What are Authentic Assessments?

In This Section

Assignments are more than just tasks to assess learning; they are opportunities for authentic engagement where learner’s gifts can be uplifted. Authentic learning directly influences how assignments are designed and executed, ensuring that they reflect real-world applications, engage learners meaningfully, and cultivate a deeper understanding of content.

Ask yourself:

  • What am I, or professionals like me required to do in our role?
  • What knowledge and skills would a graduate be expected to bring to the job?
  • What are key requirements for successful work in the field?

Then develop a similar task, or a series of scaffolded tasks, in alignment with your course and program learning outcomes.

Ideally, authentic assessments:

Mirror realistic tasks or real-world relevancy (the physical direction of the medicine wheel)

Present a cognitive challenge, expand cognitive function or critical thinking, and open minds to other perspectives (the Mental direction of the medicine wheel)

Connect learners to material in a meaningful way such as require students to apply learning in a novel or creative way, systematically evaluate something to render a judgement, or assess a situation to devise an alternative approach or solution, gives self-voice and choice in topic of style etc. (The emotional direction of the medicine wheel)

Supports in retention of material (the spiritual direction of the medicine wheel)

Note

You will see these ideas broken down further under “Characteristics of Authentic Learning and Assessments”

Important

Remember - do not change assignments in Siloes, especially if you have more than one of the same courses simultaneously. This may confuse students as they are evaluated differently. For more information, please read the ACAD-135-Assessment and Evaluation of Student Learning policy.

What could Authentic Assessments look like?

How and where do I start?

IDENTIFY

...target outcomes of the assessment (CLOs, scaffolding, etc.)

...real life examples of the topic/skill/concept.

Firstly, identify the Course Learning Outcomes (CLOs) and Essential Employability Skill Outcomes (EESOs) you are measuring within the assignment, pay specific attention to the verb, content, and context.

Ask yourself:

  • what is the learning goal of this assignment?

After considering the CLOs and EESOs and identifying the learning goals of the assignment, choose the assignment style that measures skills accurately with a relevant and authentic method (critical thinking, collaboration, creativity, and effective communication etc.), consider if scaffolding is an approach that should be used here. Next, you will need to select an authentic task.

DEVELOP

Examine professional tasks/expectations​.

Brainstorm the ideal demonstration of learning.

Breakdown & reassemble​.

Peer review​.

Ensure your assignment has clear concise instructions that define the criteria for meeting the learning goals, ensuring learners understand what is expected. Link these expectations directly back to the CLOs and EESOs, and professional tasks or skills. Consider using the DC Assignment Template to support your planning.

PILOT

Create (an) exemplar(s) & a rubric.

Give it go!​

Gather feedback & revise​.

Lastly, create a rubric and try it out! An assessment is only a valid measurement of learning when it will elicit the kind of learning you want to measure. Develop rubrics that show students exactly what they are learning. Ensure students have a clear idea of what you want them to accomplish and how you expect them to demonstrate this.

After completion of the assessment, take time to reflect on how it went, what questions came from it (yours and students), whether it met the expectations, and if it could be evaluated objectively. Then revise anything you need to and try again. Don’t give up – nothing is ever perfect the first time, and in fact, reflection and revision should be part of your regular practice.

For examples of authentic assessments please see resources:

What are the Benefits of Authentic Assessments?

 

Adapted from: Principles of Authentic Assessments – Rethinking Assessment Strategies for Online Learning

Typical versus Authentic Assignments

It is key to remember that authentic assessments are not always defined by the task itself (i.e., you can have a somewhat formal test in an authentic way – see chart below for examples), but by the purpose behind the assessment. How do you advance the knowledge of the ‘how’ over that of the ‘what’? (Queen’s University, n.d.)

“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 professionals 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.” (Center for Innovation Teaching and Learning, Authentic Assessment, Indiana University, 2021)

The following chart is from Wiggins (1998) to showcase indicators of authenticity in assessments. Georgian College writes that typical tests may give students only once chance to demonstrate their learning; however, an authentic assessment requires students to collate information from a variety of sources and allow them to use knowledge or skills in several different ways. Changes to assessments can be made simple, but be impactful, for better student learning.

Typical Tests Authentic Tasks Indicators of Authenticity
Require correct responses that are “supplied”

There are correct or incorrect answers.

All responses provide the same information.

 Require a high-quality product or performance, and a justification of the solutions to problems encountered that are “constructed”

There are a variety of correct solutions.

Each response is unique.

 Correctness is not the only criterion; students must be able to justify their answers, and explore their created conclusions.
Prioritize the product of learning and the articulation of knowledge and facts. Prioritize the process of learning and the application of knowledge and skills. Learning is understood as a journey, not a destination, and making mistakes is part of that journey. Therefore, scaffolding and feedback are important.
Are disconnected from real-world contexts and constraints. Are tied to real-world contexts and constraints; require the student to “do” the subject. The context and constraints of the task are like those encountered by practitioners in the discipline.
Contain items that isolate particular skills or facts. Are integrated challenges in which a range of skills and knowledge must be used in co-ordination. The task is multifaceted and complex, even if there is a right answer.
Include easily scored items. Involve complex tasks that for which there may be no right answer, and that may not be easily scored. The validity of the assessment is not sacrificed in favour of reliable scoring.
Provide a snapshot of what learners know at one moment in time.

Learners have one chance to demonstrate their learning.

 Are iterative; contain recurring tasks. Provide an examination of learning over time.

Learners have multiple opportunities to demonstrate learning through drafts and recurring tasks.

 Students may use particular knowledge or skills in several different ways or contexts.
Provide a score. Provide usable diagnostic information about students’ skills and knowledge where actionable feedback can be applied for student growth. The assessment is designed to improve future performance, and students are important “consumers” of such information.
Generally written at the same time by all learners. There is a fixed time limit for the test.

Questions must be unknown in advance to maintain validity.

 Must be completed by a certain date. Learners work at their own pace.

Students are given the task or problem in advance.

 Using concepts of Universal Design for Learning (UDL) / Wholistic Approaches to uplift and empower students in their learning.
Can be dependent on student accessibility and access to technology. Allows for more flexibility around both student accessibility needs and technology needs. Using concepts of Universal Design for Learning (UDL) / Wholistic Approaches to uplift and empower students in their learning.

Adapted from Center for Innovation Teaching and Learning, Authentic Assessment, Indiana University, 2021 and Wiggins, Grant. (1998). Ensuring authentic performance. Chapter 2 in Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, pp. 21 – 42 and Seneca College, The Teaching and Learning Centre, Principles of Authentic Assessments – Rethinking Assessment Strategies for Online Learning.