80 HOW TO ASSESS AUTHENTIC LEARNING 
Some educators use the term chunldng to classify a big task into smaller 
chunks that serve as building blocks toward mastering the abstract learning 
goal. For instance, with writing, some students need to focus on the concrete 
process of mastering one step at a time rather than tackling the more abstract 
five-paragraph narrative essay process. 
Criteria for Checklists 
Once the performance task is designed, the next very important step involves 
developing the criteria to determine the adequacy of the student's performance. 
Bear in mind that a common dictionary definition for a criterion is a standard 
on which a judgment or decision may be based. Popham (1999) explains when 
teachers set criteria, they are trying to make a judgment regarding the adequacy 
of student responses, and the specific criteria used will influence the way a 
response is scored. If a student is giving a speech, the criteria could include eye 
contact, gestures, organization, visual aid(s), opening, closing, etc. 
It is important to review the standards to see if specific criteria or indicators 
are listed. Teachers should incorporate the vocabulary and criteria from the 
benchmark into the checklists and rubrics to ensure validity. Once teachers 
design the performance task, they need to develop a checklist to help students 
complete the task. Notice how the task in Figure 5.1 motivates students to work 
first in a group and then as an individual. 
WHY SHOULD WE USE CHECKLISTSl 
The checklist provides a quick and easy way to observe and record many of the 
skills, criteria, and behaviors prior to the final test or summative evaluation. 
Too often, teachers do not realize a student needs help until it is too late. 
Checklists show teachers and students the areas of concern early enough to be 
able to help students before failing a test or unit. They also provide teachers the 
opportunity to "change gears" in a classroom if a large percentage of the stu- 
dents are not doing well. 
Checklists also provide formative assessments of students' learning and 
help teachers monitor whether or not students are on track to meet the stan- 
dards. According to Chappuis and Chappuis (2007/2008), "[Feedback] func- 
tions as a global positioning system, offering descriptive information about the 
work, product, or performance relative to the intended learning goals. It avoids 
marks or comments that judge the level of achievement or imply that the 
learning journey is over" (p. 17). Checklists also occur in the "do over" time 
period when, if teachers check "not yet," students still have time to complete 
the task successfully with constructive feedback from their peers, parents, and 
teachers. Notice how the checklist in Figure 5.2 on pages 82-83 helps students 
do the individual assignment in their "Can We Save Georgia?" performance 
task. The results helps students decide which techniques were most efficient 
based upon each group's findings. 

	CHECKLISTS AND RUBRICS 	81 

Can We Save Geopgia? 
Science Performance Task 

Key Standard: Soil Conservation 

Grade Level: Sixth 

Subject: Earth Science 

Standard: 1. Students will investigate the scientific view of how the earth's surface is formed. 2. Explain 
the effects of human activity on the erosion of the earth's surface. 3. Describe methods for conserving 
natural resources such as water, soil, and air. 
Problem Scenario: The drought in Georgia is still raging! The Hurricane Emergency Center, however, 
has just announced that a level-2 hurricane is headed our way. The grass is dead and the topsoil is 
exposed and fragile! Due to your extensive knowledge about soil conservation, the governor has 
asked our class to devise a way to conserve our soil at all costs! The hurricane is predicted to hit land 
on September 13. We need to divide our class into groups to analyze the problem and report back to 
the governor before it's too late. Here are our assignments. Group 1: Brainstorm which soil 
conservation techniques will be the most effective against a hurricane; Group 2: By majority vote, 
choose two of the soil conservation techniques to utilize in your model; Group 3: Create your model to 
be tested by wind and water; and Group 4: After the test analyze the results of your model's 
effectiveness using the guiding questions provided. Let's get busy. The governor needs our 
recommendations NOW! 
Group Work: Groups will construct an erosion-free environment for the sample of soil. The soil sample 
will be given to each group by the teacher to ensure the consistency of each sample. The teacher will 
make the following items available for each group to construct their erosion-free model: Popsicle sticks, 
pipe cleaners, and modeling clay. 
Individual Work: 1. Using the chart provided on the individual checklist, illustrate each of the group's 
findings. Use the chart to collect data that will clearly demonstrate which techniques were most efficient. 
2. Write a response that describes your findings. Your response should include the answers to the 
following guiding questions: 
Why were the materials that you used effective or not effective? 
How did the design prevent erosion for wind, water, or both? Explain your answer. 
What could you have done differently to make a more efficient model? 
Then write a letter to the governor with your recommendations based upon your findings and analysis. 
The Can We Save Georgia? Checklist for the Individual Work that follows in Figure 5.2 will help students 
collect their data, analyze their results, and write their letter with their recommendations to the governor 
before another disaster hits Georgia! 

Figure 5.1 
Source: © Created in the 2007 Advanced Teacher Leader Institutes facilitated by Andrew Smith, Supervisor of Professional Development. 
and Kay Burke. Used with the permission of Robin Walling, science teacher. and Nicole Spicer, Area Lead Teacher, and the Cobb Counrv 
School District in Georgia.