Authentic assessment measures learning achievements that are worthwhile, significant, and meaningful. An authentic assessment requires students to be at the center of the learning and should allow students to select from a variety of tasks. The assessment should require students to apply the knowledge and skills they have acquired. Parents can use data from their child’s authentic assessments to understand how to best help their child. Understanding how their child learns best.
How can parents help with authentic assessments?
Assessment is an opportunity to help your child improve. Parents should discuss any concerns they may have with the teachers. This will assist both teachers and parents when deciding what could possibly be done next to support the student. To make sure that the learning continues at home and at school, these are Questions Your Child’s Teacher Would Love to Answer about Assessment:
- What are the most important and complex ideas my child needs to understand?
- What can I do to support the learning at home?
- What kinds of questions do you ask my children on a daily basis?
- What are the teaching strategies you will use throughout the unit?
By having a similar perspective of the assessment, parents and school can cooperate to identify what students know, understand, can do, and value at different stages in the teaching and learning process. It is also expected that the students can make meaning of each little thing they learn at school by themselves and relate it to their lives.
How do we assess what students know and what students want to learn?
At Cikal, pre-assessment plays an important role in a teacher’s ability to differentiate instruction. We set pre-assessments before we deliver the instruction in a curricular unit in order to gain an understanding of what our students know, understand, and are able to do. Without pre-assessment, we do not know the readiness of our students for new learning. For example in Year 3, we begin with unpacking the central idea or learning topic through discussion. Observations can be conducted by the teacher to identify which students have or have not achieved mastery of specific objectives.
Having a question-answer activity during a lesson, is also another useful strategy we use in class.
Teacher: How can you understand the author’s purpose if you only look at the book’s cover?
Click the video link :
Using this strategy in the classroom will provide an opportunity for each student in a group to record individual responses and ideas (prior knowledge) regarding an issue, topic or question. The strategy can also be used to brainstorm ideas or record researched information. It will help teachers to plan learning activities that address various levels of student readiness as well.
It’s important to use a variety of teaching and learning formative assessments, changing them frequently to stimulate both students and teachers. Assessment techniques are only as limited as the teacher’s imagination! -globaldigitalcitizen-
During our Economic unit, teachers asked students to express their understanding of the concept of economics. To assist with this process the teacher had set up the class as a market, where students became involved as customer / buyers. They were given a sum of money to be spent for their needs. Throughout this process, teachers could observe how students participated in the buying and selling process. This information was then utilized when teachers delivered future lessons.
This kind of activity helps teachers evaluate the learning process, adjust the plan for the next learning and create an effective summative for the students.
Click the video link :
In Year 3, summative assessments are generally creative, evaluative and reflective, rather than paper and pencil tests that only assess students’ knowledge. Teachers will give students the opportunity to improve themselves. For instance, in our Math Summative Assessment project where the central idea was ‘we use fractions to make our lives easier’, students were asked to make a pizza with toppings. This project was chosen as the project should be simple, useful and apply in our life. To begin the project, students collected a pizza box (any size) as the main material. Students were provided with a set of instructions, for example, they needed to divide the pizza into 8 equal parts, choose pizza toppings to represent particular fractions (at least 3 different fractions needed to be modeled ⅛, 2/8, 4/8), convert the fraction into 3 forms of equivalent fraction and order them from the least to greatest fraction. The students showed enthusiasm during this project, not just because they like pizza, but because they could understand why they were learning.
Grade 4 Teacher
Sekolah Cikal Cilandak
There is no doubt that children are more engaged in technology these days than any other time in the past. Teaching and nurturing a digital native allows teachers, as digital immigrants, the opportunity to learn and adapt within an innovative digital world. Students agree that ICT tools are very beneficial in helping them complete school assignments. They believe that when ICT is integrated with teaching instructions in the classroom a more engaging and meaningful learning process will take place.
In Year 4, we are committed to embedding ICT into everyday classroom practices. Some examples of activities that have been conducted in class are:
- School Email
Starting from Year 3, Sekolah Cikal have provided students with a personal school email. The purpose of this email is to accommodate students needs in ICT, particularly when utilizing web applications for school purposes. In Year 4, students have to check their email regularly to keep their assignments and projects up to date.
- Google Classroom
The need for virtual classrooms in education has been raised in order to enlarge the scope of learning. The teaching and learning process can be broaden outside the classroom, this enables both students and teachers to interact and discuss specific subjects through Google Classroom. Since the beginning of Year 4, teachers have utilized this application as a way to send school assignments and projects.
- Google Docs & Google Slides
Year 4 utilize Google docs and Google slides as a part of our ICT commitment to paperless tasks. Google docs and Google slides allow students to collaborate on their ideas within one file. Each term, Year 4 publishes a collaborative E-Book, all students participate and share their ideas. This activity has empowered students to engage actively in their writing process.
- Google Sites
Students are encourage to share their academic performance in a portfolio as a part of taking ownership of their learning. Google Sites is a suitable platform for Year 4 students to showcase their learning evidence and share it with their friends and parents.
WHAT’S NEW THIS TERM
As members of a lifelong learning community, Year 4 teachers are determined to continuously enhance their skills and commitment to strengthen student’s ICT competencies. In the coming term we have made arrangements for the following ICT programs:
- Infographic application Canva
This web based app will assist Year 4 students in creating an infographic campaign about the use of media. Data collection for the infographic will be gathered using surveys as a part of our math data handling unit. Students will also need to apply principles and elements of art in their campaign.
Students are expected to create a video campaign using iMovie to encourage the audience to use media safely. The skills will be developed through classroom instruction and we will consistently utilize the media resources center to heighten students ICT knowledge.
One of the challenges that teachers often encounter is the amount of distraction that arises due to the use of a gadget. Teachers frequently ask students to complete their tasks within a specific time frame and limit their distraction by implying several strategies. Students can easily get carried away when they are in front of technological devices.
Here are a few ways to enhance students self regulated skills as well as prevent over attachment to gadgets at home:
- Parents and children can establish an essential agreement on how to use the technological devices or web based applications safely.
- Parents and children can create a schedule of appropriate time for using the device, and plan fun physical activities for children to engage in at other times.
- Parents can remind children about the importance of moderation. Be sure to offer praise when they demonstrate restraint in the use of technological devices and follow the agreement that has been set.
- Write down the objective for using a technological device and set a time limit. Ensure children adhere to the time constraint.
Grade 4 teacher
In the How We Organize Ourselves unit, Year 3 students in Sekolah Cikal learn how the connection between supply and demand creates space for economic activities. At the beginning of the unit, students explored the difference between wants and needs, and identified them by cutting and pasting some pictures from old magazines.
As the unit goes, students learned that money plays an important part in economic activities. People use money to pay for the things that they need. One way that most people get money is by earning it. Therefore, the students did some experiential learning by having a proper two-hours job during the weekend, in their family or relatives’ business. In this project, they earned some amount of money based on the prior agreement between the school, students, parents, and other parties involved. Through this activity, the students learned to recognize work as a means for earning money, to be responsible for the work that they do, and learned to manage the money that they have earned.
The Y3 experiential learning project received positive feed backs from parents. Parents praised that their children have better responsibility towards money, now that the children know what it takes to earn money on their own.
After the students do the experiential learning, it’s time to decide what they are going to do with the money. In our culture, money is one of the resources that we can save, spend, or donate. The students have their choices, and they decided to spend some of their salary as business capital. They will learn to be producers and sell their products on Y3 Market Day at Sekolah Cikal. The money raised in this Market Day will be donated to an elderly home in East Jakarta.
As the first step of being a producer, the students conduct a market survey around the school’s community. The purpose of this survey is to know what goods or services that they will sell based on the market’s interest, to know how much price should be given for their products, and to know what materials or colours that the customers prefer.
Students are then divided into groups, based on their interests and skills. Those who like to cook will be chefs, and produce some food and beverages. While other students who love arts will decorate some stationery and create their own accessories. There were also some other students who decided to provide services in games, karaoke or photo booth for the customers.
Guest Speaker and Workshops
To help students practice their skills as producers, we invited a guest speaker and conducted some workshops. The guest speaker taught them how to run business from home. The students also had a chance to learn to paint some decorative cans. Later, these cans will be given to the elderly community as a bucket to keep their personal toiletries.
Aside from the guest speaker, students then had some workshops to learn how to produce their own food, beverages, accessories or stationery that they will sell during Y3 Market Day.
In the above pictures, teachers showed the students how to make spaghetti, egg sandwich, banana pancakes and strawberry milkshake.
Students who love arts worked to produce their own necklaces, headband, hair tie, or decorated some notebooks with guidance from the teachers.
During the workshop, the students took notes on the ingredients or materials needed, the steps of making the product, and also the price for the ingredients or materials. Knowing the price for all the ingredients or materials is an important step for them to decide the price of their products later on. They learn that they have to set a higher price for their products in order to earn some profits from the business.
Now, it’s time to promote the products! Y3 students visited some classes to promote the upcoming event Y3 Market Day. They informed other students and teachers about the types of products or services that they will sell and also the price range for each product. They also informed that the money raised in this event will be used to buy some goods and toiletries needed by an elderly home in Jakarta.
A day or two days before the event, the students divided some responsibilities among themselves, such as, who will be the cashier, who will be the chef, or who will be the marketing to invite buyers to visit their booths and buy their products. Also, they decided on who will bring stove, frying pan, pot, or other kitchen utensils, as well as the tablecloth and tray to display the products.
The Market Day
Finally, the D day! Y3 Market Day started at 9 o’clock. So, from 7.30 in the morning, the students have gathered in the ‘production room’ where the class has been set up as a kitchen to produce the food and beverages. The students started preparing their products. Some of them blended the milk, ice cream, and strawberries to make milkshake and poured it into plastic cups. Some others helped to wash the tomatoes needed to make spaghetti sauce, while other students grated some cheese for the burritos filling. They also put the egg, tomatoes, and cheese in between sliced of bread to make some sandwiches.
Outside the production room, people have gathered around their booths. Some eager customers are waiting to be served. Students, teachers, and parents bought the food and beverages, stationery, and accessories from Y3 students. The students who acted as cashier took payment from the customers and gave change money when needed. Other students who acted as marketing invite buyers to buy the products in their booth, they even gave discount for the customers who bought more than one item. All of the goods are sold out in less than an hour, woohoo!!
There were also some students who provide a photo booth for the customers who would like to take pictures with friends, by using the properties that the students have prepared earlier. Soon after the picture taking, the customers then received the photo that was taken by a polaroid camera. This booth was one of the most successful and famous booth during Market Day, and they earned the most money. Good job, boys!
All in all, this unit gave many new and valuable experiences for the students. They were so happy to be able to learn about economic activities in a fun and rewarding way as producers and sellers. They also developed the concept of earning money, buying, selling, promoting, and adjusting price related to supply and demand. In addition, the students learned how to organise their money by spending, saving, or donating for the ones in need.
This will always be the unit we all look forward to.
Nisa Herliana, Grade 3 Teacher, Sekolah Cikal Cilandak.
Do you remember how you used to learn about history? I remember memorising so many dates, so many names of heroes, so many names of places and so many other things that I had to memorise to pass the history test. But did I understand why the Diponegoro War happened? Why our beloved country is the way it is now? Why history can influence our life in the future? I am not so sure about that.
In our grade 4 unit of history, with central idea: “Understanding the history of a nation allows us to reflect within ourselves and build future nationalism”, the teachers were thinking about what would be the best way of provoking students inquiry. What would be the provocative activity to get them wonder, and thinking about what’s going on?
At the beginning of the unit, teachers dressed up as college activists with loudspeaker on, they gathered students and provoked them with yells and chants such as; “Turunkan pemerintahan! Turunkan harga sembako! Turunkan harga beras! Turunkan harga minyak! Turunkan presiden! Kami mau reformasi!”
Students were surprised with what’s going on, they followed the teachers to the Multi Purpose Hall, where there were some teachers, dressed as Indonesian armies, tried to block the mob. They all went through the big door, where there was a big paper with “Gedung MPR” posted on the wall. Inside, there was a podium in the middle and students sat on the floor, with the pretend college activists still yelled and chanted all those provoking words.
Suddenly, a very sad well known Indonesian song “Gugur Bunga” echoed and built a sacred ambience around the hall room. A teacher, dressed as President Soeharto gave his last speech of resignation. The Indonesian armies and police officers were behind him. It was the day when Indonesian Reformation happened. It was May 21st 1998.
The college activist cheered with happiness, followed by the students. It was like the day of victory.
And then what?
After the activity, students asked questions like; What was that? What just happened? What is reformation? Is that what happen to our country? Why the president did resign? Why people of Indonesia have all that demands? Why people of Indonesia wanted the president to resign? Can that happen again?
Actually, that were the questions that the teachers are waiting for! That is, a provocation activity all about. The goal to make students interested to the unit was succeeded. From that moment, the teachers and students went back to trace the Indonesian history, starting from May 1998 event, Indonesia’s Independence day event, and went a long way before that.
Students will think about Indonesian History, as an event that they never will forget because they experienced the events. And they don’t have to memorise the dates because they sure remember because they understand. Because history, is in the heart of the people, is in the heart of the students.
Marsaria Primadona (Pima)
Courtesy of Year 4 Teachers
“Study skills really aren’t the point. Learning is about one’s relationship with oneself and one’s ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results–and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning.”
We, at sekolah Cikal believe that learning should begin with the end in mind. Therefore, upon developing our curriculum we begin with the subject of the learning: children. And we think of what the output of the learning that we wish to achieve, which is an individual with commitment, self – reliance and the ability to reflect.
What does a self regulated learner looks like? At one time and another, we have observed self regulated learners. Self regulated learner is goal-oriented, capable to commit to his/her goals, and in doing so, he/she is enthusiastic and eager to keep developing him/herself in many aspects. You may spot these learners arranges his/her priorities in completing duties. They respond with curiosity and efforts to setbacks or challenges, and are able to discover successful strategies to work independently and adaptively. More importantly, they understand what needs to be improved and how to do it.
In the effort of nurturing and building the dispositions, some challenges may occur. Often, the challenge revolves around making the decision to interfere and when to stand aside. For example, allowing a child to face setbacks and solve problems on their own such as separation, puberty, peer conflict and increasing academic expectations is always tough for parents. At these times, maintaining a sense of trust is crucial.
In school context, we train these young minds to be the master of their own learning through various channel, from classroom activities such as daily reflection journal, home projects and goal setting activity to school-wide program, such as peer mediator, student librarian and club activities. In the journey of learning every single initiative counts, and often it’s a matter of quality rather than quantity. We ask rather than tell, listen rather than talk, are involved rather than judge.
Principal, Sekolah Cikal