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Creating Authentic Assessments

Learning Module

Abstract

In authentic assessments, students apply concepts to real-life situations by completing meaningful task-based assessments. This type of assessment covers a wide range of skills and effectively measures higher levels of learning than traditional assessment. Authentic assessment helps students to develop skills, challenge them to practice creative thinking and problem-solving, and enable multiple means of demonstrating their knowledge. (University of Florida, n.d.) This module is designed for K-12 teachers and educators. Through this module, participants will be learning about the basics of authentic assessment, why it should be used in the classroom, and developing a form of authentic assessment for their own classroom.

Keywords

authentic assessment, creating assessment

Introduction

Since the early 1990s, teachers, educators, theorists and researchers have advocated authentic assessment as a more effective approach towards student evaluation. (Frey, Schmitt, & Allen, 2012). In authentic assessments, students apply concepts to real-life situations by completing meaningful task-based assessments. This type of assessment covers a wide range of skills and effectively measures higher levels of learning than traditional assessment. Authentic assessment helps students to develop skills, challenge them to practice creative thinking and problem-solving, and enable multiple means of demonstrating their knowledge. (University of Florida, n.d.)

This module is designed for K-12 teachers and educators. Through this module, participants will be learning about the basics of authentic assessment, why it should be used in the classroom, and developing a form of authentic assessment for their own classroom. The module consists of 6 sessions; each session is intended to be 45 minutes to 1 hour long. At the end of each session, there will be a reflective question for participants to reflect upon their thoughts and what they have learned. At the end of the module, they will receive an assignment to apply what they have learned to create an entirely new assessment opportunity for students.

I have taught this course face-to-face before and decided to redesign it as an online learning module, which can be delivered in either synchronous or asynchronous mode. According to the National Research Council (2007), online professional development can change teachers’ practice and has other potential benefits such as:

  • Flexibility and versatility.
  • Community building between teachers and groups.
  • New opportunities for accountability.
  • Increased teacher retention by engaging teachers more directly in their learning and professional development

Acknowledgement

This learning module references and uses some activities designed by the following individuals and organizations:

Authentic Assessment Toolbox (created by John Mueller)

Teaching and Learning in Higher Education

The Knowledge Network for Innovations in Learning and Teaching (KNILT)

Intended Learning Outcomes

For The Participants

After completing this course, the participant will be able to:
1. Understand what authentic assessment is and its benefits in the classroom.
2. Understand the various types of authentic assessment that can be implemented in the classroom.
3. Understand the step-by-step process of creating an authentic assessment opportunity.
4. Evaluate their own student assessment and design a new assessment opportunity incorporating the basics of authentic assessment.

For The Instructors

This learning module is aligned with the following categories of The Cambridge Teacher Standards, a benchmark for teachers to evaluate their own practice and guide their continuing professional development:

5.1. plan for progression in learning by designing effective learning sequences within lessons and across series of lessons.

5.2. set explicit, challenging and achievable learning goals for all students.

5.7. make effective use of formative and summative assessment to support student learning and monitor levels of achievement and attainment.

5.8. use the outcomes of assessment to identify students’ learning needs, set targets for improvement, and plan for future teaching and learning interventions.

5.9. provide students, colleagues and parents with timely, accurate and constructive feedback on students’ progress in learning, attainment and areas for development.

 

Pre-assessment

For The Participants

The goal of this Pre-Assessment aims to help you examine your current knowledge of concepts and principles related to assessment.

This course is best suited for educators who have:

  • A basic understanding of using assessment in the classroom.
  • Some form of teaching or classroom experience (classroom observation, student teaching, or teaching).
  • A willingness to open your mind and create new and authentic learning opportunities for your students.

For The Instructors

Instructor may use the information from these surveys to understand participants' backgrounds and arrange pairs of learning partners in peer feedback activity. Usually, participants with a similar interest/ background will be paired. However, there will also be a few other exceptions to ensure that you have the opportunity to learn from new and critical perspectives.

What is Authentic Assessment?

For The Participants

By the end of this session, you will:

  • Understand the characteristics of Authentic Assessment 
  • Understand the differences between Traditional Assessment and Authentic Assessment.

1. What is Authentic Assessment

The term “authentic assessment” commonly refers to assessments that measure not only what students have learned from the content of the course, but also their ability to apply that knowledge in certain real-life situation. (University of Florida, n.d.)

Watch the video below to see how Educators at New York School of The Future have enjoyed great success at teaching and assessing their students with authentic assessment. 

Video: Authentic" Assessment at School of the Future (Edutopia, 2012)

Media embedded February 23, 2022
 

Bergen (as cited in Frey, Schmitt, & Allen, 1993) identifies three qualities of authentic assessment:

(1) The context of the assessment (2) The role of the student  (3) The scoring
  • realistic activity or context
  • the task is performance-based.
  • the task is cognitively complex.
  • a defense of the answer or product is required.
  • the assessment is formative.
  • students collaborate with each other or with the teacher.
  • the scoring criteria are known or student developed. 
  • multiple indicators or portfolios are used for scoring.
  • the performance expectation is mastery.

2. The differences between Traditional and Authentic Assessment

Video: The Differences Between Traditional and Authentic Assessment (Steven Thompson, 2016)

Media embedded February 23, 2022

The table below from Wiggins (1998) compares traditional assessments (tests and exams) to authentic assessments (tasks).

REFLECTION

Comment: How does this relate to your classroom? Would you be able to incorporate this type of assessment? What are key ideas that you can keep and use in your classroom? How are the students personally benefiting from this type of assessment?

Make an update: "Authentic assessment does not compete with traditional assessments like tests. Rather, they complement each other." (John Mueller). Make an update to share your thought on this statement.

For The Instructors

Relevant Readings for Instructor

How to do Authentic Assessment?

For The Participants

By the end of this session, you will:

  • Learn some examples of authentic assessment in various disciplines.
  • Understand the four step process for creating authentic assessments

1.   Activity: Examples of Authentic Assessment

Below are a couple of examples of authentic assessments in different subjects. Fill in the table with some other examples that you know.

Source: Indiana University Bloomington's Center for Innovative Teaching and Learning

Nursing Provide a case study of a patient and ask students to assess and create a plan of care
Computer Science Troubleshoot a problemmatic piece of code; Develop a website/app to solve a particular problem and/or meet a set of criteria
Psychology Examine/critique a case study from multiple theoretical positions
Public Affairs or Service Learning Course Consider how a community agency might be impacted by a particular challenge (budget cuts, infrastructure outage, public health crisis, etc.)
Biology/Chemistry Draw a diagram of how a process works, indicating what happens if X occurs
History Engage in a role play of a particular event in history; Describe what might have happened if one element of a historical event had changed.
Your Example 1  
Your Example 2  
Your Example 3  

2. 4 steps of creating authentic assessments

Image Source: EMC-DE, 2010

John Muller created the following graphic to summarize the process and highlight important questions to ask in each step:


REFLECTION

Comment: What new information did you gain regarding the steps to creating authentic assessment?

Update: Were you already creating assignments in this way? If not, what ways could you improve upon how you are currently creating student assessment?

For The Instructors

Instructors may use the description below to clarify the process with students when teaching this class in synchronous mode.

(Source: The Knowledge Network for Innovations in Learning and Teaching)

STEP 1 - Standards

An assignment should always be formed with standards and objectives in mind (backwards design). In order to create a task for students to complete, you must first ask yourself, "what should my students know following this lesson and assignment". This will give you a starting point for creating varoius ideas for assessment. You must first start by having the end result of the assignment in mind. Once you have decided what you want your students to get out of their task, you can move on to step 2.

STEP 2 - Authentic Tasks

In this step, a teacher will decide how they want students to portray their knowledge of the subject matter using a real-world activity or scenario. A task should be chosen for students to complete that meets the authentic assessment criteria. It should be a meaningful task that students feel they can relate to and can apply in their lives.

STEP 3 - Criteria/Measures

In step 3, you will decide what the student performing the assignment or task or will look like. What would you like the end product to be? You have already chosen how you want the student to portray their knowledge through an authentic task, and you must now determine what that will look like and what criteria will prove student understanding. In other words, how will you know that the student has performed well or not? Knowing what criteria you are looking for in an authentic assignment will assist you in the next step - creating a rubric.

STEP 4 - Rubric

After you have decided what task you would like students to complete, and what criteria you will use to decide whether or not they have meet the standards, you will create a rubric for evaluation of students. A rubric is a way for you to evaluate what level of performance the students are currently performing at. Rubrics will be discussed further in this unit.

Step 1: Identify the Standards

For The Participants

By the end of this session, you will be able to:

  • Understand how standards are different from curriculum, goals and objectives
  • Distinguish between types of standards
  • Align standards, objectives and assessments

1. What are educational standards

Educational standards are the learning goals for what students should know and be able to do in each grade. Education standards, like CommonCore are not curriculums. Local communities and educators choose their own curriculum, which is a detailed plan for everyday teaching. In other words, the Common Core is what students need to know and be able to do, and the curriculum is how students will learn it. (Common Core State Standards Initiatives, n.d)

John Mueller distinguish standards from other statements of student performance primarily along two dimensions: 1) breadth of coverage and 2) feasibility of measurement and observation.

2. Types of standards

- Content standards: Statements that explain what students need to know or can do within content in a particular discipline or at the intersection of two or more disciplines. For example: Students will classify objects along two dimensions.

- Process standards: Statements that describe the skills that a student needs to develop to enhance the learning process. Process standards are not specific to a particular discipline, but are general skills that can be applied to all disciplines.. For example: Find and evaluate relevant information.

- Value standards: statements that describe attitudes teachers would like students to develop towards learning. For example: Students will value diversity of opinions or perspectives.


Activity: Is it a Content, Process or Value standard?

Look at the following statement in the table below and identify whether it is a Content, a Process or a Value standard:

Standard Content, Process or Value?
Students will be able to add two-digit numbers.  

Students will set realistic goals for their performance.

  

Describe effects of physical activity on the body.

  
Take responsible risks  
Present employment-related information in the target language  

Persist on challenging tasks.

  

Seriously consider the ideas of others.

  
Students will write a coherent essay  

 

3. Aligning standards, objectives and assessments

Video: Aligning Standards, Objectives and Assessments (New Pathways to Teaching in New Jersey, 2020)

Media embedded February 23, 2022

RELEVANT READINGS

Standards examples (Authentic Assessment Toolbox)

REFLECTION

Comment: What are some pros and cons of standards on education and training?

Update: Make an update to share your own tips/ best practices for writing a good standard? 

For The Instructors

Possible answers for Activity: Activity: Is it a Content, Process or Value standard?

Standard Content, Process or Value?
Students will be able to add two-digit numbers. Content
Students will set realistic goals for their performance. Process
Describe effects of physical activity on the body. Content
Take responsible risks Value
Present employment-related information in the target language Content
Persist on challenging tasks. Value
Seriously consider the ideas of others. Value
Students will write a coherent essay Process, Content

The same standard could be either a content or a process standard. For example, the standard students will write a coherent essay would be a process standard in a history course because it does not describe the content within the history discipline. Instead, it describes a useful skill that historians should have along with those working in other disciplines. However, if the same standard were part of an English composition course, it could be labeled as a content standard because students would be learning the content of that discipline. Yes, writing skills are useful in any discipline, but it is being taught as content for the course in the composition course.

Relevant materials for instructors: 

Authentic Assessment Toolbox - Step 1: Identify the Standards

Common Core State Standards Initiative

Step 2: Select an Authentic Task

For The Participants

By the end of this session, you will be able to:

  • Understand various forms of authentic activities in classroom.
  • Choose the right authentic strategies for your teaching and assessment.

1. What is authentic task

An authentic task is an assignment in which learners apply objective-driven knowledge and skills to real-world challenges. We are less interested in how much knowledge students can acquire than how well they can use it.

Image source: EMC-DE

Types of authentic tasks:

- Constructed-response items: Students construct an answer from old and new knowledge in response to a prompt.

- Performances:  In response to an assignment, students construct a performance that reveals their understanding of specific concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills.

- Products: In response to an assignment, students construct a performance that reveals their understanding of specific concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills.

2. Examples of authentic tasks

Video: Classroom Examples of Authentic Assessment (Huynh, N.B., 2020)

Media embedded February 24, 2022

Video: Building Formative Assessment into Game-Based Learning (Edutopia, 2014)

Media embedded February 24, 2022

The following table (Teaching and Learning in Higher Education, n.d.) summarize general categories/types of authentic tasks:

Type of task Example

Memo, Letters to the editors, Email

This type of project encourages students to use their imaginations but also to research and collate an explicit and tangible body of knowledge in their discipline while at the same time developing critical and professional written and communication skills.

Students in Finance might be asked to write a client memo; students in Recreation and Leisure Studies might be asked to write a letter to the editor of a local newspaper about a community concern; and students in Visual Culture might be asked to write an e-mail to an imagined manager about a magazine cover they are currently designing.

Presentation (including Poster Presentation)

The idea of having students take their work and make it public within the context of the classroom not only encourages students to invest more time and thought into their work but also immediately connects to the development of professional skills and of presentation skills for a variety of audiences

 Students in Chemistry might present on how to balance a simple combustion reaction; students in Rhetoric might present a major research paper; and students in Mechanical Engineering might present a unit manufacturing process of ceramic casting.

Proposals, Policy briefs and Reports

A policy brief and/or report asks students to address in a professional manner – for which the intended audience is other professionals interested in the problem, investigation, research, etc. – a research question, course of action, decision, theory, etc. that is of interest and importance. 

Students in Psychology might write a proposal for an experimental study; students in Applied Mathematics write a policy report of ethical navigation of stock option prices and students in Biology might write a report on their own dietary analysis.

Case studies or Simulation games

Case studies present a fictional scenario that leads up to one (or more) dilemma that requires problem solving or decision-making. When in-class time, however, can be given over for students to act out these case studies, with different students playing different assigned roles from the fictional scenarios, the case study then becomes a simulation game

Students in Pharmacy might enact a simulation game of a case study on drug information and patient safety; students in Peace and Conflict Studies might take on a simulation game of a case study involving international development; and students in Nanotechnology might present a simulation game of a case study concerning the testing of environmental pollutants.

Fishbowls

In a fishbowl assignment, small numbers of students are picked to sit the “hot seats” in the centre of class where they respond to questions, concerns, ideas, etc. about subject matter that will have been passed out prior to the fishbowl activity date.  This assessment strategy is a variation of the flipped-classroom teaching method, and it develops in students professional skillsets for active listening and critical inquiry as well as professional communication, presentation, and group discussion skills.

Video: Fishbowl Problem Solving Circle (Childhood Development Initiative, 2015)

Students in Sexuality, Marriage, and Family Studies might prepare for and discuss issues of surrogate motherhood; students in Earth and Space Science might prepare for and discuss methods of instrumentation and observation of different wavelengths; and students in Acrylic Painting prepare for and discuss innovative application techniques and mark-making.

REFLECTION

Comment: How does this relate to your classroom? Would you be able to incorporate this type of assessment? What are key ideas that you can keep and use in my classroom? How are the students personally benefiting from this type of assignment?

Update: Think about your favorite assignment from when you were a student and make an update about it. What was it about that particular assignment that made it so engaging and memorable for you? How did it support your learning in that specific project? How did it help your learning in the course as a whole? What kinds of transferable skills did you learn through it?

 

For The Instructors

Relevant Materials for Instructor:

Many educators ask how they can gage a student's learning in an online course. They often wonder what could possibly replace the traditional lectures that have worked so well in a face-to-face classroom setting.

Read this detailed Examples of Authentic Assessments  in an online or hybrid course.(Miami University, n.d)

 

Step 3: Identify the Criteria for the Task

For The Participants

By the end of this session, you will be able to:

  • Understand why clear assessment criteria is important

  • Understand how to make assessment criteria clear to students.

1. Why is clear assessment criteria important?

Activity: Say “Yes” (…or “No”) to the Dress. (This activity was designed by Teaching and Learning in Higher Education)

Instructions: In this activity you are asked to assume the role of an assessor who is asked to evaluate the dress our model is wearing. Follow the following steps to review the criteria for rating the dress.

Step 1: Consider the dress our model is wearing and rate it.

Image: “Eye and Flower Dress.” By DeusXFlorida 
Step 2: Consider the dress our model is wearing, and rate it in terms of its suitability and colour.

Step 3: Consider the dress our model is wearing, and rate it in terms of:

  • Its suitability and colour with our model’s skin and frame
  • Its suitability and colour for a Fall season fashion show
  • Its suitability and colour for teaching in a university classroom

Rate each criteria on a scale from 1 to 4, where 1 is low and 4 is high.

This activity helps you experience how different levels of clarity in an assignment can prepare learners for completing a task. The degree of clarity and precision with which we design our questions and problems in an assignment– i.e. with no criteria, vague criteria, or clear criteria – directly impacts how much we have set up our students for success. The clarity of assignment criteria not only helps to determine the ease and motivation to perform tasks, but also the quality of results, depending on how they interpret the expectations.

Video: Developing Success Criteria ((TCDSB 21C, 2015)

Media embedded February 24, 2022

2. Learning Goals vs. Criteria

Learning Goals Success Criteria
answer the question "Where am I going"  answer the question "How am I going?"
refer to understanding, knowledge,
skills, or application.		 a concrete learning performance: something students will say, do, make, or write to indicate they are moving toward the Learning Goal.
often begin with verbs like know, develop, become
fluent, apply, understand, use, or extend		 Success Criteria often begin with verbs like explain, describe, model, show, write, justify, or create.

Some examples of Learning Goals and Success Criteria (Oregon Department of Education, n.d.)

​3.  Characteristic of a good criterion:

  • a clearly stated;
  • brief;
  • observable;
  • statement of behavior;
  • written in language students understand.

Make sure each criterion is unique. Although the criteria for a single task will understandably be related to one another, there should not be too much overlap between them.

By giving students a voice in the assessment process, they can learn more effectively and be motivated when actively involved in their learning.

Video: Co-creating Success Criteria (Maryland Formative Assessment, 2016)

Media embedded February 24, 2022

RELEVANT READING:

Step 3: Identify the Criteria for the Task (John Mueller, n.d)

REFLECTION:

Comment: How does this relate to your classroom?  What are key ideas that you can keep and use in my classroom? How are the students personally benefiting from this practice?

Update: Consider the benefits and challenges of involving students in the assessment process. Make an update to share your thoughts on this.

For The Instructors

Relevant materials for Instructor:

Bloom Taxonomy Action Verbs (Fresno State, n.d)

Criteria and Descriptors (Government of Ontario's Curriculum and Resources, n.d)

 

 

Step 4: Create the Rubric

For The Participants

By the end of this session, you will be able to:

  • Understand the characteristics of an effective rubric.
  • Create effective rubrics to assess students learning

1. Types of rubrics

Rubrics are tools designed for the following purposes:

  • Consistently and objectively assess complex learning standards,
  • Measure student progress over time;
  • Have specific reference points to stimulate teacher-student dialogue about performance expectations and areas for improvement

The following 3-minute video will introduce you to two types of rubrics, holistic and analytical.

Video: Types of Rubrics ((National Park College Online, 2015)

Media embedded February 24, 2022

2. Characteristics of an effective rubric

The rubric consists of the following elements (Teaching and Learning in Higher Education, n.d.):

Criteria - characteristics of what the performance should look like. Criteria was step 3 of the 4-step process of developing authentic assessment. 

Levels of Performance: different performance levels are written for each selected criterion. A simple performance level (Government of Ontario's Curriculum and Resources, n.d.) can be displayed as follows 

  • Level 1: performance that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. 
  • Level 2: performance that approaches the standard. The student demonstrates the specified knowledge and skills with some effectiveness.
  • Level 3: provincial standard for performance. The student demonstrates the specified knowledge and skills with considerable effectiveness. 
  • Level 4: identifies performance that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness.

Video: Rubric for Assessment (Teacher Training - World Learning, 2018)

Media embedded February 24, 2022

3. Creating a rubric

Video: 7 Steps for Creating Rubric (Katie Datko, 2017).

Media embedded February 24, 2022

Questions to consider when creating rubric:

  • What is the specific task of assignment?
  • What learning outcomes do you want to achieve with this task?
  • What is the purpose of the rubric? Do you need formative assessment (student feedback) or grades (summative assessment)?
  • Is it qualitative or quantitative? Which area do you want to evaluate? 

Some examples of rubrics:

Group projects
Written work
Critical Thinking
Online discussion boards

RELEVANT READING:

Step 4: Create the Rubric (John Mueller, n.d)

REFLECTION:

Comment: Are you currently creating rubrics to assess your student's performance? What did you get out of creating or recreating a rubric for a current student assignment?

Update: As far back as assessments have been used in education, there have been students who stated that the assessment was ‘unfair’. What makes an assessment ‘fair’ or ‘unfair’? Make an update to share your thoughts on this.

Final Assignment

For The Participants

(Acknowledgement: This activity was designed by The Knowledge Network for Innovations in Learning and Teaching)

Now that you've learned all the basics of authentic assessment, it's time to create your own real classroom learning opportunities. Use what you have learned to revise an assignment you are currently using for your students or create entirely new assessment opportunities for your students. In any case, your students will benefit from the fact that you are creating tasks that are directly related to real-life experience. 

Please keep the following things in mind while creating your own assessment:

  • Choose assessment opportunities that are meaningful to your students, can be used in the real world, or may be encountered in the real world.
  • Use the 4-step process to creating authentic assessment.
  • When creating, think about the students and the world they live in. Which type of task is best suited to their needs? Focus on the needs and learning styles of a particular student.

You will also be responsible for reviewing and providing feedback on at least 3 assessments generated by your colleagues, using the following rubric:

Rubric for peer review task

CRITERIA

LEVEL 1

Lack essential features of authentic assessment

LEVEL 2

Needs further development

LEVEL 3

Incorporate best authentic assessment practices
1.Standards Outcome statements do not identify what students can do to demonstrate learning. There is no clear relationship between the outcomes and the task Most of the outcomes indicate how students can demonstrate their learning Outcomes describe clearly how students can demonstrate their learning.

2. Authentic task

 

 . Students have no or little opportunity to apply knowledge and skills to real world challenges Students appear to be given reasonable opportunities to develop the outcomes in the required task and to apply knowledge and skills to real world challenges. The task is designed to provide opportunities for students to apply knowledge and skills to real world challenges, and is explicitly and intentionally aligned with each outcome.
3. Success criteria Criteria being assessed are unclear, have significant overlap, or are not derived from appropriate standards for product/ task and subject area Criteria being assessed can be identified, but not all are clearly differentiated or derived from appropriate standards for product/task and subject area All criteria are clear, distinct, and derived from appropriate standards for product/ task and subject area
4. Rubric Little/no distinction between levels Some distinction between levels is evident, but remain unclear Each level is distinct and progresses in a clear and logical order

For The Instructors

You may use the data from the pre-assessment to match participants in this peer-review assignment . Below are common characteristics to consider when composing groups: (1) Prior knowledge, previous experiences, and skills. (2) Motivation/ Kind of challenges they want to solve. (3) Diversity of perspectives.

Some other questions you might want to explore with your learners:

  • Was this your first time participating in a peer-review exercise?
  • If you have done this process before, what was most helpful? Least?
  • Any other thoughts or concerns?

Assessment and Evaluation

For The Participants

We have three major metrics for evaluation:

(1) Demonstrated Knowledge

Completion of Final Assignment

Quality of Final Assignment. (Your self-review score and the score submitted by your peers for your assignment)

Completion of three (03) peer reviews

(2) Focus, or the amount of effort you have put into the course

Six (06) or more comments on admin updates
Six (06) updates you created
200 words per individual updates you created
Completion of Pre-assessment

(3) Help, or the amount of collaboration based on your contribution to the community and peer interaction

Fifteen (15) comments on your peer updates.

For The Instructors

We have three major metrics for evaluation:

(1) Demonstrated Knowledge

  • Completion of Final Assignment
  • Quality of Final Assignment.
  • Completion of peer reviews

(2) Focus (or the amount of effort learners have put into the course)

  • Comments on admin updates
  • Quality of updates created
  • Completion of Pre-assessment

(3) Help (the amount of collaboration based on learners' contribution to the community and peer interaction)

  • Comments on your peer updates.

You may adjust the details of each category to suit your own requirements for learners.

 

References

*Fresno State. (n.d.). Bloom's Taxonomy Action Verbs.  Retrieved from http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf

*Common Core State Standards Initiative. ( n.d). What are educational standards. http://www.corestandards.org/faq/what-are-educational-standards/

*Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research and Evaluation, 17(2), 1-18. Retrieved 2 19, 2022, from http://pareonline.net/pdf/v17n2.pdf

*Government of Ontario's Curriculum and Resources. (n.d) Criteria and Descriptors. Criteria and Descriptors.

*Oregon Department of Education (n.d). Criteria Success and Goals Learning for Tips Writing. https://www.oregon.gov/ode/educator-resources/assessment/Documents/writing_tips_learning_goals_success_criteria.pdf

*Teaching and Learning in Higher Education. (n.d.). Designing Authentic Assessment. https://www.queensu.ca/teachingandlearning/modules/assessments/20_s2_12_designing_authentic_assessments.html

*University of Florida (n.d). Building Authentic Assessments. https://citt.ufl.edu/resources/assessing-student-learning/building-authentic-assessments/

*University of Wisconsin-Madison (n.d). Authentic Assessment. https://courses.dcs.wisc.edu/design-teaching/PlanDesign_Fall2016/2-Online-Course-Design/3_Learning-Assessments/9_assessment_summative-authentic.html

*Wiggins, G. (n.d). What Are The Characteristics Of Authentic Assessment?. TeachThought University. https://www.teachthought.com/pedagogy/authentic-assessment/

MEDIA

Edutopia (2012, June 11). “Authentic" Assessment at School of the Future. [Video]. YouTube. https://www.youtube.com/watch?v=9l5m66Y607U

Teachings in Education (2017, January 17). Authentic Assessment: Examples & Overview. [Video]. YouTube. https://www.youtube.com/watch?v=rQPCk27tM4U

New Pathways to Teaching in New Jersey (December 28, 2020). Aligning Standards, Objectives and Assessments. [Video]. YouTube. https://www.youtube.com/watch?v=vXsn_sxpAmU

Huynh Nguyen Bao (2020, 8 November). Classroom Examples of Authentic Assessment. [Video]. YouTube. https://www.youtube.com/watch?v=YknmUvh34ro 8 Nov 2020

Maryland Formative Assessment. (January 14, 2016). Co-creating success criteria. [Video]. YouTube. https://www.youtube.com/watch?v=MyfjODZCkF4

TCDSB 21C (February 18, 2015). Developing Success Criteria. [Video]. YouTube. 
https://www.youtube.com/watch?v=eJ-RvrsZUSE

National Park College Online. (2015, August 15). Types of Rubrics. [Video]. YouTube. https://www.youtube.com/watch?v=ekA93i5X0sg

Katie Datko (2017, April 11). 7 Steps for Creating Rubrics.  [Video]. YouTube. https://www.youtube.com/watch?v=vfRP9HGVHGo