Authentic Assessment of Special Learners: Problem or Promise?

Choate, Joyce S.; Evans, Susan S.

doi:10.1080/1045988x.1992.9944588

Cited by 16 publications

(12 citation statements)

References 3 publications

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“…Authentic assessment occurs when students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands (Choate & Evans, 1992;Diez & Moon, 1992). Authentic assessment occurs when students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands (Choate & Evans, 1992;Diez & Moon, 1992).…”

Section: Authentic Assessment Of Student Performancementioning

confidence: 99%

“…Authentic assessment occurs when students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands (Choate & Evans, 1992;Diez & Moon, 1992). Assessments can be considered authentic if (a) students integrate and apply skills to accomplish a larger task (Choate & Evans, 1992), (b) the process and products of learning and higher-level thinking are emphasized (Diez & Moon, 1992), (c) assessment tasks help students make judgments about their own performance through self-appraisal and goal setting (Perrone, 1994;Zessoules & Gardner, 1991), and (d) the criteria for performance are negotiated and made explicit in advance with students (Wiggins, 1989). Authentic assessments are exhibitions of learning that are gathered over time to show evidence of progress, acquisition, and application.…”

Section: Authentic Assessment Of Student Performancementioning

confidence: 99%

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Creating a Responsive Curriculum for Inclusive Schools

Udvari-Solner

Thousand

1996

Remedial and Special Education

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As school communities begin to serve students with significant disabilities in general education classrooms, there is a need to recognize and employ curriculum orientations and practices that interface with the purposes and principles of inclusive education. this article begins by offering reconstructionism---or the process of critique and reformulation of practice---as a useful orientation for viewing the design of curriculum in inclusive schools. sound theoretical foundations and the use of learner-centered, process-oriented, and communication-based instructional approaches are proposed as promising practices for designing a curriculum that is responsive to the needs of diverse learners. following this discussion, implications for future research are articulated.

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“…Authentic assessment occurs when students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands (Choate & Evans, 1992;Diez & Moon, 1992). Authentic assessment occurs when students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands (Choate & Evans, 1992;Diez & Moon, 1992).…”

Section: Authentic Assessment Of Student Performancementioning

confidence: 99%

“…Authentic assessment occurs when students are expected to perform, produce, or otherwise demonstrate skills that represent realistic learning demands (Choate & Evans, 1992;Diez & Moon, 1992). Assessments can be considered authentic if (a) students integrate and apply skills to accomplish a larger task (Choate & Evans, 1992), (b) the process and products of learning and higher-level thinking are emphasized (Diez & Moon, 1992), (c) assessment tasks help students make judgments about their own performance through self-appraisal and goal setting (Perrone, 1994;Zessoules & Gardner, 1991), and (d) the criteria for performance are negotiated and made explicit in advance with students (Wiggins, 1989). Authentic assessments are exhibitions of learning that are gathered over time to show evidence of progress, acquisition, and application.…”

Section: Authentic Assessment Of Student Performancementioning

confidence: 99%

Creating a Responsive Curriculum for Inclusive Schools

Udvari-Solner

Thousand

1996

Remedial and Special Education

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show abstract

“…In addition, both preliminary reports of use in general education and the nature and characteristics of performance assessment suggest several possibilities. Choate and Evans (1992) pointed out that authentic assessment practices might offer students with disabilities (a) multiple options for demonstrating knowledge, (b) more instructional time if assessment is integrated with instruction, ( c) an accurate measure of curriculum attainment, (d) knowledge of relevant skill acquisition, as both instruction and assessment would be related directly to essential survival skills, (e) selfmonitoring strategies and student habits if self-assessment approaches are built in, and (f) consideration of variables closely related to knowledge acquisition.…”

Section: Potential For Special Studentsmentioning

confidence: 99%

“…In addition, Choate and Evans (1992) have raised several questions about using authentic assessment with special learners. Their questions concern the students' abilities to handle several aspects of extended tasks, appropriateness of the criteria for special learners, and legal aspects of performance assessments.…”

Section: Possible Problems For Special Studentsmentioning

confidence: 99%

“…The results from traditional tests provide a limited view of student learning. Choate & Evans ( 1992) noted that many classroom skills are not assessed by traditional tests because the tests sample a broad range of skills. Test results can mislead the consumer because many people think the score is an absolute rather than merely an indicator.…”

Section: Problems With Traditional Testingmentioning

confidence: 99%

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