Conversations and Reflections on Authentic Assessment

Abstract

In this paper, we describe how academic colleagues from different fields used a theoretical framework for authentic assessment as the starting point for meaningful conversations about our teaching practices. We re-envision Hutchings’ (2000) taxonomy of SoTL questions as a fluid conversational cycle rather than a system of classification. Using the eight elements of authentic assessment as outlined by Ashford-Rowe et al. (2014) as a theoretical framework, we engage with the research literature, reflect on what is and what works from our previous teaching and learning experiences, and propose ideas and questions for what is possible moving forward.

Engagement of Online Biobehavioral Health Students in Ethics Education Through Virtual Immersive Experiences

“…In keeping with best practices in direct assessment of learning (Grant et al, 2021), the research team used the prepared rubric to assess the impact of 360° video engagement on student learning outcomes. As there was a potential for loss of confidentiality related to this study (e.g., it was possible that the instructor would potentially recognize the distinctive work of individual students), the course instructor did not serve as one of the raters for the study.…”

Authentic Assessment for Motivating Student Learning and Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba, Canada

“…Third, the assessment activities require students to use integrated knowledge, skills, and values (G. Wiggins, 1998) efficiently and effectively. Fourth, the assessment allows students a range of flexibility to rehearse, practice and get constructive feedback, and refine performances and products in a reasonable timeframe (Grant et al, 2021;G. Wiggins, 1998).…”

“…The fifth element is the transfer of knowledge and skills. The assessment should provide students opportunities to transfer theoretical knowledge and skills to practice (Grant et al, 2021). Sixth, authentic assessment is based on demonstration of learning.…”

“…Sixth, authentic assessment is based on demonstration of learning. It gives students the option of how they want to show their learning in accordance with their interests, aspirations, passion, and future careers (Grant et al, 2021). Finally, authentic assessment adores collaboration.…”

“…Finally, authentic assessment adores collaboration. It offers opportunities for student interaction in groups or as individuals (Grant et al, 2021).…”