Educational Theory Meaning of Authentic

¶ … Educational theory [...] meaning of "authentic assessments," "excellence in education," "no child left behind," "educating the whole child," and "education that makes a difference." Each of these terms is highly relative to today's educator. They are terms used in theory, and theories practiced in the classroom environment. Thus, understanding the terms is vital to a student of education or educational leadership.

Authentic assessments." Authentic assessments are another way of assessing a student's performance, by using real-world tasks that demonstrate their understanding of indispensable knowledge and skills that can be used in real life. Rather than testing for random or chosen knowledge, authentic assessments instead assess the child's ability to use and gather information that they can use as they mature into adults. The assessments usually consist of some type of task that the child applies education to in order to solve it. Often the tasks represent problems or situations they will probably face someday as adults. While authentic assessments are not usually centered around "citizenship education," one educator advocates, "a democratic citizenship education that focuses on teaching students how 'to make a reasoned argument, written or oral, as well as the abilities to co-operate with others, to appreciate their perspectives and experiences and to tolerate other points-of-view'" (Waghid, 2005). Thus, it seems that citizenship education is an important part of teaching children how to deal with the adult world, and as such, it should be part of the instruction included in preparation for authentic assessments.

Excellence in education." Excellence in education is a series of programs around the country that encourages the best students and teachers to achieve all they possibly can in the educational setting. This ties in with the idea of intellectualism, endorsed by Socrates in ancient times. The "Ism Book" defines intellectualism this way: "[From Latin intellectualis: having to do with mind or knowledge.] (ethics) the view that knowledge is sufficient for excellence -- that a person will do what is right or best as a result of understanding what is right or best; sometimes also called Socraticism" (Editors, 2007). Thus, excellence in education can be seen as the quest for what is right or best in education, which leads to excellence.

No child left behind" is the policy of the Bush administration to standardize education and educational testing, ensuring that all children gain the same knowledge and education, and that none pass through the system simply to "pass." It is based on testing, and criticisms included that teachers are now "teaching for the test" rather than teaching valuable knowledge. The Encyclopedia of Philosophy in Education notes, "Normalizing education cannot be challenged when there is only room for change - not for advancement or emancipation, for a different gaze or representation - not for reflection and critical dialogue" (Gur-Ze'ev, 1999). Unfortunately, no child left behind does not allow for change, in fact, it does not allow for reflection or critical dialogue. Instead, it is rigid and reinforced with bureaucracy and red tape, thus making it a poor system for education and children.

Educating the whole child." Educating the whole child is an idea that took root in the early 20th century and is making a comeback in education. The educational model is conducted throughout the child's education - from kindergarten through high school, and recognizes the child is a complete being, with spirit, mind, and body, and each item must be addressed in the educational model. The model attempts to educate the "whole" child - heart, head, and hands, by offering education in a variety of areas, from academics to art and practical, hands-on activities. The children are encouraged to play as well as study, to help develop fully rounded personalities and ideas. Teachers also use storytelling, fairy tales, and other folk art as models for teaching and involving the children in the exercises. Educating the whole child is often used in private schools, and has not caught on in many areas in the public center. It is based on principles developed by Montessori and Waldorf, who both created their models in Europe in the early 20th century.