Toward Authentic Assessment AND Instruction: A Framework for Educators
1999
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Toward Authentic Assessment AND Instruction: A Framework for Educators
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1999
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Center for Applied Research and Educational Improvement
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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.
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. (1999). Toward Authentic Assessment AND Instruction: A Framework for Educators. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/138439.
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