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Authentic Assessment

Overview

Assessments are an essential component of any learning activity; not only do they measure student competence, they also provide important feedback to the instructor about the success of their teaching methods. The authenticity of these assessments has a big effect on learning transfer -- whether the learning will be remembered and used correctly after the training is complete (Caffarella, 2013; Wlodkowski, 2017). 

Authentic assessments start with defining the objectives of a lesson (Brown & Green, 2016). What should learners be able to do upon completion of the learning activities? How will they need to access knowledge from the class? These questions can help us construct assessment questions and activities in a way that mimics how learners will need to recall the information, leading to greater transfer of learning.

Examples and Tips -- click on each tab to explore

  • Exam Questions
  • Performance Tasks
  • Rubrics
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In many training courses, an end-of-class written exam is the main way facilitators assess their learners. While it can be difficult to craft questions that encourage the authentic use of learned knowledge, there are many tips that can help:
  • Present a realistic scenario and ask questions that force learners to synthesize and apply several concepts
  • Ask open-ended / free response questions
  • Avoid true/false questions
​
Interested in learning more about creating authentic questions for written exams? Click on the buttons below to check out some additional resources:
How to Match Question Types
to the Skills You're Testing
Writing Good Multiple
​Choice Questions
There are many options to choose from when designing performance tasks that authentically assess learner knowledge and skills. Examples include physical demonstrations, projects, portfolios, and action plans -- anything that allows the learner to showcase their skills and judgement in an environment that mimics the real world (Wlokdowski, 2017). Developing and evaluating these kinds of assessments will take more time and effort than, say, a multiple choice exam; however, performance-based assessments have a much greater chance of engaging learners and promoting successful learning transfer.
Performance-Based Assessments:
Making Math Relevant (Video)
Using Portfolio assignments as
​Authentic Assessments
Most instructors have formal or informal rubrics that outline criteria for satisfactory performance on tasks and projects. Providing these rubrics to learners can help clarify expectations and promote equity in evaluation of subjective assessment tasks (Wlodkowski, 2017).
Using Rubrics
Creating a Rubric

Other Considerations

  • After you've designed your assessment, go back to the objectives to ensure the assessment will help learners accomplish the course goals.
  • Consider asking a colleague to take the exam or assessment you've designed and provide some feedback about its clarity and effectiveness​​.

References

  • Brame, C. (2013). Writing good multiple choice test questions. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
  • Brown, A.H. & Green, T.D. (2016). The essentials of instructional design. New York: Routledge.
  • Caffarella, R. S. (2013). Planning Programs for Adult Learners: A Practical Guide. John Wiley & Sons, Inc.​
  • Cornell University Center for Teaching Innovation. (2020). Using rubrics. Retrieved from https://teaching.cornell.edu/teaching-resources/assessment-evaluation/using-rubrics
  • Edutopia (Producer). (2015). Performance-based assessment: making math relevant [Online video]. Available from https://www.youtube.com/watch?v=KZomm-1BbYQ
  • LaMotte, A. (2018). How to match question types with the skills you're testing. Retrieved from https://community.articulate.com/articles/how-to-match-question-types-with-the-skills-you-re-testing
  • Mueller, J. (2018). Authentic assessment toolbox: portfolios. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
  • Wlodkowski, R. and Ginsberg, M. (2017). Enhancing Adult Motivation to Learn. ​San Francsico, CA: Jossey-Bass.
  • University of Colorado Denver, Center for Faculty Development. (2006). Creating a rubric. Retrieved from http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/3_creating/index.htm
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  • Home
  • About Me
  • My Work
  • Toolkit
    • Technology
    • Simulation
    • Problem-Based Learning
    • Critical Inquiry
    • Motivation
    • Universal Design
    • Authentic Assessment
    • Tenets of Adult Ed.
  • Resources