AUTHENTIC ASSESSMENT

https://docs.google.com/presentation/
d/1lGSoUz...
 Meaning

• “Authentic assessment is a form of

assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills.”

Mueller, 2005
How does traditional assessment differ from
authentic assessment?
 Assessment Traditional assessment Authentic assessment
characteristic
grading objectivity objective subjective

grading instrument answer keys holistic rubrics

format true/false, multiple-choice, fill- open-ended products and

in-the-blank, closed questions performances

measure of learning indirect evidence direct evidence

application only relevant in that specific valuable final products

classroom and/or performances in
the real world
 Assessment Traditional assessment Authentic assessment
characteristic
2/4
dynamism static dynamic

integration isolated to interdisciplinary to

intradisciplinary transdisciplinary

learning from correction reflection

assessments

feedback after the assessment is throughout the

complete assessment process

social context individual collaborative

student agency teacher defined student defined

assessment task assessment task
 Assessment Traditional assessment
characteristic
3/4
cognitive thinking levels recall (lower order
thinking skills)
duration short: minutes
learning resources single
number of attempts single assessment
attempt
learning retention short-term cramming
self-organization teacher monitoring
development
Authentic assessment
creation (higher order
thinking skills)
long: weeks
multiple
iterative: development
and refinement
long-term mastery
self-monitoring
 Assessment Traditional Authentic assessment
characteristic assessment

learning model direct instruction project, problem and

inquiry-based learning

audience teacher, class, school, community, leaders, world

assessment setting classroom, virtual, simulation, to the real-world

• Why authentic assessments?
 Benefits of authentic assessments

• more engaging
• deeper learning flow
• makes learning more relevant and meaningful
• preparation for the complexities and ambiguities of work
• higher order thinking skills development
• metacognitive development through self-reflection
• empowers students through authentic actions
• leads to autonomous lifelong learners
• develops habits of mind focused on competency rather than correct answers
• inquiry into authentic issues can inspire and solidify international mindedness
• develops ATL skills especially socioemotional skills
• holistic learning leads to transfer of skills and knowledge in new situations
• strengthens self-management and commitment
•
UNSW, 2011; Fox, et al., 2017

•
What issues/opportunities should our
students explore?
•“Extended challenges allow students to take on
local versions of some of the most important
issues in the world such as poverty, clean water,
sustainable agriculture, and the safe use of
artificial intelligence.”
 Examples

• portfolios
• performances field studies
• simulations TEDx talks
• conferences debates
role plays
• poetry slam problem-based learning
• panel discussion primary source analysis
• mock elections/trials student tutorials
• press conference internships
• website creation
business plan pitches
experimental science
• exhibitions Youtube channel
• public relations/media publications
campaigns
• How to create authentic assessment
tasks?
• GRASPS assessment description
• Goal
• Role
• Audience
• Situation
• Product and/or performance
• Specifications/standards
• GRASPS is a model for demonstrating
performance of understanding using
authentic assessments. It is one of many
performance of understanding models, but
is ideally suited to the kind of project-
based inquiries we do in design. GRASPS
represent a framework for organizing,
delivering, and assessing a project-based
assessment.
• Goal: A definition of the problem or goal
• Role: Define the role of the student
• Audience: Identify the target audience
• Situation: This is the context or scenario
of the goal
• Product: What is created and why it will
be created
• Standards: Rubrics or success criteria
Challenges
•Students may be resistant to authentic assessments due
to their uncertainty, length, complexity, and group-work that
they create.
•For teachers, there is much up-front planning, they (and
students) can get lost in the middle of inquiry, and
assessing the large body of work can be time-consuming
and cognitively demanding.
•If authentic assessment tasks are not carefully planned
and monitored then they can create unreasonable
workloads and burdens on students and teachers.
Overcoming challenges
•Emphasize the importance, relevance, broad
audience, and authentic nature of the assessment.
•Listen to student feedback, monitor their progress,
formatively assess their growth, and adjust the
assessment as necessary.
•
• Structure the inquiry, scaffold the
assessment, and differentiate the
products/performances for mixed ability
groups. For example:
provide research sources
break the task down into smaller chunks
offer different roles, products and
performances for individuals
• “These core beliefs of student-
centered, constructivist learning
manifest in the completion of long-
term, real-world projects.”

Holland, 2019
• Cuilla, K., Liebtag, E., Vander Ark, T. (2017, Jul. 5). Project-Based Learning Q&A. Getting Smart.
Retrieved from https://www.gettingsmart.com/2017/07/pbl-qa/.
• Fox, J., Freeman, S., Hughes, N., & Murphy, V. (2017, Autumn). “Keeping It Real”: A Review of
the Benefits, Challenges and Steps Towards Implementing Authentic Assessment. AISHE-J, 9(3),
3232-32313.
• High Quality Project Based Learning. (2018). A Framework for High Quality Project Based
Learning. https://hqpbl.org/wp-content/uploads/2018/03/FrameworkforHQPBL.pdf.
• Holland, B. (2019, Ja. 24). “Reggio Emilia: The Future of Learning Has Roots in the Past.”
Getting Smart. https://www.gettingsmart.com/2019/01/reggio-emilia-the-future-of-learning-has-
roots-in-the-past/.”
• Jobs for the Future. (2018). Ten Principles for a High-Quality System of Assessments. Retrieved
from https://deeperlearning4all.org/wp-content/uploads/2018/02/10-principles.pdf.
• Mergendoller, J.R. (2018). Defining High Quality PBL: A Look at the Research. Buck Institute for
Education. Retrieved from https://hqpbl.org/wp-content/uploads/2018/04/ Defining-High-Quality-
PBL-A-Look-at-the-Research-.pdf.
• Mueller, J. (2018). Authentic Assessment Toolbox. North Central College. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/index.htm.
• Project Management Institute Educational Foundation. (2016). Project
Management Toolkit for Teachers. Retrieved from
https://pmief.org/library/resources/project-management-toolkit-for-teachers.
• UNSW. (2011, Jun. 13). Assessing Authentically: Assessment as Learning
Toolkit. The University of New South Wales: Learning and Teaching.
Retrieved from
https://teaching.unsw.edu.au/sites/default/files/upload-files/assess-
authentically_0.pdf.
• Vander Ark, T. (2018, Jul. 24) Why High School Students Deserve Extended
Challenges. Forbes. Retrieved from
https://www.forbes.com/sites/tomvanderark/2018/07/24/why-high-school-
students-deserve-extended-challenges/#66f58e3a2c7b
• Wiggins, G. (1990, Nov.) The Case for Authentic Assessment. Practical
Assessment, Research & Evaluation, 2(2).