to the once traditional teaching methods and teaching to the test. Even though standardized test are traditional in the multiple choice format, it does not mean that educators need to use the same method to achieve student mastery. Teachers and administrators indicate that the pressure associated with standardized testing forces them to compromise their ideals about good teaching and affects their performance, behavior, and/or attitudes towards school (Moon et al., 2002). This traditional way of assessing has not allowed students to fully demonstrate learning. Authentic assessments provide evidence of what students are able to do within the content and show the level of achievement. When students are given an authentic assessment, rubrics serve as a guide in preparing exemplary work. When rubrics are provided, it lets students know what is expected of them. As with traditional assessments, there can be an element of surprise because the goal is not only to get the right answer. By using performance assessments and rubrics as goal setters, students are able to enable themselves to increase their learning and achievement. The purpose of this is to answer the following research question: Do the use of authentic assessments increase student achievement? Significance of the Problem The creation of state standards to guide student learning has clarified goals, and in cases where standards are well designed, has usefully upgraded expectations for knowledge and skills (Darling-Hammond, 2010). In the fall of 2007, Georgia implemented the new Georgia Performance Standards (GPS) for the eighth grade. Students were doing more algebra than they had ever done previously in middle school. The state implemented standards into the middle school curriculum that were once
what I taught”. Teacher 5 stated, “I don’t know”. Question 5 asked, “Do students have an option on how they are assessed? The teachers unanimously stated that students did not have an option on summative assessments and that they are assessed using traditional testing methods. Question 6 asked, “Have you used an authentic assessment as a summative assessment”? All of the teachers stated yes. The most commonly used in the classroom are projects and performance task, with the use of rubrics. Question 8 asked, “Does your grade level share assessment”? The teachers responded yes. Teacher 7 stated, “We share them but that does not mean that we all end up giving the same assessment. Question 8 asked, “What do you think drives the curriculum”? Half of the teachers responded that it was the CRCT. Teacher 3 responded that teacher knowledge, repetition and explaining why math works drive the curriculum. Teacher 2 felt that it was other states’ curriculum. Question 9 asked, “Do you think the implementation of an authentic assessment as a summative assessment will improve test scores”? All of the math teachers, except one, stated that they felt that the implementation of authentic assessments will improve test scores. Math teacher 6 stated “I feel it is hard to get the students to complete independently. Many students cannot handle application of concepts independently and time prohibits that involved of an assessment.” Other teachers felt the same way concerning the time. Teacher 5 stated, “I don’t feel that it should be used as the only source to measure student knowledge”. Teacher 2 stated, “The one’s that usually score low on test don’t have much motivation on projects either”. A common theme was that the scope and sequence does not allow enough time to implement enough authentic assessments. Teacher 7 felt that if authentic assessments
were implemented across the grade levels, then eventually it would improve student achievement and test scores. The interview with the principal focused on the use of authentic assessments in the classroom and the change process in the school. Question 1 asked, “What is the typical type of assessment given in the classroom”? He was very knowledgeable of the different types of assessment being used in the classroom. He noted that the use of formative assessment is increased greatly. These included but not limited to tickets out the door, warm-ups and teacher observation. Question 2 asked, “Is there evidence of authentic assessment being used in the classroom”? He stated “Yes, I have noticed that teachers are using it more than in the past. Teachers are using more performance task and projects not only to engage students in the learning process but to raise student achievement”. Question 3 asked, “How do you feel about traditional assessments”? He commented that they are quicker and easier to grade for the teacher. He also noted that because of standardized testing that it is important that we expose students to that type of testing method. Question 4 asked, “Do you think differentiated instruction and assessment increases student achievement”? Excitedly, he replied yes!! He stated, “Differentiated instruction and assessment involves the student in the learning process and engages students. The use of technology allows for the teacher and student to be creative in the classroom”. Question 5 asked, “What do you think drives the curriculum”? Without hesitation, he said standardized testing. He stated “Standardized testing is tied to federal funding. The curriculum is written and aligned to these test. Therefore; teachers tend to teach to the test”. Question 6 asked, “How can schools and teachers increase the time spent in school to optimize learning for the students”? He
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