Using Authentic Assessments to Better Facilitate Teaching and Learning: The Case for Student Portfolios

Abstract

The debate over how to construct appropriate and meaningful assessments for students of all ages continues to polarize scholars and educators. Various forms of student assessments have been employed in modern classrooms in accordance with varying theoretical perspectives on what "meaningful learning" consists of. Authentic assessments have often been considered productive tools for increasing student engagement, learning, and confidence. One particular form of authentic assessment, student portfolios, can be seen as useful authentic assessments tools when used in certain capacities. This article outlines research on the use of authentic assessments by instructors in the classroom and specifically discusses the use of student portfolios to enhance student learning, creativity, and confidence. The merits of student portfolios as a learning tool are discussed and demonstrated through a specific example of classroom practice.

Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

“…The new approach of evaluation is authentic assessment (Hodgman, 2014). An authentic assessment includes various techniques such as written products, portfolios, checklists, observations, and projects (Amsami et al, 2015;Natalia et al, 2018;Sasmaz-Oren & Ormanci, 2011).…”

What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

“…It is an alternate to standard tests and exams due to it provides an accurate evaluation of what the student has learned, and going beyond acquired knowledge to focus on what he/she has actually learned by looking at their application of this knowledge (Rousseau, 2018). It also, can motivate pupils in their approach for learning, and helping them to develop thinking and problem-solving skills, and allowing them to assess their own understanding of the course content (Mazur, 2015;Hodgman, 2014).…”

Pendampingan Guru Mengembangkan Assesment Kompetensi Minimum (Akm) Berorientasi Pisa Untuk Meningkatkan Kualitas Hasil Pembelajaran Di Sekolah Dasar Wilayah Kabupaten Bogor

“…Hasil penelitian yang telah dilakukan oleh peneliti sebelumnya tentang penialaian autentik antara lain (Kartowagiran & Jaedun, 2016), (Fitriani, 2017), (de Sam Lazaro, 2017) (Noor et al, 2016), (Alfian et al, 2015), (Hodgman, 2014), (Azim & Khan, 2012), (James & Casidy, 2018), (Susani, Vol. 5 No.…”