Authentic Assessment: Establishing a Clear Foundation for Instructional Practices

Dennis, Lindsay R.; Rueter, Jessica; Simpson, Cynthia G.

doi:10.1080/1045988x.2012.681715

Cited by 19 publications

(16 citation statements)

References 8 publications

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“…Although direct assessments have been used by clinicians and other educational specialists to measure young children's early academic skills for a longer period of time (Atkins-Burnett, 2007;Dennis et al, 2013;C. Snow & Van Hemel, 2008), the need for specialized training often makes them more costly and/or complicated to administer than performance-based alternatives.…”

Section: Assessment Methods Used For Keasmentioning

confidence: 99%

“…Most commonly, educational practitioners have argued that performance-based assessments are more developmentally appropriate for young children K. Snow, 2011), enable the measurement of skills and behaviors as they occur naturally rather than in an artificial or unfamiliar setting Dennis, Rueter, & Simpson, 2013), are better at informing intervention/ instruction than alternative forms of assessment (Dennis et al, 2013;Wiggins, 1990), and can pose less imposition on teachers, students, and classroom time as skills are assessed during regular instruction (McAfee & Leong, 2011;K. Snow, 2011).…”

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confidence: 99%

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Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

et al. 2017

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The present study explored the utility of a widely used performance-based assessment of children’s readiness skills as a kindergarten entry assessment. In a sample of 520 kindergarten students across 52 classrooms, we compared students’ school readiness skills as assessed by teachers using Teaching Strategies GOLD (TS GOLD) to direct assessments administered by independent data collectors. We found evidence of the concurrent validity of TS GOLD. However, the measure demonstrated weaknesses in its ability to differentiate readiness skills. Specifically, the highly correlated latent constructs and intraclass correlations associated with TS GOLD indicated that teachers were less likely to differentiate readiness skills among children within the same classroom relative to direct assessments. The findings are discussed in terms of assessing children’s school readiness at scale. As the number of programs, districts, and states that require school readiness assessments increases, so does the need to better understand the information that can be inferred from particular methods of assessment.

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Section: Assessment Methods Used For Keasmentioning

confidence: 99%

mentioning

confidence: 99%

Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

et al. 2017

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“…At the same time, the literature demonstrated convergences and synergies across these different forms of teaching and learning that reflected the potential for some kind of consensus about at least some of the elements of effective educational development and of 'what works' in contemporary educational practices. These elements include, for example, appropriate alignment among various aspects of the educational enterprise (Lam & Tsui, 2013) and the importance of authentic assessment (Dennis, Rueter, & Simpson, 2013). Certainly there is a considerable need for further research in this specific scholarly field, such as that portrayed in this book.…”

Section: Educational Developments and Practicementioning

confidence: 99%

Researching and Extending Developments in Contemporary Educational Practice

Lock¹,

Redmond²,

Danaher³

2015

Educational Developments, Practices and Effectiveness

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The field of contemporary education abounds with multiple practices designed to enhance the effectiveness of teaching approaches and to maximise students' learning outcomes. Yet we still know relatively little about what works in terms of teaching and learning in different educational contexts. In particular, if we are to advocate the wider application of particular kinds of educational developments, we need to conduct and evaluate research about the foundations of those developments and the factors that promote and/or inhibit their success.This chapter distils some key findings from current scholarship about educational developments and how they are practised in varied professional contexts. The analysis of these findings is informed by a number of conceptual frameworks gleaned from contemporary research into the elements of effective educational strategies in specific teaching and learning domains. Key concepts from these frameworks are in turn used to identify the central questions about educational developments and practices addressed by the authors of the subsequent chapters in this book. More broadly, this chapter contributes to continuing debates about both the pre-requisites and the effects of effective teaching and learning approaches and strategies in widely varying educational contexts.

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“…In particular, authentic assessment is referred to as a systematic approach that collects data and useful information from children, teachers and parents reflecting and emphasizing on children's learning, achievement, real-life competencies in everyday routines over time and in real conditions (Hart, 1994;Bagnato, 2007;Doliopoulou & Gourgiotou, 2008;Riley, Miller, & Sorenson, 2016). Getting to the heart of authentic assessment, the literature highlights the importance of using alternative forms of assessment in any educational procedure (Dennis, Rueter, & Simpson, 2013). Authentic assessment approach recognizes the active role children play in acquisition of knowledge in natural settings or in pointed realistic tasks (Brassard & Boehm, 2007).…”

Section: The Challenge Of Supporting Authentic Assessment In Preschoomentioning

confidence: 99%

“…What research studies have shown over the last three decades is that authentic assessment constitutes an integral element of educational practice and is deemed necessary in order to: (a) specify the children's strengths, interests and needs, (b) identify and document children's achievement over time, (c) diagnose children who may be in need of specialized training, (d) support each child's self-confidence and self-esteem, (e) help children comprehend their personal learning advancement through critical thinking, reflection and feedback, (f) aid towards making appropriate instructional decisions or future instructions suited to the context of classroom (g) improve the educational program and its desired outcomes in a qualitative way and (h) give information to parents or other teachers of primary education (Epstein, Schweinhart, Debruin, & Robin, 2004;Grisham-Brown et al, 2006;Doliopoulou & Gourgiotou, 2008;Bagnato, McLean, Macy, & Neisworth, 2011;Dennis, Rueter, & Simpson, 2013).…”

Section: The Challenge Of Supporting Authentic Assessment In Preschoomentioning

confidence: 99%

Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation

Pekis

Gourgiotou

2017

International Journal of Assessment Tools in Education

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Article Info The authentic assessment process in preschool education gains the confidence of the practices which are used today, as an innovative educational policy in the interest of everyone who's involved in early childhood education: children, teachers and parents. The purpose of this study was to explore parents' perceptions upon the significance of child's assessment, their engagement in this assessment and the impact of the implementation of alternative forms of assessment such as the Work Sampling System at the kindergarten. A survey research design was utilized in order to achieve the objectives of the study, where a small-scale questionnaire was given to a convenience sample of 18 parents whose children were enrolled in a public allday kindergarten in Chania, Greece. Findings show that the majority of the parents either acknowledge children's authentic assessment as a real breakthrough or they are satisfied on a large scale with the implementation of alternative forms of assessment in the classroom. In conclusion, the child's authentic assessment has been recognized widely as it is advantageous to the educational settings of the modern pedagogy.

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Authentic Assessment: Establishing a Clear Foundation for Instructional Practices

Cited by 19 publications

References 8 publications

Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

Researching and Extending Developments in Contemporary Educational Practice

Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation

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