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• Authentic Assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
• Wiggins (1987) defines authentic assessment as engaging in worthy problems or questions of importance in which students must use knowledge to fashion performances effectively and creatively.
• Democratic participation includes the skills for exercising the rights and obligations of citizenship at the local, state, national and global level.
• Intercultural understanding refers to respecting cultural differences and working effectively with people from a range of cultural backgrounds, and responding open-mindedly to different ideas and values.
• Democratic participation refers to skills necessary for participating effectively in civic life through knowing how to stay informed and understanding governmental processes.
• The tasks in authentic assessment are either replicas of or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field.
• Stiggins (1987) claims that authentic assessments call upon the examinee to demonstrate specific skills and competencies, i.e., to apply the skills and knowledge they have mastered.
• Traditional Assessment focuses on the teacher and is structured, while Authentic Assessment focuses on the student and is structured.
• In traditional assessment, the outcome is indirect evidence, while in authentic assessment, the outcome is direct evidence.
• Authentic Assessment starts with clear and definite criteria of performance made known to the students.
• Authentic Assessment is criterion-referenced rather than norm-referenced and so it identifies strengths and weaknesses, but does not compare students nor rank their levels of performance.
• Authentic Assessment requires students to make their own answers to questions rather than select from given options as in multiple choice items, and requires them to use a range of higher order thinking skills (HOTS).
• Authentic Assessment often emphasizes performance and therefore students are required to demonstrate their knowledge, skills or competencies in appropriate situations.
• Authentic Assessment does not rely on ability to recall facts or memorize details, instead students are asked to demonstrate skills and concepts they have learned.
• Authentic Assessment encourages both teacher and students to determine their rate of progress in cooperatively attaining the desired student learning outcomes.
• Games are activities utilized by teachers to have students practice and review concepts.
• Cognitive system processes all the necessary information and the knowledge which consists of information, mental, procedures and physical procedures.
• Cartooning is a task where students use drawings to depict situations and ideas.
• Models are tasks where students produce a miniature replica of a given topic.
• Demonstrations are tasks where students present a visual enactment of a particular skill or activity.
• Slates or Hand Signals are used by students as a means of signaling answers to the teacher.
• Metacognitive system sets goals and keeps track of how well these goals are being achieved.
• Checklist is a list of objectives that students need to master and then checked off as the students masters it.
• Daily Assignments are tasks assigned to the student to be completed at school or home.
• Journal is a task where students write daily on assigned or personal topics.
• Portfolio is a purposeful collection of students’ works that exhibit the student’s efforts, progress, and achievements in one or more areas of the curriculum.
• Teacher Observation is when the teacher observes the students while they work to make certain the students understand the assignment and are on task.
• Notes are tasks where students write a summary of the lesson.
• Projects are tasks where students take opposing positions on a topic and defend their position.
• Problem-solving is a task where students solve problems.
• Discussions are tasks where students in a class verbally interact on a given topic.
• Self-system decides whether to continue the current behavior or engage in a new learning activity.
• Transversal Competencies are competencies that are transferable between jobs, also known as transferable competencies.
• Panel discussion is a group of students verbally presenting information.
• Gilbert Ryle distinguishes knowing how (technical ability) from knowing that (facts and propositions) and knowing what (acquaintance with things and persons).
• Authentic Assessment does not encourage rote learning and passive taking of tests; instead, students are required to demonstrate analytical skills, ability to integrate what they learn, creativity, and ability to work in a group, skills in oral and written communications.
• Authentic Assessment values not only the finished products which are the learning outcomes, but also the process of learning.
• Transversal competencies cross over specific job and make people function better in any job.
• Entrepreneurship is a combination of technical, business management, and personal determination, innovation and risk-taking skills necessary to turn ideas into action, as well as plan and manage projects in order to achieve objectives.
• Reflective thinking is the ability to reflect critically on learning experiences and processes in order to inform future progress.