Authentic+Assessment+Initiative

curriculum development in preparation for the state evaluation in May ||= **Agarwal** ||= ** Moscoe ** || design to the development and evaluation of your own assessment ||= **Ayoung ** ||=  || collaboration in the curriculum development process ||= **Camidge** ||= ** Nipps ** ||
 * ~ Goals of the Authentic Assessment Initiative ||||~  Links to Teacher APPs ||
 * -Have teachers complete demonstrable progress with your work on
 * - Apply basic principles of Authentic Assessment and outcome-based
 * - Enable participants to practice and reflect on the role of peer
 * =  ||= **Hinman  ** ||= ** Rodomsky-Bish ** ||
 * =  ||=   ||= ** Schwartz ** ||
 * =  ||=   ||= **Southern** ||
 * =  ||= **Monen** ||= **Strauss** ||

 Characteristics of Authentic Assessments, adapted from "Teaching to the Test" by Grant Wiggins

11. Require some appropriate collaboration
**A version of** **the Tuning Protocol** //Developed by Joseph McDonald and David Allen// Adapted from the National School Reform Faculty website at **//[|www.nsrfharmony.org].//** (20 to 30 min.

**1**. **Introduction** (2 min) - Identify a facilitator who briefly summarizes the process (below) **2**. **Presentation** (8 min) * The presenter briefly introduces the context for the assessment (grade level, timing, etc.). S/he could do this by having the group read your APP on the Wiki. * The presenter identifies any specific aspect of her/his plan that s/he would like feedback on. S/he could ask for general reactions, or feedback on one part of the assessment (e.g. the activity or the rubric), or targeted feedback on one aspect of the plan (e.g. increasing the level of student engagement for those observing the performance). * The presenter describes the details of the plan that will help the group to focus their feedback. Presenters should bring any necessary materials such as copies of the assignment or rubric (or have participants look at them on the Wiki). * Participants are silent during this presentation, noting questions and feedback for later. **3.** Participants ask **“clarifying” questions** (3 min.) **4**. Participants give **feedback** while the presenter listens silently (10 min) * Feedback generally begins with a few minutes of “warm” feedback followed by “cool” feedback including suggestions for improvements. * The facilitator may remind participants of the focus for the feedback. * Participants may comment on how well the planned format and criteria targets the student skills and knowledge outcomes. **5.** Presenter’s **reflection** **on the feedback** while the participants are silent (3 min)