking them critical questions about their findings.
It is unclear whether the teacher used a rubric to grade this assessment. Rubrics are used in authentic assessments to provide traits of learners’ works to be evaluated, performance levels, and a description of students’ works, which helps teachers assess students’ work objectively.
Journal writing was a realistic assessment of this topic. Students could put their knowledge to practical use and were prompted to engage in critical thinking and make in-depth observations. Students’ active participation in the science class and their ability to develop discoveries independently using the provided materials was evaluated using an observation-based assessment. Moreover, journals are a flexible form of evaluation that may be implemented across various subject areas to promote critical thinking and introspection among students.
Authentic assessment is something I would implement in my teaching because it motivates students to interact with the material actively. Firstly, journal writing helps students develop their critical thinking skills by prompting them to reflect on their experiences and draw connections between their classroom learning and the outside world. Furthermore, this method encourages students to articulate their knowledge of the material in their own words. Secondly, journal writing can serve as a record of student learning that can be used to evaluate their development over time (Williams, 2018). Teachers can review the entries and give students feedback to help them become better observers and learners.
Lesson Two Content Area: Reading/Writing and Communication
The second lesson’s authentic assessment was the result of a teacher-made test. The teacher developed an exam to see whether or not the students had grasped the concept of how visuals and text work together in nonfiction texts as part of the reading and writing session. Despite appearances, a test can be an authentic assessment designed to allow students to demonstrate their knowledge in a relevant setting and is consistent with the learning objectives. The test aimed to see how well the students could describe the connection between the pictures and the text (Indiana University, n.d.). Throughout the session, the teacher may have utilized think-pair-share or questioning to get students to reflect on the connection between the text and the images. Effective evaluation of students’ abilities to explain how images relate to text was achieved by administering a test the teacher had developed. However, if the instructor offered scaffolding or support to the pupils who may have needed it, it must be clarified. The teacher may have graded the tests with a rubric.
The teacher-created test was a good fit for the lesson. It allowed the teacher to assess the student’s understanding of the content and provided a clear rubric for grading. It gave the teacher more accurate information about what students understand and can do. By observing the students in action, the teacher gains a more comprehensive understanding of what their students know and can tailor their instruction accordingly. However, it did not encourage as much creativity and critical thinking as other authentic assessment strategies, such as journal writing or Think Pair Share.
There are several reasons why I would refrain from using an authentic assessment strategy like that in my teaching. Firstly, creating and implementing authentic assessments can take much time, burdening already stretched teachers. Secondly, it may be challenging to fairly grade students and classes when exam authenticity is involved. It can be challenging to compare and assess the multiple alternative answers, for instance, if a teacher observes during the test (Aziz et al., 2020). Journaling and the “Think, Pair, Share” method are other authentic assessment options that could foster higher levels of creativity and critical thinking.
Applying What I Observed Regarding Authentic Assessment to Future Professional Practice
In light of my experiences with authentic assessment, I plan to implement the following measures in my future professional practice. According to Ozan (2019), authentic assessment increases learners’ academic achievement and attitude toward education and links theory and practice. Using various original methods for evaluating performance: I intend to evaluate my students’ progress using authentic assessment tools, such as journal writing, Think-Pair-Share, and in-class tests. It will give me a complete picture of my students’ knowledge. Those students who may have difficulty with a particular skill or concept will receive my undivided attention and assistance through scaffolding and support. It will ensure that every learner will get a go at showing what they have learned using this.
In concussion, the observed kindergarten classroom utilized two authentic assessments to evaluate student learning in science and reading/writing. The assessments effectively evaluated student learning and aligned with the learning objectives and state standards. As a future educator, I can apply this knowledge by designing assessments that align with learning objectives, promote student engagement, and provide meaningful feedback to students.
References
Aziz, M. N. A., Mohd Yusoff, N., & Mohd Yaakob, M. F. (2020). Challenges in using authentic assessment in 21st-century ESL classrooms. International Journal of Evaluation and Research in Education (IJERE), 9(3), 759. https://doi.org/10.11591/ijere.v9i3.20546
Indiana University. (n.d.). Test construction. Center for Innovative Teaching and Learning. https://citl.indiana.edu/teaching-resources/assessing-student-learning/test-construction/index.html
Ozan, C. (2019). Authentic assessment increased academic achievement and attitude towards the educational measurement of prospective teachers. International Journal of Evaluation and Research in Education (IJERE), 8(2), 299. https://doi.org/10.11591/ijere.v8i2.18564
Williams, N. (2018). Reflective Journal Writing as an Alternative Assessment. https://www.otterbein.edu/wp-content/uploads/2018/10/williams.pdf
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