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And Others TITLE Authentic Assessment in Practice: a Collection of Portfolios, Performance Tasks, Exhibitions, and Documentation DOCUMENT RESUME ED 377 226 TM 022 401 ;1.1-.1111OR Darling-Hammond, Linda, Comp.; And Others TITLE Authentic Assessment in Practice: A Collection of Portfolios, Performance Tasks, Exhibitions, and Documentation. INSTITUTION Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching. SPONS AGENCY Aaron Diamond Foundation, Inc., New York. NY.; DeWitt Wallace / Reader's Digest Fund, Pleasantville, N.Y.; Leon Lowenstein Foundation, New York, NY. PUB DATE Oct 93 NOTE 308p. AVAILABLE FROMNational Center for Restructuring Education, Schools, and Teaching. Box 110, Teachers College, Columbia University, New York, NY 10027 ($15). PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Documentation; *Educational Assessment; Educational Practices; Elementary Secondary Education; Evaluation Methods; *Exhibits; Learning; *Portfolio Assessment; Student Evaluation; Test Construction; Testing; *Test Use IDENTIFIERS *Authentic Assessment; *Performance Based Evaluation ABSTRACT This collection of examples of authentic assessments has been compiled to provide a sampling of the many new strategies for evaluating student work and learning that are being developed and used in schools around the country. These strategies are called "authentic" because they require that students demonstrate what they can do as workers would in real, out-of-school, settings. Sometimes these assessments are embedded so firmly in the curriculum that they are nearly indistinguishable from instruction. Examples and approaches in this collection fall into categories, often overlapping, of:(I) performance-based tasks and exhibitions; (2) portfolios; and (3) documentation of learning over time.In all, 33 examples are presented. (Contains 141 references.) (SLD) Reproductions supplied by EDRS are the best that can be made 1.: from the original document. CD C1 AUTHENTICASSESSMENT INPRACTICE: A Collection ofPortfolios, Performance Tasks, Exhibitions, andDocumentation COMPILED BY Linda Darling-Hammond PERMISSION TO REPRODUCE THIS U S DEPARTOENT OF EDUCATION Lynne Einbender OHKe 01 E. Ourcauonat Ateallarcn andImprovement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) as itit94/edtiry it) g/tf,soccurnent has beenteptodocd tecenqtd Iron the ()town ofapanittIon Frederick Frelow ongatantv made to imo.ove Cf IA.nof changes nave one., tnploOutt:on gosnty IhtS 000u Pd.nls ot new M Otrmts.CMS Stated ttl Janine Ley-King TO THE Mien T'ONAt RESOURCES feofesem offtclat Met,' do not necessardy INFORMATION CENTER IERIC1 OF R, DOn.non ool,cr INNIIMMEESErmiNgew NCREST National Center forRestructuring Education, Schools, andTeaching Teachers College Columbia University BEST COPY AVAILABLE created to document, The National Center for RestructuringEducation, Schools. and Teaching (NCREST) was the nation. NCREST's support. connect, and make lastingthe many restnicturing eflOrts going on throughout restructuring work builds concrete, detailed knowledgeabout the intense and diffieult efforts undertaken in build future education schools. This knowledge is used to helpothers in their attempts at change, to begin to that will nurture and encourage needed programs for schoolpractitioners, and to promote the policy changes and structural reforms. The Center brings together manyvoices:those of practitioners and researchers, parents students, policy makers and teacher educators. Fund. NCREST's work in NCREST is supported by a major grantfrom the DeWitt Wallace-Reader's Digest Lowenstein Foundation and the New York City, through its Center forSchool Reform, is supported by the Leon Education, the Danforth Aaron Diamond Foundation. Otherfunders have included the Center for Collaborative City Public Foundation, the Geraldine R. Dodge Foundation,the Ford Foundation, the Fund for New York Metropolitan Life Education, Impact F1, the Lily Endowment,Inc.. the Andrew Mellon Foundation, the Trust, the Foundation, the National Center for Research onVocational Education, the New York Community Impro emery of the New York State Department of Education,and the Regional Laboratory for Educational Northeast and Islands. check or Additional copies of this publication tn,i)he oideled tot $15 ad).All ordrts must be plepmd money order payable toNCREST. Contact. NCREST lioxI 10..Feak hetCollege Columbia Ilnnrtsity New York. NY 10027 Authentic Assessment in Practice: A Collection of Portfolios, PerformanceTasks, Exhibitions, and Documentation Compiled by Linda Darling-Hammond LLynne Einbender Frederick Frelow Janine Ley-King October 1993 gipNational Center for Restructuring Education, Schools, and Teaching 'Teachers College, Columbia l!niversit\ Acknowledgements The job of compiling this compendiumwas a collaborative process and took the time and effort of many people. We would like to thank all of the contributors for allowingus to reprint their work. We are grateful to NCREST associate director for researchBeverly Falk for her invaluable guidance and support in producing this compendium. We also wishto thank NCREST communications director Diane Harrington, editor Elizabeth Lesnick,and administrative assistant Karen Hales Parkinson, whose assistance greatly smoothed the production of this volume. Linda Dar ling-Hanunond iii 1, I Contents Introduction 1 Performance Tasks and Exhibitions 5 Overvieri 13 Performances and Exhibitions: The Demonstration of Mastery 15 Horace, Coalition of Essential Schools The Performance Task Development Process 25 Connecticut State Department of Education "Task" Design Ideas, Principles and Guidelines 29 Grant Wiggins, CLASS Mathematics and Science 43 Assessment Alternatives in Mathematics 45 Jean Kerr Stenmark, California Mathematics Council Building a Dog Pen 61 Connecticut State Department of Education Exploring the MapleCopter 71 Connecticut State Department of Education A Performance "Engineering" Task 85 Fox Lane High School, Bedford, NY Insulation 89 Massachusetts Department of Education Mathematics/Science Curriculum and Exhibition 99 Central Park East Secondary School, New York, NY Mathematics and Science Performance Tasks 105 Assessment Performance Unit, Great Britain Learning by Doing 109 National Assessment of Educational Progress Social Studies, Humanities, and Fine Arts 113 Oral History Project 115 Hope High School, Providence, RI On the American Revolution 119 Grant Wiggins, CLASS The Complexities of Reconstruction 123 Dennie Palmer Wolf, Project Zero Hamlet Exhibition 127 Central Park East Secondary School Kentucky Writing Assessment 131 Kentucky Department of Education 9th Grade Multi-Day Writing Assessment 137 Cherry Creek, CO Evaluation, Reflection, and Assessment ofDrama/Theatre 141 Kansas State Board of Education Cross Disciplinary Research 149 5th Grade Exit-Level Research and PresentationProject 151 Mark Twain Elementary School, Littleton,CO Hodgson Vocational-Technical High School 155 Newark, DE Portfolios 161 Portfolio Assessment: Sampling StudentWork 167 Dennie Palmer Wolf, Project Zero Right of Passage Experience Handbook 175 Walden III Alternative Secondary School,Racine, WI The Graduation Portfolio at Central Park East 217 Secondary School Central Park East Secondary School, NewYork, NY V1 Vermont's Assessment Program in Writing and Mathematics 235 Vermont Department of Education Assessment Requirements for Course Work Folders in English 251 CGSE, United Kingdom The Portfolio Process in the "Motion" Program at 255 The International High School The International High School, Long Island City, NY Documentation of Learning Over Time 263 Primary Language Record 269 National Center for Restructuring Education, Schools, and Teaching California Learning Record 279 California Department of Education Australia Literacy Profile 307 Victoria, Australia A Philosophy and Strategy of Instruction to Teach Reading 31 I in the First and Second Grades Albuquerque Public Schools, Albuquerque, NM Documentation of Children's Work at the Bronx New School 319 Bronx New School, Bronx, NY Continuum of Written Language Development and the Emergent 329 Reading Checklist Avelyn Davidson The Descriptive Review of a Child 333 National Center for Restructuring Education, Schools, and Teaching The Prospect Center, North Bennington, VT Bibliography 349 Introduction This collection of authentic assessment examples has been compiled to provide a sampling of the many new strategies for evaluating student work and learning that are being developed and used in schools around the country. These strategies are called "authentic" because they require that students demonstrate what they can do in ways that workers would in out-of-school settings: by performing tasks that are complex and require production of real solutions or products.Rather than taking multiple-choice tests in which they react to ideas or identify facts, students engage in science experiments, conduct social science research, write essays and papers, read and interpret literature, and solve mathematical problems in real-world contexts. In some cases, these assessment examples are so firmly embedded in the curriculum that they are practically indistinguishable from instruction.This is one salient characteristic of an "authentic assessment":It is designed to provide the student with a genuine rather than a contrived learning experience that provides both the teacher and student with opportunities to learn what the student can do. The demonStration of learning occurs in a situation that requires the application and production
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