Authentic assessment is assessment that truly assesses what is being learned but also enhances learning. Wiggins (1990) says that authentic assessment is “forward-looking” while traditional assessments are more directed to “prior learning” (p. 3). This “forward-looking” aspect is what enhances the students learning. Students who know how they are going to be assessed have better direction and guidance in their learning (Wiggins, 1990).
There are several key components with an Authentic Assessment. The tasks need to be an actual task which will help them in life outside of the classroom, consistent with the curriculum and guide learning (Palm, 2008). They must also be completed in the same manner as they would in the real world. The same conditions, context and products need to be present (Palm 2008). If the task is completed on a computer in the real world then a computer needs to be part of the assessment. If the task needs to be completed in less than five minutes in the real world then it needs to be completed in less than five minutes during the assessment. Chen and Gurnam (2010) say that the task must be completed in “real world settings” (p. 154). Whether you call it the setting, environment or context it means that the assessment should include as many as the aspects of the real world.
Authentic assessment is a crucial part of my training project. The employees will need to be able to take what they learn in the training and perform it during their day at work. They will also need to be able to perform mistake free to ensure patient safety. In order to achieve this, the employees will have to show that they can do it as part of their assessment. This is not general knowledge or theory that they will be learning. A paper and pencil test would not be appropriate.
Kirkpatrick Top 2 Levels of Evaluation
Kirkpatrick’s Level 1 of evaluation is reaction (Hodell, 2011). This evaluation is used to determine how the students or trainees felt about their experience during instruction (Chapman, 2012). Kirkpatrick’s Level 2 of evaluation is learning (Hodell, 2011). This form of evaluation directly relates to the stated objectives and determines whether those objectives were met or not (Hodell, 2011).
I think that Reaction has great significance when related to organizational training. Employees may be part of multiple training sessions during their time with a company. If an employee has a positive experience they may be more receptive to future training. This may create a better atmosphere within the organization.
Level two, learning, is also important because it relates directly to the training objectives. This is even more important than the trainees reaction. It doesn’t matter if they liked the training or not if they didn’t learn what they were supposed to learn.
Chan Yuen, F., & Gurnam Kaur, S. (2010). Authentic assessment and pedagogical strategies in higher education. [Article]. Journal of Social Sciences (15493652), 6(2), 153-161.
Chapman, A. (2012). Kirkpatrick’s learning and training evaluation theory. Retrieved from: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
Hodell, C. (2011). Isd from the ground up: A no-nonsense approach to instructional design (3rd ed.). Alexandria, Virginia: ASTD Press.
Palm, T. (2008). Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature. Practical Assessment Research & Evaluation, 13(4). Retrieved from http://pareonline.net/pdf/v13n4.pdf
Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved from http://www.eric.ed.gov/PDFS/ED328611.pdf