Toward Authentic Assessment AND Instruction: A Framework for Educators

Abstract

Toward Authentic Assessment AND Instruction: A Framework for Educators is a handbook for teachers interested in developing more meaningful teaching and learning experiences in their classrooms. It was developed as part of a project entitled Authentic Pedagogy in the Social Studies (APSS), a collaborative effort between three Minnesota school districts (La-Crescent- Hokah, Minneapolis, and West St. Paul-Mendota Heights-Eagan Public School Districts) and the College of Education and Human Development at the University of Minnesota. The APSS Project, funded by the Minnesota Department of Children, Families and Learning, brought middle and high school social studies teachers from each of three districts together for monthly seminars during the 1998-99 academic year. The day- long seminars focused on how the principles of authentic pedagogy could be translated into classroom practice. Specifically, the goals were that teachers be able to: 1. Translate the theoretical framework that links the Minnesota High Standards, authentic assessment tasks, and authentic instruction into practice; 2. Create meaningful assessments and corresponding rubrics that address the Minnesota High Standards; and 3. Evaluate Minnesota High Standards performance packages and teacher-designed assessment tasks, student work, and one's own teaching in terms of authenticity. This guide describes the content and structure of the seminars, so that others may learn from our experiences.