ELC 1 3 FIN

Main ideas, concepts, and lessons

• Meaningful learning: Learning materials should be contextualized with students’ real life, and this should include assessments.

• Authentic assessment (definition + key focus):

  • Cited definition (John Müller and G. Wiggins): Authentic assessment = real-world tasks (or replicas) where students demonstrate the application of essential knowledge and skills in ways that are meaningful, effective, and creative.

  • Two emphasized criteria:

    1. Real-world based
    2. Meaningful

• Example used to test “real-world” and “meaningful”:

  • Planting green beans as an assessment:
    • Real-world based because real green beans exist.
    • May be less meaningful for students whose environment (e.g., homes, available space, preferred plants) doesn’t support planting.
    • Criticized because it is treated as a practical test only, without teaching connected to God’s word (e.g., no explanation/dialogue about why plants grow, or the importance of planting).

• Recommended use of authentic assessment:

  • Highly recommended for summative and reflective assessments.
  • Can also be used for formative assessment.

• Non-authentic assessment (definition + guidance):

  • Defined as the opposite of authentic assessment:
    • Not based on the real world
    • Often relies on memorization
    • Involves too-simple closed questions, etc.
  • Can be used for formative assessment, but is not recommended frequently for summative and reflective assessments.

• Decision principle: focus on principles, not format

  • When choosing between authentic vs. non-authentic, remember:
    • Whether it is based on the real world (not just the type of form used).
  • Example guidance:
    • Even a question with fill-in-the-dots can still be authentic if it remains real-world based.
  • Also: non-authentic assessments are not forbidden—they can be carried out if appropriate.

• How to adapt assessment choice

  • Adapt selection/implementation based on:
    • Learning objectives
    • Student characteristics
    • Duration of the learning unit
    • Other determining elements

• Spiritual/mission connection of assessment

  • Authentic assessment should help students realize the school’s mission:
    • Students learn to intentionally proclaim the primacy of Christ
    • Students are actively engaged in the redemptive restoration of all things in Him
  • Using real-world and meaningful contexts, students are invited to live as disciples of Christ, using their knowledge, skills, heart, and whole life to serve God and others in God’s world for God’s glory.

Methodology / checklist-style points (as implied in the subtitles)

• Use authentic assessment by ensuring:

  • The task is real-world based (either actual or realistic replica tasks)
  • The task is meaningful for the students
  • Students must apply essential knowledge and skills
  • The outcome encourages effective and creative demonstration
  • Connect the activity to teaching in light of God’s word (provide explanation/dialogue, not only the procedure)

• Use non-authentic assessment carefully:

  • Treat it as memorization-based and not real-world based
  • Prefer it for formative purposes
  • Avoid using it frequently for summative and reflective assessments

• When deciding what to use, check principles:

  • Decide based on real-world basis, not the format (e.g., even fill-in items can be real-world based)

• Adapt to the context:

  • Align assessment with learning objectives, learner needs, and unit timing, plus other key factors

• Align assessment with mission:

  • Ensure authentic assessment supports students’ growth toward proclaiming Christ’s primacy and participating in redemptive restoration

Speakers / sources featured

• John Müller
• Grant Wiggins (referred to as “Grand Wiggins” in the subtitles)
• SCF or SDHSLH Curriculum Framework (Second Edition) (referenced as source material shown in the video; exact full name unclear due to subtitle errors)