1

CONSTRUCTED RESPONSE AUTHENTIC TASK: A PRESENTATION

A written report in partial fulfillment of

Measurement and Evaluation

Submitted to
Dr. Michaela P. Munoz
Educational Leadership and Management Department
College of Education – Graduate Studies

December 5, 2007

Submitted by:
Alcantara, Estrellita
Bantayan, Maria Anna
Cruz, Olive
Galang, Gianna
Lara, Gladys Lenore
Pedro, Adele
Sanchez, Clarissa
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Introduction

After the November 14th Measurement and Observation class, this group, that was
in charge of doing an authentic task for Constructed Response, brainstormed on what
authentic assessment it would present to the class with the Subject area as Science.
Various topics were discussed and what authentic tasks would be interesting in relation
thereof. In order for us to discuss about it even after class, a yahoogroup was created.

Initially, Adele suggested the topic, An Inconvenient Truth, basically on Global

Warming. Supporting materials were sent culled from the internet. Then, Gladys
suggested Astronomy. Material sources were also sent for references. Another suggestion
was also made about having an experiment on roller coasters but later it was found to be
unfeasible due to time constraints and materials needed for it.

Then on Nov. 21 during class, other topics were looked into such as ecology,
biodiversity, pollution, the environment, types of pollution, land conservation and water
conservation. Notes were taken while we all gave our thoughts. We initially decided on
water conservation then proceeded to identifying the standard right away. But as we
progressed into the discussion we found that the suggested tasks were harder to do and
present in especially so we are to take on the constructed response type of authentic
task. So, topics brainstormed again and went back to discussing the environment, this
time, on garbage disposal, minimizing waste and finally thought about recycling. It is in
here that attention was focused on as there are a lot of simple yet creative inputs from all
the members. We also decided on this topic because we considered very much the grade
level of the students who will take on the task – grade IV.

With the topic now established, the discussion now went into the steps involved in
the authentic assessment. The minutes of our meeting revealed an initial outline of the
presentation with the following:

I. Identifying the standards

1. Students will be able to define recycling.

2. Students will be able to identify ways of recycling.
3. Students will be able to understand the impact of everyday waste in our lives.

II. Authentic task - "show your work"

From recycled materials, students will create their own object/thing/ decor with a
Christmas theme

III. Choosing the criteria

1. The completed work has a practical use/in line with theme given (practicality).
2. The completed work is made out of almost 100% recycled materials (materials used).
3. The completed work shows that it is sturdy and care was taken during construction, in
line with the thrust that useful things can be made out from waste (strength of structure).
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This was how far we went while in the classroom. The rubric will be taken on by
Bamboo and will send to the others an initial format for it based on the initial criterion.

Though the above looked like raw, it helped us carried through our discussion on
line. The work was then divided among the members such as the assignment of the four
parts among the members and to bring recyclable materials in class. Aside from the
assignment of the four parts among the members, it was also decided that each member
will give their own research and references with regards to our topic and with regard to
constructed response. These would be shared and make a write up of our respective
assignments and discuss again online. A deadline was decided for all these processes
which was on Nov.30. Despite some drawbacks, things were then coordinated. The
work was then integrated into a synchronized whole with further discussions to fully iron
out details. A second meeting was then held during December 3. The succeeding pages
will show what we put together for this presentation.

What we greatly realized after coming out with this presentation is that we
deviated a bit from some of our original ideas. It was because we learned better, read a
great deal and thought more deeply.
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STEPS IN AUTHENTIC ASSESSMENT

1. Identify the standard

In this step, we first considered our pupils’ prior knowledge on the following. We
consulted grades 4 and 5 books so we would know the contents of the topic that have to
be considered (Steck-Vaughn, 2000). And they are:

1. What we throw away? What are organic and inorganic waste materials ?
Garbage contains two kinds of materials.
• Organic materials come from things that were once alive. Paper, food
waste, yard waste and wood are all organic. .
• Inorganic materials come from things that were never alive.

Most garbage is organic. Paper makes up about 14%. The rest is glass, metals,
plastics and other materials including food, rubber, and disposable diapers.

2. Where does the garbage go?

• About 27% is recycled, or processed to be used again. Newspapers,
aluminum cans, glass jars, some plastic containers and yard waste can
be recycled.
• 17% of garbage is incinerated or burned. Dumping in the ocean is no
longer allowed. More than half of our garbage winds up in landfills,
which are modern versions of the town dump.

3. What happens in a landfill?

Inorganic materials break down very slowly, if at all. They may remain for
hundreds of years. That is why these materials should be recycled, not dumped. Organic
garbage degrades or breaks down, through the action of living things. Living things that
break down organic materials are called decomposers. Many labels claim that products
are biodegradable, which means they will break down. But these labels can be
misleading. Many people think that organic garbage will degrade in a landfill. But this is
not always true. Most bacteria that are decomposers are aerobic which means they need
oxygen to live. In a landfill, there is no oxygen below eight to ten feet. Since the aerobic
bacteria cannot survive, the garbage remains, even if it is biodegradable.

4. What happens in a compost pile?

Many communities are composting some garbage, especially yard waste,
instead of disposing it in landfills. In composting, organic materials is broken down by
aerobic bacteria, fungi, insects and worms. Unlike landfills, compost piles have oxygen to
keep bacteria alive. The oxygen is provided by turning the garbage periodically. After a
while, the garbage turns into a soil-like mixture called compost. This can be added to
soil for gardening and farming.
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The thrust now is to apply this knowledge to other contexts. General ideas can be
put to use in new, specific situations to solve problems. In the previous lessons for
example, we describe an old idea, composting. We told them how this old idea is being
used in a new, specific way like large scale composting (which is fairly new).

In the Philippines, a Filipino living in the metro generates in average a half kilo of
solid waste, and with a total population of 10 million, this adds up to more than two
million metric tons of waste per year! (DENR website) Even more daunting is that 90%
of this waste just ends up in dumpsites rather than being reused. Although, households
reused many items such as rubber bands and aluminum foil. In what context is this idea
of reusing things being applied today? How can grade IV students help reduce the
amount of garbage they throw away?

Good authentic assessment development begins with identifying a set of standards

for our pupils. Standard-writings have typically focused on the content of the disciplines,
but what about critical thinking skills, problem solving abilities, collaborative skills and
personal development? As mentioned by Jon Mueller (2007) in his Assessment tools,
these highly valued skills are not easily incorporated into content standards and, thus, are
often omitted or given insufficient attention. Yet, the standards should capture what we
most value and most want our students to learn. So, we should consider including
these other skills or some of them in our standards. Mueller enumerated different types
of standards in his Assessment Tools. He defined content standards, process standards,
and value standards. He defined content standards as statements that describe what
students should know or be able to do within the content of a specific discipline or at the
intersection of two or more disciplines. Process Standards is defined as statements that
describe skills student should develop to enhance the process of learning. Value
standards as statements that describe attitudes teachers would like students to develop
towards learning.

Therefore, our new identified standard is :

STUDENTS WILL BE ABLE TO RECYCLE SOME COMMON ORGANIC AND

INORGANIC WASTES.

For this standard, we identify it as a “process standard”.

Citation References:

http://Jonathan.mueller.faculty.noctrl.edu/toolbox/standards.htm retrieved November 29, 2007

Steck–Vaughn. (2000). PRE-GED Science. Pages 74-77

Department of Environment and Natural Resources Community-Based Ecological Solid Waste Management Program.
Retrieved from http://www.denr.gov.ph/nswmc/cbeswmp/ on December 4, 2007.
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2. Choosing the Authentic Task

In constructed response assessment, we directly examine students’ performance

on knowledge that is of importance to the students, teachers and society. It measures
knowledge gained on tasks completed based on real-life experiences provided by the
teacher. In this type of task, students are presented with a stimulus and are asked to
respond in real-life scenarios that are meaningful. The scenarios presented to the students
mirror the priorities and challenges most important to the consumers---teachers, parents,
and the students themselves. This allows the students to apply learning in real-life
meaningful ways, enhances personal and social growth, and encourages the students to
explore higher levels of Bloom’s taxonomy. In this type of assessment, the teachers and
the students learn the kind of work that most matters through the task given; “they are
enabling and forward-looking, not just reflective of prior teaching.” (Wiggins, 1990)

There is currently a trend highlighting the need to save the environment by going
green and by limiting the impact of man’s daily activities on the environment. This global
trend is consistently been growing in its impact and reach due to the worsening effects of
natural disasters that has been occurring more often now than before. We have seen the
disastrous effects of previous generation’s devil-may-care attitude on environment. The
effects of this attitude have weighed heavily on today’s people and society. Due to the
heavy toll we have placed on the environment, it is now bursting in its seams and we may
suffer the brunt of the consequences sooner than we thought as long as we do not address
the persisting causes of the situation. The state of the environment is a global issue that
crosses borders, race and age. Since environmental rehabilitation is a global issue,
students at all levels should be familiarized with the issue to inspire environmental
consciousness and social responsibility. We believe that the issue has to be introduced at
all school levels and that authentic assessment matches the needs of both the learner and
society perfectly. We decided that our aim should be for the students at the grade 4level
to understand that they can reuse materials and reduce the amount of waste that we
produce. We will be assuming that in the previous lesson students were taught where the
garbage goes, what is a landfill, and what happens in a compose pile.

We will begin by discussing their initial understanding of our new topic which is
“Reduce, Reuse and Recycle.” We will ask them the following questions to stimulate
thinking and discussion: 1) what happens to the resources we use when we no longer
need them? and 2) what do these words mean –reduce, reuse and recycle?. Afterwards,
we will refer to the world as we know it. We will briefly discuss the garbage dumpsite
problems in the Philippines, wastes in resources, the increasing statistics of garbage, and
the concept of reusable garbage. We will inspire the students’ analytical thinking by
showcasing products that are made from recycled wastes. We will then discuss the task
itself, which is to create Christmas themed ornaments or objects from recycled materials,
and discuss the rubric that will be used to assess their work. Rather than set teacher
imposed parameters for the activity, the teacher will provide the students with raw
materials and show ideas and examples of recycled objects. The task will address whether
the student can craft polished, thorough and justifiable answers, performances or products
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(Wiggins, 1990). The task provides the students to show their understanding in a format
that is comfortable to them. Since the given task is non-threatening and enjoyable, the
task provides the teacher a way “to look more carefully at children, to examine their own
assumptions about potential and achievement, to consider a variety of approaches to
teaching, and to try out alternative forms of assessment” (Soren, 2000).

Citation References:

Reeves, T.C.; Herrington, J.; Oliver, R. (2002). Authentic activities & Online Learning. Retrieved from
http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf on November 30, 2007.

Rudner. L.M.; Schafer, W.D. (2002). What teachers need to know about assessment. National Education Association of
the United States of America. Retrieved from http://edres.org/nea/teachers.pdf on November 30, 2007.

Soren, B. (Summer 2000). What is Authentic Learning and Can it be Assessed? Curriculum Inquiry. Vol. 30 No. 2, pp.
237-243.

Wegener, D.; Burger, J. (March 2005). Authentic assessment: The best summative assessment tool. Educational
Psychology 212A. Retrieved from http://cststu01.csm.edu/students/dwegener/authenticassessment.htm on November 13,
2007.

Wiggins, G. (1990). The case for authentic assessment. Retrieved from http://pareonline.net/getvu.asp?v=2&n=2 on
November 30, 2007.

Various information on recycling and recycling activities. Retrieved from http://www.rco.on.ca/ on November 28, 2007
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3. Choosing the criteria

Criteria are known to be a vital part of evaluation especially in Criterion-

referenced tests such as constructed response assessment. In constructed response
assessment, criteria serve as a guideline for both the teacher and the student. It focuses on
“what is worth assessing in ways that are directly useful to the most important
consumers---teachers, parents, and the students themselves” (Soren, 2000). It would be
most helpful if the students were informed of the criteria before the actual activity.

Having a set of criteria helps determine what the students can do and know rather
than comparing them with a standardized norm. It is an expectation and presents what
the teacher is looking for. It can also set the boundaries or limitations of the assessment.
Criteria determine “how well students are doing relative to a predetermined performance
level on a specified set of educational goals or outcomes included in the school, district,
or state curriculum” (Rudner, 2002). It gives detailed information about how well the
student performed with respect to the educational goals set that are valued by the student,
the teacher, and society.

In choosing for our presentation, we considered the following criteria:

1. If the completed work has a practical use. (practicality)
2. If the completed work is in line with the theme given. (theme-based)
3. If the completed work is made out of recycled materials (materials used).
4. If the completed work shows that it is sturdy and care was taken
during construction (strength of structure).
5. And, if the artwork provokes dialogue and invites self-reflection.

The following are the criteria of this project:

1. practicality
2. theme-based
3. materials used
4. strength of structure
5. viewer response

A. Practicality
On this criterion the teacher expects the completed work to have a
practical use. Will an average person consider using his completed work? Is the
design functional?

B. Theme-based
This criterion reflects on the theme: “Christmas Decorations”. This
assesses how well the student followed the theme and used the recycled materials
provided.
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C. Materials used
This criterion considers how the given materials were put together.
How the students were able to design their completed work, and how well the
students were able to stay true to the aim of the task which is to use recycled
materials.

D. Strength of structure
In this criterion, the strength and projected durability of the completed
work is measured. Students must be able to answer the following questions: does it
break easily? Can it still be used next year?

E. Viewer response
One of the challenges faced by this type of task is based on the viewers’
interpretation and perception of the finished task. The teacher must ensure that the
environment promotes exploration in a safe and comfortable environment. This is so
that self-reflection and dialogue between the groups will be encouraged.

Citation References:

Rudner. L.M.; Schafer, W.D. (2002). What teachers need to know about assessment. National Education Association of
the United States of America. Retrieved from http://edres.org/nea/teachers.pdf on November 30, 2007.

Soren, B. (Summer 2000). What is Authentic Learning and Can it be Assessed? Curriculum Inquiry. Vol. 30 No. 2, pp.
237-243.
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4. Creating the Rubric

A rubric is “…a scoring guide that uses criteria to differentiate between levels of
student proficiency.” (McMillan, 2001). To break down the important words in this
definition, a rubric is a sort of conduit of how to rate or mark a student’s work with the
use of essential measures or “standards”. It helps in determining how to look at a
student’s mastery of a certain skill or task. Also, if a rubric is presented in class prior to
the activity, students are able to evaluate their own work, giving them self-confidence on
how they actually progress in the lesson (Mueller, 2007).

With the use of a rubric, it helps the teacher and even the students in giving
structure on what to look at a particular task (Montgomery, 2002). This reduces
subjectivity and bias in the teacher as she should grade a task within the confines of the
rubric, yet give enough freedom for the students to express themselves in completing the
task. It also enables the student to learn for themselves regarding what they can do and
help develop their skills (Spandel, 2006). However, care must be taken when creating a
rubric as it presents its own challenges. The teacher must be careful in making the
criteria, since it must not be too task-specific to prevent the rubric from becoming too
rigid and inflexible. On the other hand, additional care must be taken to prevent it from
being too generalized. Thus, allowing the criteria to have no cue on what is significant in
assessing a student’s work (Popham, 1997).

For this part of the task, creating the rubric was a bit difficult due to the confusion
of what type of rubric to use. Would an analytic rubric be more appropriate for our task?,
or a holistic rubic? At first, a simple rubric of the three criterions mentioned earlier with
percentages equaling to 100% was first suggested. A further analysis of the three criteria
helped in the decision that a more comprehensive analytic rubric is to be used. Each
criterion should have equal weights against each other, and so a first draft of this rubric
was created:

CATEGORY 4 3 2 1
Construction Appropriate Appropriate Appropriate Inappropriate
-Materials materials were materials were materials were materials were
selected and selected and there selected. selected and
creatively modified was an attempt at contributed to a
in ways that made creative product that
them even better. modification to performed poorly.
make them even
better.
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Construction - Care Great care taken in Construction was Construction Construction

Taken construction careful and accurately followed appears careless
process so that the accurate for the the plans, but 3-4 or haphazard.
structure is neat, most part, but 1-2 details could have Many details need
attractive and details could have been refined for a refinement for a
follows plans been refined for a more attractive strong or attractive
accurately. more attractive product. product.
product.
CATEGORY 4 3 2 1
Function Structure functions Structure functions Structure functions Fatal flaws in
extraordinarily well, well, holding up pretty well, but function with
holding up under under typical deteriorates under complete failure
atypical stresses. stresses. typical stresses. under typical
stresses.

As this was the first draft, the rubric was peer-checked among the group members.
One of the comments was that the rubric was quite strict and formal for fourth-grade
students in terms of wording. And as the criteria was changed to suit the level of
understanding for grade four students, so the rubric was edited to compensate, changing
the levels of proficiency from a numerical value to the use of words that would be more
appropriate for the age and grade level of the students. Smiley faces were also added in
order that students will be able to relate more to the rubric and understand what they are
trying to assess when they see each other’s work. Also, in order that the rubric may have
less bias in terms with the group, two persons outside the group were asked to peer-check
the rubric as well. It was also suggested that the rubric be “toned down” in terms that
grade four students would understand.

Two rubrics were then created based from the criteria. This is because that the
first rubric was designed to be used by the teacher. While the second rubric, would be
used by the group-viewers or the non-presenting groups. The second rubric was made to
promote self-assessment. The two rubrics are presented below:

  
Criteria
Fair Good Very Good
Students’
Students’ created
Practicality created work has Students’ created work
work has no
an ambiguous has a practical use.
practical use.
use.
Students created
Students created work has a Students created work
Theme-based work does not follow theme but does is in line with
a theme not follow the Christmas theme.
Christmas theme
Only half of the Most of the materials
Students used new
materials used used by the students
Product Materials or newly bought
were recyclable were recycled
materials.
materials. materials.
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Students created Students created

Students created
Product and work is not product is
product is innovative
its Strength innovative nor innovative but
and durable.
durable not durable.
Total average
Total average given Total average given by
given by all
Viewer by all group-viewers all group-viewers
group-viewers
Responsiveness amounted to below amounted to 11 to 12
amounted to 8 to
8 points points
10 points


  
Viewer Responsiveness Inadequate Needs Adequate
(1 point) Improvement (3 points)
(2 point)
The product created has a
practical use
The Christmas theme is easily
recognizable
Most of the materials used
were recyclables
The product is innovative and
durable
Total: _________

Citation References:

Spandel, V. (September 2006). In Defense of Rubrics. English Journal (High School edition). Vol. 96, Iss. 1; pg. 19, 4
pgs. Retrieved from ProQuest database on November 23, 2007.

McMillan, J.H. (2001). Classroom Assessment: Principles and Practice for Effective Teaching. Massachusetts: Allyn
& Bacon.

Popham, W.J. (October 1997). What’s wrong—and what’s right—with rubrics. Educational Leadership. Vol. 55, No.
2, pp. 72-75. Retrieved from ProQuest database, Academic Research Library database on November 28, 2007.

Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching.
College Teaching. Vol. 50, No. 1, pg. 34. Retrieved from ProQuest database ProQuest Education Journals on
November 27, 2007.

Mueller, J. The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development.
Retrieved from http://jolt.merlot.org/vol1_no1_mueller.htm on November 23, 2007.
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Synthesis

It is hoped that this task presented will aptly represent what a constructed
response-type of authentic task is all about. With this task, it is the goal for the students
not only to present their skills in creating something out of what is usually considered as
non-important anymore, but with this activity they will realize the importance of
recycling. It is even perhaps given more significance as they are creating something new
for a special holiday where their work can be appreciated by their family and proudly
displayed. Of course, this particular task, along with the criterion and rubric, can be
subject to modifications to whatever the teacher would see fit when they would want to
apply this particular task for a Science subject.

Other References:

Castaneda, A; Dimartino, J. (April 2007). Assessing Applied Skills. Educational

Leadership.: Volume 64 No.7 pp.38-42.

Daniels, H.; Hyde, A.; Zemelman, S. (1993). Best Practice - New Standards for Teaching
and Learning in America’s Schools. USA: Reed Publishing (USA) Inc.

http://www.authentictasks.uow.edu.au/framework.html Retrieved on November 28, 2007.

---. Waste Reduction and Safer Alternatives for Toxic Products. Retrieved from
http://www.rco.on.ca/ on November 28, 2007.

Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and

Do? Phi Delta Kappan, Vol. 89 No. 2, pp. 140-145. Retrieved from ProQuest Teacher
Journals database on December 3, 2007.

Slater, T.F. Performance Assessment. Retrieved from JSTOR database on November 30,
2007.

Rabinowitz, S. (December 2001). Four things to consider about performance

assessments. School Administrator, Vol. 58 No. 11, page 19. Retrieved from ProQuest
Education Journals database on November 30, 2007.

Birenbaum, M. (Jan., 1997). Assessment Preferences and Their Relationship to Learning

Strategies and Orientations. Higher Education, Vol. 33, No. 1. pp. 71-84. Retrieved
from JSTOR database on December 1, 2007.
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Linn, R.L.; Baker, E.L.; Dunbar, S.B. (November 1991). Complex, Performance-Based
Assessment: Expectations and Validation Criteria. Educational Researcher, Vol. 20, No.
8, pp. 15-21. Retrieved from JSTOR database on December 1, 2007.

Ennis, R.H. (Summer, 1993). Critical Thinking Assessment. Theory into Practice,
Teaching for Higher Order Thinking. Vol. 32, No. 3, pp. 179-186. Retrieved from JSTOR
database on December 1, 2007.

Bozzone, M. (2007). Assessment Guru Grant Wiggins on Measuring Student Progress.

California: Scholastic Inc. (www.scholastic.com).

Bartel, M. (2005). Art Rubric - an Artwork Assessment Form by Marvin Bartel.

Retrieved from http://www.goshen.edu/art/ on November 30, 2007.
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APPENDIX A: Homepage for the Yahoogroup for Constructed Response group

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APPENDIX B: Outline of presentation and members’ contributions

OUTLINE OF PRESENTATION: CONSTRUCTED RESPONSE AUTHENTIC TASK

Members Role / Part Contributions to Group Presentation

Introduction and submitted three references, recyclable
presentation of materials, brought sample of finished work,
Step 1; peer-checked rubric
Alcantara, Estrellita
contributor for
open forum with
class
Introduction and submitted one reference, recyclable materials,
presentation of collation of powerpoint presentation, brought
Step 1; sample of finished work
Lara, Gladys
contributor for
open forum with
class
presentation of submitted fifteen references, recyclable
Step 2 and class materials, brought sample of finished work,
participation peer-checked rubric
Pedro, Adele activity;
contributor for
open forum with
class
presentation of submitted six references, recyclable materials,
Step 2 and class backup of powerpoint presentation, brought
participation sample of finished work; created yahoogroups
Sanchez, Clarissa activity; for online discussion and coordination, peer-
contributor for checked rubric
open forum with
class
presentation of submitted two references, recyclable
Step 3; materials, brought sample of finished work
contributor for
Galang, Gianna
open forum with
class; assist in
class activity
presentation of submitted two references, recyclable
Step 3; materials, brought sample of finished work
contributor for
Cruz, Olive
open forum with
class; assist in
class activity
presentation of submitted nine references, recyclable
Step 4; materials, printout of pictures on finished
Bantayan, Bamboo contributor for products made of recycled materials, brought
open forum with sample of finished work, note-taking and
class overall coordination