AUTHENTIC TASK

ASSIGNMENTBy Mapaseka Ayanda Dube

PROFESSIONAL STUDIES 3A Assignment one NAME: MAPASEKA AYANDA SURNAME: DUBE STUDENT NO: 201049668 CONTACT: 07848637063 DUE DATE: 22 FEB 2012

WHAT IS A AUTHENTIC TASK?

IT IS THE EXPERINCES OF PERSONAL RELEVANCE THAT PERMIT LEARNERS TO PRACTISE SKILLS IN WHICH THAT THE SKILL WILL BE USED.

BROWN, COLLINS AND DUGUD HAVE DESCRIBED AUTHENTIC TASK AS THE ORDINARY PRACTICES OF THE CULTURE. (BROWN,COLLINS AND DIGUID:I989)

IT HAS THE POTENTIAL TO FOSTER MEANINGFUL INTELLECTUAL ACCOMPLISMENT AND LEARNING, SINCE THE AUTHENTIC TASK IS RELATED TO THE STUDENT’S REAL LIFE EXPERINCES.

ACCORDING TO NEWMAN AND WEHLAGE THE AUTHENTIC ACTIVITIES ARE THE REAL WOLRD TASK THAT A PERSON CAN EXPECT TO ENCOUNTER ON THE JOB, AT HOME OR OTHER SOCIAL CONTEXTS.(NEWMAN,WEHLAGE:1993)

AUTHENTIC TASK ALLOWS LEARNERS TO APPLY NEW LEARNING TO THEIR CURRENT PRACTICES AND FUTURE ASSIGNMENT.

STUDENTS CAN MAKE DIRECT CONNECTIONS BETWEEN NEW MATERIAL AND THEIR PRIOR EXPERINCES.

IT PROVIDES THE LEARNERS WITH THE OPPOURTUNITY TO COLLABORATE WHICH CONTRIBUTES TO GROWTH AD LEARNING.

IT PROVIDES ALSO PROVIDES AUTHENTIC ASSEMENT OF LEARNING WITHIN THE TASKS.

IT PROMOTES REFLECTION THAT ENABLE ABSTRACTIONS TO BE FORMED

CHARACTERISTICS• AN AUTHENTIC TASK IS

PURPOSEFUL AND ENGANGING.

• IT PUTS KNOWLEDGE TO WORK.

• IT SUPPORTS THE MULTIPLE REPRESENTATION AND SOLUTION STRATEGIES.

• IT SUPPORTS COLLABORATIVE CONSTRUCTIVE LEARNING

• PROVIDES MULTIPLE ROLES AND PERSPECTIVES.

• PROVIDES THE OPPOURTUNITY TO REFLECT.

• AUTHENTIC TASK HAVE THE REAL WORLD RELEVANCE

AUTHENTIC TASK AND TECHNOLOGY TECHNOLOGY HAS BEEN USED TO SUPPORT BOTH LEARNING AND

TAECHING WITH LIMITED SUCCESS.

TECHNOLOGY APPEARS TO HAVE GREAT POTENTIAL TO SUPPORT STUDENT PERFOMANCE OF AUTHENTIC TASKS AND THEIR LEARNING.

STUDENTS MUST BE CHALLENGED WITH AUTHENTIC TASKS THAT DRIVE THE NEED TO USE, TRANSFORM, APPLY AND INTERPRETING INFORMATION.

A WEB-BASED LEARNING ENVIRONMENT (WBLE), IF USED EFFECTIVELLY IT ALLOWS, ENABLES AND PROMOTES CONSTRUCTIVE LEARNING USING THE AUTHENTIC ACTIVITIES.

TECHNOLOGY CAN PROVIDE STUDENT WITH ACCESS TO INFORMATION, PRACTICAL SIMULATIONS OF COMPLEX PHENOMENA AND OTHER FORMS OF REAL WORLD SIMULATED DATA.

FOR INSTANCE HERRINGTON ET AL. USED ONLINE AUTHENTIC ACTIVITIES FOR A GRADUATE CERTIFICATE COURSE IN ONLINE TEACHING AND LEARNING PROGRAM.

WITH TECHNOLOGY, STUDENTS CAN CONSTRUCT THEIR OWN MEANING AND DEVELOP ROBUST SKILLS RELATED TO SOLVING COMPLEX, ILL-STRUCTED PROBLEMS

FOR SOME INSTRUCTORS IT IS CHALLENGING TO USE AUTHENTIC ACTIVITIES IN REAL- LIFE SETTINGS BECAUSE OF THE LIMITATIONS OF THE SUBJECT MATTER, TIME FINANCES, PRACTICAL CONSTRAINTS AND THE RISK OF PHYSICALLY MOVING STUDENTS FIELDS OF PRACTICE BUT WITH THE DEVELOPMENT OF WEB TECHNOLOGY, SUCH LIMITATIONS HAVE EASED

WHATS IS AN AUTHENTIC ASSESSMENT? IT IS A FORM ASSESSMENT IN WHICH STUDENTS ARE ASKED TO

PERFORM REAL WORLD TASKS THAT DEMNONSTRATE MEANINGFUL APPLICATION OF ESSENTIAL KNOWLEDGE AD SKILLS.

AN AUTHENTIC ASSESSMENT USUALLY INCLUDES A TASK FOR STUDENTS TO PERFORFORM AND A RUBRIC BY WHICH THEIR PERFOMANCE ON THE TASK WILL BE EVALUATED.

IT CAN BE USED UPON THE STUDENT TO DEMONSTRATE SPECIFIC SKILLS AND COMPETENCIES, WHICH MEANS THAT THEY HAVE TO APPLY SKILLS AND THE KNOWLEDGE THAT THEY HAVE MASTERED.(STIGGINS:1987)

IT IS ENGAGING AND WORTHY PROBLEMS OR QUESTION IMPORTANCE, IN WHICH STUDENT MUST USE KNOWLEDGE TO FASTIN PERFOMANCES EFFECTIVELY AND CREATIVELY .(WIGGINS:1993)

WHY YOU MUST USE AN AUTHENTIC ASSESSMENT? IT CONTAINS DIRECT MEASURES.

IT CAPTURES THE CONSTRUCTIVE NATURE OF LEARNING. (BRANSFORD&VYE:1989)

IT INTERGRATES TEACHING, LEARNING AND ASSESSMENT.

IT PROVIDES MULTIPLE PATHS TO DEMONSTRATION.

MY EXAMPLE OF A AUTHENTIC TASK

LEARNING AREA IS ECONOMIC MANAGEMENT SCIENCES.

I HAVE CHOOSEN TO DISCUSS THE ECONOMIC CYCLE WITH MY LEARNERS

THIS TOPIC CONTAINSW DIAGRAMS THAT HELP EXPLAIN THE WORK AND TO HELP MY LEARNERS TO HAVE A BETTER UNDERSTANDING.

I HAVE MADE USE OF TRANSPERENCIES THAT I USE ON THE OVER PROJECTOR INSTEAD OF DRAWNONG ON THE BOARD.

TASK AS PART OF THE AUTHENTIC TASK I HAVE DECIDED TO GROUP THE

LEARNERS INTO GROUPS

I DECIDED TO DO THE BASICS OF AUTHENTIC LOOKING AND FOR EXAMPLES O HAVE USED THINGS THAT ARE PART OF THEIR LIVES.

FOR HOUSEHOLDS I HAVE USED THEIR HOMES AS THEY ARE PARTICIPANTS WITHIN THE ECONOMY.

FOR BUSINESS ENTERPRISES I HAVE USED WELL KNOWN BUSINESSES TO THEM>

FOR BANKS I HAVE USED THEIR WELL KNOWN BANKS.

IN GROUPS OF THREE THEY MUST DESIGN THE ECONOMIC CYCLE ACCORDING TOTHEIR OWN UNDERSTANDING

THROUGH THE DESIGNED CYCLE THEY MUST EXPLAIN THE FLOW OF MONEY.

THEY MUST DESIGN THE DIAGRAM OF THE ECONOMIC CYCLE USING THE COMPTUR AND IT MUST BE PRINTED AND BROUGHT TO CLASS SO THAT I CAN ASSESS IT.

I WILL MAKE USE OF THE AUTHENTIC ASSESSMENT TO MARK IT.

REFERENCES Bransford, J. D., & Vye, N. (1989). A perspective on cognitive research and its

implications for instruction. In L.B. Resnick & L.E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (1989 Yearbook of the Association for Supervision and Curriculum Development). Alexandria, VA: Association for Supervision and Curriculum Development

A. Collins, J. S. Brown, and S. Newman, "Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics," in Knowing, Learning and Instruction: Essays in Honor of Robert Glaser, L. B. Resnick, ed. (Hillsdale, N.J.: Erlbaum, 1989).

J. Herrington and R. Oliver, "An Instructional Design Framework for Authentic Learning Environments," Educational Technology Research and Development, Vol. 48, No. 3, 2000, pp. 23–48

F. Newmann, and G. Wehlage, "Five Standards of Authentic Instruction," Educational Leadership, Vol. 55, No. 2, 1993, pp. 72–75.

Stiggins, R. J. (1987). The design and development of performanceassessments. Educational Measurement: Issues and Practice, 6, 33-42

Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass Publishers.