What Is Authentic Assessment

McMillan tells us that, “Authentic Assessment involves the direct examination of a student’s ability to use knowledge to perform a task that is like what is encountered in real life or in the real world.  Authenticity is judged in the nature of the task completed and in the context of the task,” (2004. p. 198).  From this we can see that Authentic Assessments ensures students are provided with an understanding both the benchmarks and criteria of marking before they commence the assessment task.  These Authentic Assessments require students to design, create, deliver and justify the thinking behind their response (McMillan, 2004, p. 198).  We will explore Authentic Assessment using a systems analysis approach to deconstruct and analyse the importance of its incorporation into today’s classrooms to maximise students educational and life success (Marzano et al., 1999, p. 246). 

Newman’s (2010) image of the Framework for 21st Century Learning highlights the need for change within our education system, ensuring we provide students with the skills, knowledge and expertise needed within both their personal and professional lives to ensure success for our future.  When looking at these skills we begin to see the parallels with the skills that develop through the inclusion of authentic assessment within educational institutions.

The concept behind this type of assessment may appear simple; however, deeper examination reveals the key concepts to be considered to ensure its success are-

ž  student’s ability to build and integrate knowledge

ž  incorporation of their unique understanding of their socio-cultural environment 

ž  individualised higher order thinking (HOT) abilities

ž  knowledge identification skills

ž  habits of mind (HoM)

We know that these skills are essential for lifelong, futures orientated learner that are needed for our society of today and tomorrow, therefore, providing the connection between learning today and Authentic Assessment (Wiggins, 1998, p. 25). 

The Department of Education, Training and Employment’s statement, “The teacher designs authentic assessment activities and experiences by engaging students in tasks that simulate life experiences.  Teachers are required to use a variety of authentic assessment tools that allow students to demonstrate their abilities to process and apply information, skills, and concepts in different ways,”  shows that the Australian Government understands the importance of focusing on the inclusion of 21^st century learning for the growth and development of our nation (2009, p. 29).

References

Department of Education, Training and Employment. (2009). On The Same Page. Retrieved        from             http://pan.search.qld.gov.au/search/search.cgi?profile=education&query=authentic+as            sessment&collection=qld-gov&form=simple

Marzano, R.J., Pickering, D.J., Arradondo, D.E., Blackburn, G.J., Brandt, R.S., Moffett,              C.A., Paynter, D.E., Pollock, J.E., & Whisler, J.S. (1997). Dimensions of Learning (2^nd ed.).Alexandria, Virginia, USA: ASCD Publications.

McMillan, J. H. (2004). Classroom assessment principles and practice for effective             instruction (3^rd ed.). Boston, MA, USA: Person Education Inc.

Newman, B. (2010). Partnerships  for 21^st Century Skills. Retrieved from             http://librariesandtransliteracy.wordpress.com/tag/partnership-for-21st-century-skills/

Wiggins, G. (1998). Educative Assessment Designing Assessments to Inform and Improve Student Performance. San Francisco, California, USA: Jossey-Bass.