to the once traditional teaching methods and teaching to the test. Even though standardized test are traditional in the multiple choice format, it does not mean that educators need to use the same method to achieve student mastery. Teachers and administrators indicate that the pressure associated with standardized testing forces them to compromise their ideals about good teaching and affects their performance, behavior, and/or attitudes towards school (Moon et al., 2002). This traditional way of assessing has not allowed students to fully demonstrate learning. Authentic assessments provide evidence of what students are able to do within the content and show the level of achievement. When students are given an authentic assessment, rubrics serve as a guide in preparing exemplary work. When rubrics are provided, it lets students know what is expected of them. As with traditional assessments, there can be an element of surprise because the goal is not only to get the right answer. By using performance assessments and rubrics as goal setters, students are able to enable themselves to increase their learning and achievement. The purpose of this is to answer the following research question: Do the use of authentic assessments increase student achievement? Significance of the Problem The creation of state standards to guide student learning has clarified goals, and in cases where standards are well designed, has usefully upgraded expectations for knowledge and skills (Darling-Hammond, 2010). In the fall of 2007, Georgia implemented the new Georgia Performance Standards (GPS) for the eighth grade. Students were doing more algebra than they had ever done previously in middle school. The state implemented standards into the middle school curriculum that were once
to the once traditional teaching methods and teaching to the test. Even though standardized test are traditional in the multiple choice format, it does not mean that educators need to use the same method to achieve student mastery. Teachers and administrators indicate that the pressure associated with standardized testing forces them to compromise their ideals about good teaching and affects their performance, behavior, and/or attitudes towards school (Moon et al., 2002). This traditional way of assessing has not allowed students to fully demonstrate learning. Authentic assessments provide evidence of what students are able to do within the content and show the level of achievement. When students are given an authentic assessment, rubrics serve as a guide in preparing exemplary work. When rubrics are provided, it lets students know what is expected of them. As with traditional assessments, there can be an element of surprise because the goal is not only to get the right answer. By using performance assessments and rubrics as goal setters, students are able to enable themselves to increase their learning and achievement. The purpose of this is to answer the following research question: Do the use of authentic assessments increase student achievement? Significance of the Problem The creation of state standards to guide student learning has clarified goals, and in cases where standards are well designed, has usefully upgraded expectations for knowledge and skills (Darling-Hammond, 2010). In the fall of 2007, Georgia implemented the new Georgia Performance Standards (GPS) for the eighth grade. Students were doing more algebra than they had ever done previously in middle school. The state implemented standards into the middle school curriculum that were once
ROBINSON%20FINAL%20FINAL.docx