Authentic Assessment means we have a “photo album” of student performance over time, not a “snapshot”. Our professional judgement is recognized, as we can use formative assessment data to interpret summative assessment results.
Assessment should be “triangulated”, using not only products, but also observations and conversations.
Contemporary assessment practices would have us do more assessing, but less grading. We may have fewer summative items in a gradebook, but we will have a collection of data including products, observations, and conversations to support our final grade.
Students can generate ideas about what quality looks like. It can start messy! Here is some criteria for excellence in music by Ms. Matthews’ music class at Melville Comp (GSSD)
From here we can sort the criteria into categories, then create levels of each attribute to create a rubric together. Students learn a great deal about curriculum content when they play a role in developing assessment! This is assessment as learning.
Once students play a part in setting assessment criteria, they have a stake in the application of that criteria. They can peer and self assess.