Authentic Assessment - When considering how to assess student learning in a course, most instructors would agree that the ideal assessment would be one that not only assesses students’ learning; it also teaches students and improves their skills and understanding of course content. One fundamental aspect of such assessments is that they are authentic.
An authentic assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well. According to Grant Wiggins (1998), an assignment is authentic if it
Authentic assessments have several advantages over conventional tests. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for students, and thus more motivating. And finally, they can provide more specific and usable information about what students have succeeded in learning as well as what they have not learned.
However, authentic assessments may require more time and effort on an instructor’s part to develop, and may be more difficult to grade. To address the difficulty of grading authentic assessments, it is often useful to create a grading rubric that specifies the traits that will be evaluated and the criteria by which they will be judged. Authentic assessments can be contrasted with conventional test questions, which are often indirect measures of a student’s ability to apply the knowledge and skills gained in a course. Conventional tests have an important place in college courses, but cannot take the place of authentic assessments. The table below, drawn from Wiggins, illustrates the differences between typical tests and authentic assessments.
An authentic assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well. According to Grant Wiggins (1998), an assignment is authentic if it
- is realistic.
- requires judgment and innovation.
- asks the student to “do” the subject.
- replicates or simulates the contexts in which adults are “tested” in the workplace or in civic or personal life.
- assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task.
- allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products.
Authentic assessments have several advantages over conventional tests. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for students, and thus more motivating. And finally, they can provide more specific and usable information about what students have succeeded in learning as well as what they have not learned.
However, authentic assessments may require more time and effort on an instructor’s part to develop, and may be more difficult to grade. To address the difficulty of grading authentic assessments, it is often useful to create a grading rubric that specifies the traits that will be evaluated and the criteria by which they will be judged. Authentic assessments can be contrasted with conventional test questions, which are often indirect measures of a student’s ability to apply the knowledge and skills gained in a course. Conventional tests have an important place in college courses, but cannot take the place of authentic assessments. The table below, drawn from Wiggins, illustrates the differences between typical tests and authentic assessments.
Citation: Center for Innovative Teaching and Learning at Indiana University Bloomington