MOD 5 Case Study Authentic Assessment Authentic assessment is an umbrella concept that refers to the measurement of intellectual accomplishments that is worthwhile, significant, and meaningful, as compared to multiple choice standardized tests. Authentic assessment can be devised by the teacher or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to construction of knowledge, disciplined inquiry, and the value of achievement beyond the school. Wikipedia) Effective teaching is grounded in the development of successful classroom strategies. Among the skills required of an effective school teacher is the use of classroom management, planning and assessment of students. Examples of authentic assessments include: * Performance of the skills, or demonstrating use of a particular knowledge * Simulations and role plays * Studio portfolios, strategically selecting items * Exhibitions and displays Assessment is changing for many reasons. Changes in the skills and knowledge needed for uccess, in our understanding of how students learn, and in the relationship between assessments and instruction is changing our learning goals for students and schools. We must change our assessment strategies to tie assessment design and content to new outcomes and purpose for assessment. Strategies to achieve good organization of the classroom as well as rules and procedures, effective communication and monitoring student’s behavior. In teaching JROTC one of the first things we stress are discipline and respect.
The vision for JROTC is to providing a quality citizenship, character, and leadership development program, while fostering partnerships with communities and educational institutions. Some parents allow their children to join JROTC to appreciate the ethical values and principles that underlie good citizenship. JROTC also help to develop leadership potential, while living and working cooperatively with others. We try to get students to be able to think logically and to communicate effectively with others, both orally and in writing.
The students learn to appreciate the importance of physical fitness in maintaining good health. They learn to understand the importance of high school graduation for a successful future, and learn about college and other advanced educational and employment opportunities. We as instructors try to stress mental management abilities, so that they can become familiar with military history as it relates to America’s culture, and understand the history, purpose, and structure of military services. Teaching JROTC we try to help evelop the skills necessary to work effectively as a member of a team. The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), No Child Left Behind, brought the utilization of student assessment data to the fore. This mandate-based, sanction-ladened, and publicly exhorted policy ushered in a new era of accountability rooted in the collection, analysis, and use of student assessment data for educational improvements. (Matthew Militello) Traditional assessment is the conventional methods of testing which usually produce a written ocument, such as quiz, exam, or paper. Standardized tests, most state achievement test, and high school graduation examinations are also example of traditional assessment. The issue of standardized testing is almost inseparable from the discussion of standards. When Americans refer to standard we intend to identify exactly what it is that we expect students to learn in school. We aspire to high standards and to even higher students test scores. We are extremely distraught when reports indicate that today’s students are less competent than he students of a generation ago, or even worse, have test scores lower than our international neighbors. Reference www. wikipedia. com Bond, L. A. (1998). Rethinking assessment and its role in educational reform. The North Central Regional Educational Laboratory. Retrieved July 16, 2007 from http://www. ncrel. org/sdrs/areas/issues/methods/assment/as700. htm. Militello, Matthew (2004) at the cliff’s edge: Utilizing evidence of student achievement for instructional improvement in a school district. Michigan State University.