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learning areas . As shown in Table 5.4 , self-assessments can also be used as a formative approach to assessment .
These types of assessment are rarely used to inform stakeholders because they have a direct student bias , but school report cards often have spaces for students to provide commentary in a self-assessment context ( Brady and Kennedy , pp . 79-82 ). More specifically , and with practice , student self-assessment engages students to :
� objectively reflect on and critically evaluate their own progress and skill development � identify gaps in their understanding and capabilities � discern how to improve their performance � learn independently and think critically ( UNSW , n . d .)
Authentic Assessments
There has been much discussion in both public and education circles about the need for ‘ authentic ’ assessments . The term authentic assessment refers to “ a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills ” ( Mueller , n . d .). The debate around authentic assessment has two angles . The first is a call from business and industry for schools to remain relevant to society and business by graduating people who are ‘ work place ready ’. Authentic assessments are therefore viewed as a parallel to what people do in work place situations .
The second angle is concerned with the emergence of the knowledge society in which innovation and creativity are key capabilities . Authentic assessments require students to engage with such elements for success . As Wiggins ( 1993 , p . 229 ) says :
"…( authentic assessments are ) engaging and worthy problems or questions of importance , in which students must use knowledge to fashion performances effectively and creatively . The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field .”
Product and performance assessments are assessment strategies that enable the development of authentic assessments . Table 5.5 provides a comparison of the traditional approach to assessment and the premise of authentic assessments .
Having now outlined the four assessment groups which specify the assessment instruments available to the classroom teacher when assessing their classroom curriculum , we now suggest you return to Chapter Four and review the ‘ Role of the Syllabus and Instructional Learning Outcomes ’ and ‘ Using Key Verbs ’ as these elements are fundamental when choosing best fit assessment strategies .
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