g. Authentic Assessment
Assessment is the on going process of gathering and analyzing evidence of what a students can do the term “Authentic assessment” is used to describe the
multiple forms of assessment that reflect students learning achievement, motivation, and attitudes on instructionally-relevant classroom activities
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. Authentic assessment challenges students to apply new academic
information and skills to a real situation for a significant purpose. It is the tool of a mind full school …clear about what it expects of standardized testing, authentic
assessment gives young people the chance to exhibit the full range of their abilities while showing what they have learned
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.
4. Strategies in Contextual Teaching and Learning CTL
As explained above that CTL helps us relate subject matter content to real world situations and motivates students to make connections between knowledge
and its application to their personal, social, and cultural circumstances in their lives. Therefore, the strategies in using CTL techniques are Carr, M., et al.,
1999:2. a. Problem-based
Contextual teaching learning CTL can begin with a simulation or real problem. Students use critical thinking and systematic approach to inquiry to
address the problem or issue, students may also drown upon multiple context areas to solve these problems, worthwhile problems that are relevant to students
families, school experiences, workplaces, and communities hold greater personal meaning for students.
b. using multiple contexts Theories of situated cognition suggest that knowledge connote be separate
from the physical and social context in which in develops.
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O Mulley and Pierce. Authentic Assessment for English language learners: Practical Approaches for Teachers. United state of America: Addison-wesley publishing company, 2003
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Johnson, E.B. p. 288
How and where a person acquires and creates knowledge is therefore very important. CTL experiences are enriched when students learn skills in multiple
contexts i.e. school, community, workplace, family. c. Drawing upon students diversity.
On the whole, our students population is becoming more diverse, and with increased diversity comes differences can be the impetus for learning and can add
complexity to the CTL experience. Team collaboration and group learning activities respect students diverse histories broaden perspectives, and build inter-
personal skills. d. Supported self-regulated learning.
Ultimately students must become life long learners, lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do
so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. CTL experiences
should allow for trial and error, provide and structure for reflection; and provide adequate support to assist to more from dependent to independent learning.
e. Using interdependent learning groups. Students will be influenced by and will contribute to the knowledge and
beliefs of others, learning groups or learning communities are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow
all to teach and learn from each other, when learning communities are established in school, educator act as coaches, facilitators and mentors.
f. Employing authentic assessment. Contextual teaching a learning CTL is intended to build knowledge and
skills in meaningful ways by engaging students in real life, or “authentic” context Assessment of learning should align with the methods and purposes of instruction.
Authentic assessment shows among other things that learning has occurred; are blended into the teaching learning has process; and provide students with
opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices.
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