Why Authentic Assessment?
This
topic was chosen as an area of great interest for both its familiarity
of practice, and its provision of meaningful tasks that have prepared me with the
skills needed to succeed in a highly competitive world. Though I was unfamiliar
with the term, the theoretical principles of authentic assessment were analogous to those I had
used in my teaching practice as a technique to enhance the learning of
second language students. Likewise, in this Masters program many of the assigned tasks, such as analyzing curriculum and policy documents, designing case
studies, or leading group discussions were all industry-related practice, making
those tasks not only highly relevant to my responsibilities as an educator, but they also played a
significant role in isolating problematic issues occurring in my prior practice.
Moreover, since I began this Masters program both my technical and creative skills have moved to an entirely new level of expression through the inclusion of authentic tasks and embedded technologies. As well, I now have a better understanding of assessment for learning and assessment of learning, and have discovered that my acquisition of knowledge was far more effective when the tasks permitted prior knowledge or experiences to be applied to my topic of study. This allowance, also a key element in Andragogy, Constructivism, and Technology, have greatly aided my understanding of concepts that could be troubling or confusing. What’s more, like the other two themes in my portfolio, authentic assessment requires the ability to be self-directed, to work collaboratively, to continuously self-assess one’s work, and to take an active role in the construction of one’s knowledge. Each of these elements I am intimately familiar with as both an artist and a perfectionist, but as an educator I had little prior knowledge of assessment practices before studying for this degree. While several of my courses touched on various types of assessment and evaluation practices (Technology and the Curriculum, Online Technology in Education, Digital Technology in Education), it was this course in Authentic Assessment that solidified my understanding of how evaluation, summative assessment, formative assessment, and self-assessment are all used in the development of student learning, and towards the promotion of a more cooperative relationship between teachers and their students.
Furthermore, I had always considered standardized testing to be completely irrelevant in relation to evaluation practices, especially to those found in the corporate world. However, with the knowledge I have gained in this program I now have a far greater understanding of assessment and evaluation practices, and can see the potential a multifaceted approach to assessment holds, so have necessarily changed my view on the inclusion of standardized testing, but certainly not to the exclusion of other types of assessment.
Moreover, since I began this Masters program both my technical and creative skills have moved to an entirely new level of expression through the inclusion of authentic tasks and embedded technologies. As well, I now have a better understanding of assessment for learning and assessment of learning, and have discovered that my acquisition of knowledge was far more effective when the tasks permitted prior knowledge or experiences to be applied to my topic of study. This allowance, also a key element in Andragogy, Constructivism, and Technology, have greatly aided my understanding of concepts that could be troubling or confusing. What’s more, like the other two themes in my portfolio, authentic assessment requires the ability to be self-directed, to work collaboratively, to continuously self-assess one’s work, and to take an active role in the construction of one’s knowledge. Each of these elements I am intimately familiar with as both an artist and a perfectionist, but as an educator I had little prior knowledge of assessment practices before studying for this degree. While several of my courses touched on various types of assessment and evaluation practices (Technology and the Curriculum, Online Technology in Education, Digital Technology in Education), it was this course in Authentic Assessment that solidified my understanding of how evaluation, summative assessment, formative assessment, and self-assessment are all used in the development of student learning, and towards the promotion of a more cooperative relationship between teachers and their students.
Furthermore, I had always considered standardized testing to be completely irrelevant in relation to evaluation practices, especially to those found in the corporate world. However, with the knowledge I have gained in this program I now have a far greater understanding of assessment and evaluation practices, and can see the potential a multifaceted approach to assessment holds, so have necessarily changed my view on the inclusion of standardized testing, but certainly not to the exclusion of other types of assessment.