Tag Archives: authentic assessment

Authentic Assessments: Measuring What Students Can Do

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One of the pillars of successful course design is creating assessments that align with clearly stated learning objectives; this alignment provides a clear connection between what students are expected to learn and how their achievement is evaluated. Traditional assessments, such as term papers, quizzes, and exams, typically ask students to demonstrate their knowledge by recalling information or applying concepts in controlled or simulated settings. These strategies can be very effectivetwo students leaning over a table in front of a computer writing on white paper in some contexts. However, when the goal is to challenge students to apply their learning in meaningful, real-world scenarios, authentic assessments may be a better fit. By asking students to put their knowledge and skills into practice, authentic assessments can help students develop and demonstrate abilities that extend beyond the classroom.

When students enter the workforce, they most likely will not be given a multiple-choice test to assess their performance. Instead, they will be evaluated based on their ability to complete tasks, solve problems, and respond appropriately to situations they encounter on the job. Authentic assessments prepare students for these situations by asking them to use higher-order thinking skills, such as analyzing information, developing and evaluating solutions, and making decisions both independently and collaboratively (Vlachopoulos & Makri, 2024). These types of assessments can help bridge the gap between learning in the classroom and what students will be expected to do in professional settings. Because these assessments connect directly to skills students may use in their future careers, they can make learning feel more relevant and purposeful. This connection may increase student engagement by helping students see the practical value of what they are learning.

Some examples of authentic assessments include:

  • Conducting a hands-on experiment
  • Engaging in role play
  • Performing or demonstrating a skill (playing music, delivering a speech, teaching a lesson, etc.)
  • Developing a website or app
  • Examining a case study
  • Creating a business or marketing plan
  • Producing a video or podcast
  • Creating a patient care plan

By requiring students to apply their knowledge in complex, realistic situations, authentic assessments provide instructors with a more complete picture of what students know group of people in a laband can do. Rather than focusing primarily on recall or selecting a correct answer, these assessments allow instructors to observe how students approach problems, justify their decisions, and communicate their ideas. This broader range of skills can help instructors more accurately evaluate student achievement of the learning objectives (Messier, 2022).

Additionally, authentic assessments may help address some of the challenges AI creates for traditional forms of assessment. AI tools are making it increasingly difficult for instructors to determine whether work submitted was actually completed by the student or by generative AI. Authentic assessments value the process in addition to the final answer, product, or solution. Giving students opportunities to explain their answers, reflect on their choices, or revise their work gives instructors additional evidence of learning that is less dependent on a single written response. Although authentic assessments do not eliminate the possibility of AI use, they can provide instructors with more varied and meaningful evidence when evaluating student learning.

Interested in learning more? The University of Illinois Chicago has a guide that can help you get started creating your own authentic assessments.

Do you have any authentic assessments you have used in class that you would like to share? Please add them to the comments section below.

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation 

Image source: Unsplash

References:

Messier, N. (2022). Authentic assessments. Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/authentic-assessments/

Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83, 101425. https://doi.org/10.1016/j.stueduc.2024.101425

Should you stop telling your students to study for exams?

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Male student in library studyingThe Innovative Instructor recently came across a thought-provoking article by David Jaffee in the Chronicle of Higher Education entitled Stop Telling Students to Study for Exams. In a nutshell, Jaffee advocates for telling students that they should study for learning and understanding rather than for tests or exams. He reminds us that just because content is covered in class does not mean that students really learn it. Regurgitating information for an exam does not equal long-term retention. He points out that there are real consequences to this traditional approach.

On the one hand, we tell students to value learning for learning’s sake; on the other, we tell students they’d better know this or that, or they’d better take notes, or they’d better read the book, because it will be on the next exam; if they don’t do these things, they will pay a price in academic failure. This communicates to students that the process of intellectual inquiry, academic exploration, and acquiring knowledge is a purely instrumental activity—designed to ensure success on the next assessment.

His claims are backed with evidence. Numerous studies have shown that students who use rote memorization to cram for tests and exams do not retain the information studied over the long term. Real learning, which involves retention and transfer of knowledge to new situations, is a complicated process reflected by the vast amount of research on the subject.

As a side note, for those interested in learning more about cognitive development and student learning, there is a nice summary of key studies and models in the book by James M. Lang On Course: A Week by Week Guide to Your First Semester of College Teaching [Harvard University Press, 2008]. See Week 7 Students as Learners for an overview and bibliography.

Instead of a cumulative final exam, Jaffee recommends using formative and authentic assessments, which “[u]sed jointly…can move us toward a healthier learning environment that avoids high-stakes examinations and intermittent cramming.” Formative assessments, performed in class, provide opportunities for students to understand where their knowledge gaps are. [See The Innovative Instructor 2013 GSI Symposium Breakout Session 2: Formative Assessment and Teaching Tips: Classroom Assessment.] Authentic assessments allow students “to demonstrate their abilities in a real-world context.” Examples include group and individual projects, in-class presentations, multi-media assignments, and poster sessions.

The article has obviously provoked some controversy as evidenced by the number of comments made – 225 as of this posting. One of the commenters supporting Jaffee with several rebuttals to critics is Robert Talbert, Professor of Mathematics at Mathematics Department at Grand Valley State University in Allendale, Michigan, and author of The Chronicle of Higher Education blog Casting Out Nines. Talbert has blogged extensively on his experiences with flipping his classroom.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Microsoft Clip Art