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Authentic Assessment

Definitions/Characteristics of
Authentic Assessment
  • Skills and knowledge are best acquired within realistic contexts and authentic settings
  • Examines a student’s collective abilities
  • Demonstrates real evidence of real learning
  • Aligned with classroom objectives and  reflects real-world applications
  • Measures the student’s ability in “real life” tasks and situations
  • Performing Task
  • Real-Life
  • Student-Centered
  • Application
  • Direct Evidence
  • Critical Thinking/Reasoning
  • Problem-solving Approach
  • Hands-On

Informal/Formal:

Informal authentic assessments can document growth and learning through the use of checklists, journals, observations, interviews, focus groups and through classroom/student interactions. It is an ongoing process.  It can point to strengths and weaknesses while monitoring progress. Informal authentic assessment provides several ways for the student to demonstrate their abilities. 

Formal authentic assessments allows teachers to assess all students systematically over a specific skill or concept. Because it is authentic some flexibility allows for modifications as opposed to formal assessments where all students are assessed in the same way.


Formative Assessment

-Occurs regularly throughout an instructional process
-Guides teachers as they make instructional decisions (suggests needed modifications/changes)
-Guides and enhances student learning
-Provides rapid and frequent feedback
-Not usually part of the grading

Summative Assessment
-Assessment given at the end, usually a test or rubric
-Could be a project or presentation rubric
-Usually based on the curricular goals/objectives


Quantitative/Qualitative:

In qualitative assessment, students are assessed according to the qualities displayed in their performance; while in quanitative assessment students are assessed according to how much correct material has been learned. In authentic assessment, qualitative assessment is more common. The end evaluation may be quantitative.

Relevant, Reliable, Recognizable, Realistic

Examples of learning objectives that could be assessed:

Collaboration Skills
Problem-Solving Skills
Presentation/Oral Skills
Decision-making
Reasearch skills
Performance skills (ability to apply knowledge learned)
Critical Thinking Skills (ability to synthesize information and make judgements)

Teaching and Learning Strategies:

Inquiry-based Learning, Cooperative Learning, Problem-based Learning, Collaboration, Project-based Learning, Information-Processing

How data could be gathered on student/educator learning:

Observations, Journals, Portfolios, Peer Assessment, Self-Assessment, Interviews, Testimonials, Documents, Visual Images

How data could be evaluated:

Checklists, Rubrics
Based on Curricular Objectives, Standards, Bloom's Taxonomy

Examples of kinds of decisions that could be made and implemented

-What essential skills and knowledge am I trying to teach
-How can I determine whether students are learning them
-How can I help students learn better

-Assessment should be
-- based on a variety of tasks
--Inclusive of the learning needs of all students
--Developed with goals and objectives in mind

-Observations (what to observe, who to observe, how to evaluate and document)
-Rubrics (performance criteria, scale, levels of proficiency, descriptions)
-Judgments should be made using multiple sources of information
-Provide feedback early and often

Method of assessments appropriate for this tool:
Direct Methods – authentic assessment, portfolios, observation
Indirect Methods – surveys, focus groups, interviews
Combination of qualitative and quantitative

Examples of how to facilitate the evaluation of learner’s knowledge and skills:

Students are knowledgeable and experienced in the assessment methods used to evaluate their work

Create meaningful assessments
Design relevant indicators
Monitor student progress of accomplishment
Supervise the necessary adjustment
Emphasis on the process not the product
Collect data to score rubrics
Integrate assessment with instruction and curriculum
The rubric can be a tool for assessment AND the assessment strategy itself. Students can be involved in the creation of the rubric. Students can use the rubric for peer or self assessment. Students can use the rubric to guide their thinking.

In a Video Technology course that I previously taught, rubrics were the main source for assessment. The students were given the rubric at the beginning of a video assignment. They often relied on the rubric to guide their thinking. Besides the rubric, other methods used were observation and variuos checkpoints along the way to mark progress.

Authentic assessment points to both the authenticity of the learning as well as the assessment beyond the classroom. What value or meaning does it have for the student? Can the student contruct knowledge that connects his learning to the real world? These are questions that can guide a teacher in this process. Do the learning activities require the student to "apply, integrate, and synthesize knowledge and skill in a manner that reflects the real world and transcends the classroom"? (McAlister 23)

McAlister, Brian. Texas Center for the Advancement of Literacy and Learning. The Authenticity
      of Authentic Assessment: What the Research Says...Or Doesn't Say. 6 November 2006
      <http://www-tcall.tamu.edu/erica/docs/custer/custer4.pdf>.

Mueller, Jonathan. Authentic Assessment Toolbox. What is Authentic Assessment? 5 November
      2006 <http://jonathan.mueller.faculty.noctrl.edu/toolbox/>.

Sun Associates. Designing a Technology and Assessment Plan. 6 November 2006
      <http://www.sun-associates.com/eval/>.