Empowering Students

Through Flipped
Authen6c Assessments
DR. EVELYN DOMAN, ASSOCIATE PROFESSOR, UNIVERSITY OF GUAM
MS. MARIE WEBB, DOCTORAL CANDIDATE, INDIANA UNIVERSITY OF
PENNSYLVANIA
Hands on 1
What are you hoping to learn from us
about this topic? Jot down your brief
response on your handout.
Overview of our Workshop
1.General overview of principles for assessment and ipping
2.Authen@c assessment in detail
3.Flipping in detail
4.A few examples of authen@c ipped assessments
5.You create an authen@c assessment for listening
6.Exit @cket
 Workshop Objec6ves

By the end of this workshop, par@cipants will be able to:

1. Dene Authen@c Assessment and Flipping
2. Describe examples of AA assessments
3. Briey create AA for listening
4. Reect on takeaways and set goals for more AA
 Lets start with a story
Evelyn and Maries ipped experience
What our classroom looks like: video:
hRps://www.youtube.com/watch?v=D5EJXuX4wnc


 Deni6on of AA

Authen@c Assessment: Assessments that involve real-world skills that students can use outside of the
classroom. They measure skills that have been acquired in the classroom and are realis@c of what
students can and should be able to do.













h"p://michelleeroberts.weebly.com/uploads/5/7/4/3/57439333/6310436_orig.png
 Tradi6onal Vs. Authen6c Assessments

TradiConal ------------------------- AuthenCc

Selec@ng a Response ------------------------ Performing a Task

Contrived ------------------------ Real-life

Recall/Recogni@on -------------------------- Construc@on/Applica@on

Teacher-structured ------------------------ Student-structured

Indirect Evidence ------------------------- Direct Evidence

What AA looks like

hRp://alexandrakaduc.weebly.com/uploads/4/7/8/9/47896679/1118588_orig.png
 This is what we DONT want

hRps://ponseds113journal.les.wordpress.com/2013/11/authen@c-skills.jpg
 Hands-on 2

Take 1 minute and write down as many examples of
authen@c assessments that you can think of. Be
prepared to share briey.
Flipping.summed up briey
As it was rst ar@culated by Bergmann and Sams, ipped
instruc@on personalizes educa@on by redirec@ng aRen@on
away from the teacher and pueng aRen@on on the learner
and learning.

Its an inverse method of pedagogy, moving the aRainment
of knowledge to the home and then applica@on of
knowledge into the classroom.
Whats ipping about?
Allows students to engage with materials that they learned at home
via readings, screencasts, and videos
Problem-solving approach
Based on Construc@vism
Learner-centered
Promotes higher order thinking skills
Promotes student autonomy
Involves mul@ple intelligences
 Process-oriented approach

Flipping sees learning as a PROCESS, not a product!

Therefore, a ipped assessment focus on the PROCESS of learning, not
the product!
Flipping requires a shi] in paradigm

What do you see in the photo?

Now that we know the deni6ons of AA
and ipping, lets put them together to
make ipped authen6c assessments!
 Why ip assessments?
Much has been wriRen about ipping lessons, but liRle data is
available regarding ipping assessments.

What makes ipped assessment dierent is the fact that it happens
in the ow of learning, not at the end of learning. It allows the
learner and teacher to measure their individual strengths and
weaknesses and focus on their unique learning needs. It is frequent
and interac@ve and checks the users progress and understanding
throughout the learning process in order to iden@fy learning gaps
and adjust teaching appropriately.
 Ge_ng started
When you are thinking about using ipped assessments,
keep in mind these three ques@ons for the learner.
What is the learning goal?
How will you determine the knowledge gap?
How will you map out a strategy to get them to mastery?

hRps://utah.instructure.com/courses/311724/pages/6a-introduc@on-to-assessment
General sugges6ons for ipping
assessments
Produce student-generated rubrics
Have students to self-assess as part of the reec@on process
Grade with students in 1-to-1 conferences, or create videos
of thinking aloud during the grading process
Use online assessments for immediate responses (clickers,
polls, quizzes)
Dont use summa@ve paper-based exams. Focus on holis@c,
forma@ve assessments.
Examples of Authen6c Assessment
1) Reading: Annota@on of text and Screencast
2) Wri@ng: Collage/Paraphrase
3) Listening: YOU will create one yourself!
Reading: Graded Annota6on
Reading class Annota6on Assignment
Forma@ve assessment: students annotate a text and then create a
screen-casted think aloud describing the strategies that they used to
make sense of a text.
Grading:
1.Grade annota@on using a rubric
2.Give the graded annota@on and grade back to the students
3.Have them create their think aloud and make any necessary revisions
4.Re-grade the annota@on and give credit for the think aloud
2 part grading for the teacher
Assessing the Annota@on itself Assessing the explana@on/revisions of the
Annota@on (via the screen-casted video)

Create your own rubric for this!

Maybe it is very short!

1. Explained all 5 criterion from the
Annota@on

2. Explained necessary revisions and
addi@ons

3. Jus@ed new score
 Authen6c Wri6ng Assessment
Forma@ve assessment: students write a 900 word analysis essay describing
techniques that Malcom Gladwell uses to create a persuasive argument in Ch. 7 of
Outliers
1.Students create a collage of 3 important quotes that they want to use in their essay
and briey present it to class.
2.Students paraphrase those quotes in a scored paraphrase assignment and turn a
short reec@on about HOW they went about paraphrasing along with a self assessed
rubrictalk more about this.
3.The teacher grades the paraphrases.
4.The student writes a short reec@ve plan for how to improve their paraphrase for
their essay.
Con6nued.
5. Students write their essays and turn in all of their previous work in a porpolio.
Paraphrases are re-scored as a por@on of the essay rubric.
6. Students meet with the teacher individually or in small groups to discuss rst
draq grades and comments.
7. Students re-write their paper. They submit an aRached reec@on paper or
video/voice recording about major changes that they made and why and how
they made them.
8. Teachers grade the nal draq.
9. Students do a mul@-modal reec@on.
Essay Grade Breakdown: The big picture
5% collage presenta@on
5% Meta-cogni@ve reec@on
5% Post paraphrase assignment goals
5% Student turned in porpolio of all essay related work. A wriRen
reec@on was submiRed with the nal draq about important changes
made from the rst essay draq
80% Final Essay Grade

This is really a longitudinal process that holds students accountable,

boosts mo@va@on, gives condence, and is focused on PROCESS!
Hands on 3: Authen6c Listening
Assessment
Listen the following:
hRps://www.ted.com/talks/
edward_burtynsky_on_manufactured_landscapes

How would you make a ipped authen@c assessment for this?

Bad Teacher: Pre-teaches vocabulary through reading etc. weeks
before the test. Plays it twice, students take notes, and answer
mul@ple choice and ll in the blank ques@ons.
 Our example

Regular Teacher: Plays it twice and has students answer ques@ons
Be"er Teacher: Plays it and allows students to do research (either online
or engaging in dialogue) about keywords etc. Students do not have the test
yet but can brainstorm their own ques@ons/problems. Then the test is
given.
Best Teacher: REALITY CHECK! Do pre-listening ac@vi@es. Plays the video.
Allows students to do the above but report on it. Allows students to go
home and write a wriRen reec@on and create a Voicethread about the
listening and come back with ques@ons/brainstorm possible test ques@ons.
More discussion happens. The test is given. Make sure the test is mul@-
modal with pictures and video!

 Pre-listening

Students match vocabulary words with pictures.
They talk about prior knowledge of what they infer
the theme of the listening might be.

 During listening

Students complete a handout which asks them to take notes and make connec@ons to
themes in the video.
Collect the notes. These are part of the assessment.
Aqer they listen once, have them generate some ques@ons which
might appear on the test.

Post listening
Have students respond with mul@-modal means to the
theme of the video.

A Voicethread response is also used.
Mul@-modal response: You might like to consider
the following in your response:

How well did Mr. Burtnysky capture the reality of this

issue in China?

Do you think Mr. Burtnyskys project has changed or will

change anything on this issue?

Does this issue have any eect on your own life?

Does this issue have any relevance to Macau?

Are there any dierent perspec@ves or other issues you

think Mr. Burtnysky should have covered in his
project?
Make a Voicethread response about
one of the photos from the video:
What are 3-5 adjec@ves that you feel when you look at
this image?
What theme do you think the photographer is trying to
communicate through this image?
Why did you choose this par@cular image?
What do you imagine or what are you reminded of when
you look at this image?
Does this image generate any ques@ons in your mind?
Do you think the image achieved the goal the
photographer intended? Why/Why not?
How do I grade this?
Handout/comprehension ques@ons: 40%
Mul@-modal response: 20%
Voicethread response: 20%
Notes during listening: 20%
Finally, lets look at the Ipadagogy Wheel to
see examples of how technology can help
address the HOTS.
 References
Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom Reach Every Student
in Every Class Every Day. Eugene, Or.: Interna@onal Society for Technology in
Educa@on, 2012.
Barbi, HoneycuR, and Jennifer GarreR. Expanding the Deni@on of a Flipped
Learning Environment. Faculty Focus. January 31, 2014. Accessed April 8,
2015.
hRp://www.facultyfocus.com/ar@cles/instruc@onal-design/expanding-
deni@on-ipped-learning-environment/

 Our Publica6ons on the Flipped Classroom

1.Doman, E. & Webb, M. (In Review). TESOL Quarterly

2.Webb, M. & Doman, E. (2016). Does the Flipped Classroom Actually Lead to Increased Gains on
Learning Outcomes in ESL/EFL Contexts? CATESOL Journal.
3.Doman, E. & Webb, M. (2017). The Flipped Experience for Chinese University Students Studying
English as a Foreign Language. TESOL Journal.
4.Doman, E., Webb, M., & Pusey, K. (2015). VDMIS.
5.Doman, E. & Webb, M. (2014). The Flipped and Non-flipped EFL Classroom: Initial Reactions
from Chinese University Students. Thai TESOL Journal 27,(1) 13-43. ISSN: 2286-8909
6.Doman, E. & Webb, M. (2015). Benefits of Flipping an EFL Classroom in Macao. In E. Doman
(Ed.), Reframing English Education in Asia (pp. 157-176). Utah: American Academic Press.
7.Webb, M., Doman, E., & Pusey, K. (2014, winter). Flipping a Chinese University EFL Course: What
Teachers and Students Think of the Model. Journal of Asia TEFL, 53-87. ISSN: 1738-3102
Exit Ticket
On the small sheet of paper, write down 1
thing you liked about todays workshop and
1 thing that you think needed
improvement. You can leave these on your
desk or give them to one of us.

Thank you!
Thank you and have an authen6c day!
Dr. Evelyn Doman: domane@triton.uog.edu
Ms. Marie Webb: mariewebb8@gmail.com