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Authentic assessment has become increasingly important in the 21st century classrooms, which focus on the teaching and learning of 21st century competencies. Assessment experts have agreed unanimously that the use of authentic assessment in the day-to-day classroom instruction leads to improved student learning and performance, as authentic assessment provides students with richer and more intellectually challenging tasks than conventional assessment. In addition, authentic assessment allows for the holistic assessment of students knowledge, skills and dispositions. As we enter the second decade of the 21st century, the task of preparing and empowering all teachers and lecturers in schools, colleges and higher institutes to be assessment-literate, especially in the design and implementation of authentic assessment to support student learning of 21st century competencies, is formidable. The first volume of this book compiles exemplary work from a selected group of teachers and lecturers who have significant experience in successfully designing and/or implementing classroom authentic assessment. This book provides not only useful examples of authentic assessment and rubrics ranging from the primary school level to the junior college level, but also the reflective and insightful sharing of the authors about the benefits and challenges of implementing authentic assessment. As part of their learning and professional development, the authors themselves have become champions of authentic assessment.
Systematic and organized Each chapter introduces an aspect or technique for authentic assessment, and concludes with a reflection on the benefits and challenges of the aspect or technique. Readers will find each chapter comprehensive and easy to follow.
Simple and real-life examples The examples in the book make use of real-life and local situations unique to Singapore, that make it easier for readers to relate to situations as well as find them applicable to their own schools or experiences.
Materials and rubrics The book provides rubrics, assessment forms and other useful materials that readers can use in their own classroom authentic assessment.
1. Authentic Assessment and Teacher Professional Development: An Introduction, Kim Koh
2. Performance Assessment for the Teaching of Junior College Physics, Kam Yit Han
3. An Interdisciplinary Approach to Performance Assessment, Loo Kwok Wai & Ng Pek Har
4. Designing a Performance-based Task for Persuasive Speech Writing, Stephen Ng
5. Validation of Performance Assessments, Norashid bin Darni
6. Assessment of Oral Communication Skills Using an Authentic Language Task in the Context of Drama Conventions, Ravinder Mohan Sharma
7. Authentic Assessment of Lower Secondary Mathematics, Lyndon Lim
8. Designing Performance Assessment for Primary Science, Christina Chang
9. Historians at Work: Designing Authentic Assessment for Primary Social Studies, P Ananthi
10. Assessment for Learning: Unpacking the Black Box in Every Classroom, Edmund Song
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Kim Koh (Ph.D.) is an assistant professor with the Curriculum, Teaching & Learning Academic Group at the National Institute of Education (NIE) Singapore. Her areas of specialization include educational assessment, measurement, and research methodology. At NIE, she had successfully completed three major research projects in assessment: (1) Core I Panel 5 A Large-Scale Empirical Study of the Quality of Teachers Assessment Tasks and Student Work in Singapore Schools, (2) Improving Teachers Assessment Literacy Intervention Project, and (3) The Development of the Primary One Diagnostic Reading Assessment Project. Kim has also published her research findings in the following journals: Assessment in Education, Teaching Education, and Asia Pacific Education Review. In addition, she also published in Applied Measurement in Education, International Journal of Testing, and Journal of Modern Applied Statistical Methods. Since 2007, Kim has taught the module Mastering the Art of Authentic Assessments at NIE. Her book with Pearson, Improving Teachers Assessment Literacy, was based on her research work and teaching experience to improve the quality of teachers assessment tasks and their classroom assessment practices.
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