What is Authentic Assessment
What is Authentic Assessment?
真实评估的目标是评估学生在现实环境中对核心学习目标的理解能力. Unlike traditional assessments, 真正的评估不寻求衡量死记硬背的学习，然后要求学生回忆和重述信息. Instead, authentic assessment focuses on students' capacity to understand, analyze, 整合教学材料并将知识应用到现实世界的例子中. Additionally, 真实的评估通常允许学生有时间反思他们的工作, and in some instances, include collaboration with cohorts. Therefore, 不需要像传统的定时考试那样立即回答问题. 这些类型的任务鼓励学生使用更高阶的批判性思维技能. For example, 在会计课上进行真实的评估可以让学生展示他们解决复杂问题的能力，其方式与会计领域的专业人员相似. 真实的作业可以帮助学生与学习成果联系起来.
真实评估通常被称为绩效评估(Muller, 2008)。. Stiggins(1987)将绩效评估定义为那些要求学生“展示特定技能和能力”的任务, that is, to apply the skills and knowledge they have mastered” (p. 34). 简单地说，成绩评估强调学生能做什么. Therefore, 教师有机会通过评估学生对特定技能和能力的展示来评估学生学到了什么.
下表区分了真正的评估与传统的评估，并突出了它们的一些好处. 当你回顾这两篇专栏文章时，反思一下在线课程中的评估.
| Authentic Assessment | Low-Impact / Traditional Assessment |
| Requires students to do something to demonstrate knowledge skills | 要求学生回答一个问题来展示知识和技能. |
| Fosters active learning | Fosters passive learning |
| 要求学生将他们所学的知识运用到情境中 | 要求学生断章取义地学习，并倾向于鼓励死记硬背 |
| 实现深度学习，更容易转变学生的观点并被记住 | 实现不太可能长时间保留的浅层学习 |
| 激励学生将课程内容与现实世界联系起来 | 通常将学习局限于书本或其他学术背景 |
Some additional benefits of authentic assessments include:
- 降低“找到正确答案”的难度——这是一个常见的问题，尤其是在在线课程中
- Reducing the tendency of “cramming” the night before an exam
- Providing opportunities for “Non Disposable Assignments,，学生可以随身携带，并在课程结束后使用或分享
- 在学生的学习中引入多样性，提高学生的兴趣和参与度
- 结合机会来支持学习者不同的兴趣、水平和需求
What are some myths about authentic assessment?
| Myth | Reality |
| Authentic assessments don’t work for my discipline. | Authentic assessments can be developed for any discipline. It is human nature to teach the way we were taught. 学科和院系也有自己的评估文化，这些文化创造了关于如何衡量学生学习的固定思维模式. 这些因素会影响教师对真实评估的看法, but they can work in any discipline. |
| Authentic assessments involve big, complex projects. | 真实的评估可能涉及复杂的项目，也可能涉及更简单的任务. |
| 所有真实的评估本质上都是总结性的(它们衡量已经发生的学习)。. | Authentic assessments can be used as formative assessments too, providing students with progress checks about their learning. |
| I teach online. I need to use quizzes and exams for assessments. | Regardless of the modality of your course, 真实的评估为学生提供了宝贵的机会来发展他们将在现实世界中使用的技能. |
Why move towards Authentic Assessment?
Examinations, or traditional unit tests, mid-terms, or final exams, are arguably the most common type of summative assessments. These tests typically include multiple-choice, true/false, 以及与学生学习目标直接相关的简答题. 他们测试学生回忆和交流课程内容的能力，并为教师提供学生学习情况的快照. 传统考试的一个优点是，它们通常很容易开发、管理和评分. 此外，总结性数据可以很容易地分析和学生成绩可以很容易地比较.
So, traditional tests have limitations. 同时，它们提供了丰富的与课程内容回忆相关的数据, 他们也更有可能衡量肤浅的知识和较低层次的思维能力. And, there are other drawbacks to consider. 传统的考试常常引起焦虑的感觉，严重到足以对学生的表现产生负面影响, 1994). Therefore, when a course assessment plan consists solely of examinations, it could be detrimental to students’ grades, and the data may inaccurately reflect the teaching and learning, ultimately providing little value for improving future courses.
许多教师已经不满意使用传统的评估方法(如.g., testing) as the sole means of evaluation in their courses. 主要的论点是，传统的评估没有评估学生在课堂之外取得成功所需的各种技能和能力. 教育工作者认为，学生必须准备做的不仅仅是记忆信息. Instead, 重点应该是鼓励学生练习高阶思维技能来解决现实问题. 不幸的是，传统的测试通常不能衡量这些更高级的技能. As a result, 已经出现了从传统评估向替代评估方法的转变(迪特尔), Herman, and Knuth, 1991)，要求学生展示他们所学的技能和概念(Stiggins, 1987).
Links
Additional Readings
- Equity and Assessment: Moving towards Culturally Responsive Assessment. National Institute for Learning Outcomes Assessment (NILOA)
- A New Decade for Assessment: Embedding Equity into Assessment Praxis. National Institute for Learning Outcomes Assessment (NILOA).
- Authentic Learning. University of Minnesota.
- Authentic Assessment 来自印第安纳大学布卢明顿分校创新教学中心
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