In assessing student mastery of a concept, the traditional paper and pencil multiple choice quiz may no longer be the best form of assessment

In assessing student mastery of a concept, the traditional paper and pencil multiple choice quiz may no longer be the best form of assessment. If the educator wished to check for mastery through a real-world task, they might use an assessment. For example, when teaching about the weather, have students choose a type of weather and provide a weather report to their classmates. The weather report would be graded using a rubric for consistency and to minimize bias.
In Clinical Field Experience A (attachment), you identified a learning objective that students are struggling with based on student data. Using that concept and keeping in mind the population in the field experience classroom, create an authentic assessment and rubric based on selected learning objectives. Students should be able to complete the entire assessment during the Topic 4 field experience.
The authentic assessment should:
Align to at least one measurable and authentic learning objective and a state or national standard.
Provide multiple demonstration paths for the various learning types (auditory, visual, kinesthetic) using technology.
A rubric including descriptors and levels of performance.
In a separate 100–250-word reflection, address the following:
How the authentic assessment and rubric you created supports, promotes, and displays progress towards mastery of the learning objective.
How your assessment works to minimize bias and why it is effective and appropriate.
The benefit of using authentic assessment within your lesson opposed to a traditional assessment approach
A rationale for the validity of the authentic assessment and rubric you created.
Implement this authentic assessment to a small group of students or the entire class in the Topic 4 field experience.
Submit your authentic assessment tool, rubric, and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide