
Authentic Assessment Quiz
Quiz
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others
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University
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Practice Problem
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Hard
Jessica Williams
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10 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is a key characteristic of authentic assessments?
They require correct responses.
They are disconnected from real-world contexts.
They are easily scored.
They require judgment and innovation.
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following is NOT an example of an authentic assessment?
Answer multiple-choice questions on a standardized test.
Troubleshoot a problematic piece of code.
Develop a business/marketing/sales plan for an imaginary company.
Provide a case study of a patient and ask students to assess and create a plan of care.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is one advantage of authentic assessments over conventional tests?
They are more reliable in scoring.
They provide more specific and usable information about student learning.
They require less time to develop.
They are easier to grade.
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Authentic assessments are likely to be more valid for learning outcomes that require:
Higher-order thinking skills.
Memorization of facts.
Basic arithmetic skills.
Simple recall of information.
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is a common challenge associated with authentic assessments?
They do not engage students.
They lack real-world application.
They may be more difficult to grade.
They are too simple to develop.
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following is a feature of authentic tasks?
They provide a score only.
They involve complex tasks that may not be easily scored.
They are disconnected from real-world contexts.
They are unknown to the student in advance.
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the purpose of creating a grading rubric for authentic assessments?
To make the assessment more conventional.
To specify the traits that will be evaluated and the criteria for judgment.
To simplify the task for students.
To reduce the time needed for grading.
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