ERIC Number: ED460165
Record Type: RIE
Publication Date: 2001-Nov-20
Authentic Assessment Strategies in Fourth Grade.
Biondi, Linda A.
An action research project was conducted in a fourth-grade classroom (21 students) to determine whether collaboratively created rubrics and authentic assessment strategies such as simulations, portfolios, and models are valid, authentic, and equitable measurement tools that will raise a student's self-esteem through the assessment process. An underlying factor was the use of the Inquiry Method of teaching science in the school district. Data came from a Multiple Intelligences survey that was used to determine the dominant intelligence factor within the classroom and for individual students and surveys developed for the study to measure students' responses to aspects of the authentic assessment approach, such as student attitudes toward standardized and performance-based assessments. Students completed both types of tests, and their performance on both was measured. Students were also interviewed about their attitudes toward the types of tests given. Allowing the students more opportunities to apply their knowledge appeared to make them more active participants in the evaluation of their work. Parents of these students were also generally pleased with the mix of standardized and performance-based testing. Students were able to see tangible evidence of their work as they analyzed their strengths and weaknesses and planned to address areas that needed strengthening. The alternate assessments also allowed the recognition of the dominant intelligences of individual students. Seven appendixes present additional study information and student self-assessment samples. (SLD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
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