Designing Authentic Assessments within Outcomes-based Teaching and Learning: Critical Reflections on Practice
Main Article Content
Keywords
Authentic assessments, critical reflection, constructive alignment, five-dimensional framework, Outcomes-based teaching and learning
Abstract
Within the framework of Constructive Alignment in Outcomes-based Teaching and Learning (OBTL), we examined the connections between teaching practice and student outcomes in the implementation of authentic performance assessment in pre-service teacher education. Using the case study design, we described the interactions of teaching-learning and assessment in the implementation of an authentic assessment task based on a Five-Dimensional Framework. From the lens of critical reflections on teaching practice, we found that authentic assessment provided a holistic approach to classroom assessment where formative assessments are embedded within a summative performance task. Students found the activity a meaningful learning experience as they produced quality products and performances that relate to their future role as professional teachers. We conclude on the importance of authentic assessments in aligning teaching and assessment with student learning outcomes and recommend the use of organizing frameworks in both planning and reflection of teaching and assessment practices.
References
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Creswell, J. (2013). Research Designs: Qualitative, Quantitative and Mixed Method Approaches (Fourth ed.). CA: SAGE.
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Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(70).
Grix, J. .. (2004). Foundations of Research. New York: Palgrave MacMIllan .
Gulikers, J. T., Bastiaens, T. J., & Kirsiehner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology, Research and Development , 52(3), 67-85.
Hogan, T. P. (2007). Educational Assessment: A Practical Introduction. Danvers, MA, U.S.A: John Wiley & Sons, Inc. .
Hughes, C. (2013). A Case Study of Assessment of Graduate Learning Outcomes at Programme, Course and Task Level. Assessment and Evaluation in Higher Education, 38(4), 492506.
Katz, S., Earl, L., & Olson, D. (2001). The paradox of classroom assessment: A challenge for the 21st century. McGill Journal of Education, 36(1), 13-26.
Lachat, M. A. (1999). What Policy Makers and School Administrators Need to Know About Assessment Reform for English Language Learners. Providence, Rhode Island, U.S.A.: Brown University.
Liu, K. (2013). Critical reflection as a framework for transformative learning in teacher education. Educational Review
Mangohig, L. P., Dino , J. A., Bathan, L. R., Malecdan, M. W., Tamandong, G. C., Yngente, A. M., et al. (2014). Level of awareness of Trinity University of Asia faculty in utilizing Outcomes-based Education: Input to faculty development programs. The Trinity Researcher, 6(1).
Norton, L. (2009). Assessing student learning. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (Third ed., pp. 132-149). New York: Routledge Taylor and Francis Group.
Purzer, S., Fila, N., & Nataraja, K. (2016). Evaluation of Current Assessment Methods in Engineering Entrepreneurship Education. Advances in Engineering Education .
Ramos, W. A. (2015). Grading practices as push and pull factors in tertiary learning in the implementation of Outcomes-based Education. IAMURE International Journal of Education , 13(1).
Reyes, P. B. (2013). Implementation of a proposed model of a constructivist teaching-learning process--A step towards an Outcomesbased Education in Chemistry Laboratory Instuction. Asia Pacific Journal of Interdisciplinary Research , 1(1).
Schnitzer, S. (1993, April ). Designing an authentic assessment. Educational Leadership, pp. 32-35.
Stiggins, R. J., & Chappuis, J. (2012). An introduction to student-involved assessment for learning (6th ed.). Boston: Pearson Education, Inc.
Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes. Organisation of Economic Co-operation and Development.
Trumball, E., & Lash , A. (2013, April). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco, CA, U.S.A.
Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Bigg's constructive alignment in course design and its impact on students' learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477-490.
Wiggins. (2014, January 26). Granted, and thoughts on Education by Grant Wiggins. Retrieved May 18, 2016, from https: //grantwiggins. wordpress.com/2014/01/26/authenticityinassessment-re-defined-and-re-explained/
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Beck, J., Skinner, W. F., & Schwabrow, L. A. (2013). A study of sustainable assessment theory in higher education tutorials. Assessment and Evaluation in Higher Education, 38(3), 326-348.
Biggs, J. B. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 1-8.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Berkshire, England: Open Unversity Press, The Mc Graw-Hill Companies.
Boud, D., & Falchikov, N. F. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education , 31(4), 399-413.
Burke, K. (2005). How to assess authentic learning. Thousand Oaks, CA, U.S.A.: Corwin Press.
Commission on Higher Education. (2012). Policy Standard to Enhance Quality Assurance (QA) in Philippine Education through an Outcomes-based and Typology-based QA. CHED Memorandum Order No. 46, Series of 2012 . Quezon City, Philippines.
Corcoran, C. A., Dershimer, E. L., & Tichenor, M. S. (2004). A teacher's guide to alternative assessment: Taking the first steps. The Clearing House , 77(5), 213-216.
Creswell, J. (2013). Research Designs: Qualitative, Quantitative and Mixed Method Approaches (Fourth ed.). CA: SAGE.
Department of Education. (2015, March). Policy Guidelines on Assessment for the K to 12 Basic Education Program. DepEd Order No. 8, Series of 2015 . Pasig City, Metro Manila, Philippines.
Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Retrieved August 23, 2012, from Manitoba Education, Citizenship and Youth: http://www.edu.gov.mb.ca/ks4/assess/index.html
Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(70).
Grix, J. .. (2004). Foundations of Research. New York: Palgrave MacMIllan .
Gulikers, J. T., Bastiaens, T. J., & Kirsiehner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology, Research and Development , 52(3), 67-85.
Hogan, T. P. (2007). Educational Assessment: A Practical Introduction. Danvers, MA, U.S.A: John Wiley & Sons, Inc. .
Hughes, C. (2013). A Case Study of Assessment of Graduate Learning Outcomes at Programme, Course and Task Level. Assessment and Evaluation in Higher Education, 38(4), 492506.
Katz, S., Earl, L., & Olson, D. (2001). The paradox of classroom assessment: A challenge for the 21st century. McGill Journal of Education, 36(1), 13-26.
Lachat, M. A. (1999). What Policy Makers and School Administrators Need to Know About Assessment Reform for English Language Learners. Providence, Rhode Island, U.S.A.: Brown University.
Liu, K. (2013). Critical reflection as a framework for transformative learning in teacher education. Educational Review
Mangohig, L. P., Dino , J. A., Bathan, L. R., Malecdan, M. W., Tamandong, G. C., Yngente, A. M., et al. (2014). Level of awareness of Trinity University of Asia faculty in utilizing Outcomes-based Education: Input to faculty development programs. The Trinity Researcher, 6(1).
Norton, L. (2009). Assessing student learning. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (Third ed., pp. 132-149). New York: Routledge Taylor and Francis Group.
Purzer, S., Fila, N., & Nataraja, K. (2016). Evaluation of Current Assessment Methods in Engineering Entrepreneurship Education. Advances in Engineering Education .
Ramos, W. A. (2015). Grading practices as push and pull factors in tertiary learning in the implementation of Outcomes-based Education. IAMURE International Journal of Education , 13(1).
Reyes, P. B. (2013). Implementation of a proposed model of a constructivist teaching-learning process--A step towards an Outcomesbased Education in Chemistry Laboratory Instuction. Asia Pacific Journal of Interdisciplinary Research , 1(1).
Schnitzer, S. (1993, April ). Designing an authentic assessment. Educational Leadership, pp. 32-35.
Stiggins, R. J., & Chappuis, J. (2012). An introduction to student-involved assessment for learning (6th ed.). Boston: Pearson Education, Inc.
Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes. Organisation of Economic Co-operation and Development.
Trumball, E., & Lash , A. (2013, April). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco, CA, U.S.A.
Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Bigg's constructive alignment in course design and its impact on students' learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477-490.
Wiggins. (2014, January 26). Granted, and thoughts on Education by Grant Wiggins. Retrieved May 18, 2016, from https: //grantwiggins. wordpress.com/2014/01/26/authenticityinassessment-re-defined-and-re-explained/
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, Virginia: Association for Supervision and Curriculum Development.
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Published
Jul 31, 2018
Article Details
How to Cite
Reston, E. D., & Arawiran, J. M. (2018). Designing Authentic Assessments within Outcomes-based Teaching and Learning: Critical Reflections on Practice. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.v0i0.837
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Research Article