Authentic Performance Tasks Assessment

Part 1:

In order for students to see that their learning can apply to the real world, students must be given and assessed on an authentic performance task. Post (n.d.) “One of the primary goals of the Understanding by Design instructional model is for learners to be able to apply what they have learned to a real world context.”Authentic tasks must meet the qualifications of the GRASPS acronym. GRASPS stands for goal, role, audience, situation / scenario, product, and specific standards for success. Authentic tasks and assessments require students to thoughtfully apply their knowledge and skills and involve higher order thinking (McTighe, J. 2016). Not only can this be applied to the classroom, but it can also be applied outside of school. It is not unusual for teachers to have other jobs outside of their full time teaching career. There are a wide variety of second jobs that teachers hold: waiters, baristas, tutors, camp counselors, and more. These jobs can supplement income and keep us busy over the summer. I personally have a second job at a ceramic studio where I teach pottery classes, prepare ceramics, manage kilns, and run a variety of summer camps. One of the camps I run is for young adult artists to learn more about the art world, build skills, and collaborate with other artists to help them in their art careers.

The following is a scenario for a project that I would do with my young adult artists:

• The goal within this scenario is for artists to work collaboratively to create a functional vessel with clay.

• The artists within this scenario must work with a team to create a "custom request" for a customer - the request is for a well made functional vessel.

• The target audience for this task is young artists from 18-25 years old.

• Artists will need to collaboratively create a functional vessel that can hold water. The Vessel must be taller than 4 inches and be made using ceramic clay and tools.

• The standards and criteria for success set forth by the customer are:

• the vessel must be taller than 4 inches

• is able to hold water

• has a high level of craftsmanship

• must be made in collaboration with other artists

Part 2:

This gives artists and opportunity to get a real world feel of what it would be like to work with a customer of their own. Not only does this expose artists to the experience, but it also allows them to experience a "professional level" collaboration with other artists. Not only can this help the artists with problem solving, but it also exposes artists to other ideas and methods of ceramic creation. The goal of the assignment is to engage artists and open them up to the new experiences and ideas that are constant in the art world.

What is something you would like to experience as an artist? What experience do you think would help you grow as an artist? Have you created any "real-world" assignments in or out of your classroom?

Resources:

Post (n.d) Using the GRASP tools for Authentic Assessment Using the GRASP tools for Authentic Assessment. Post University

McTighe, J. (2016). How Can Educators Design authentic performance tasks. LearningPersonalized.com