Guidance on authentic assessment and where to start in practice. 

 What’s in this guide?

This guide is designed as an introduction to authentic assessment.  There are some ideas for you to consider, followed by links to further reading, guidance and support. Please get in touch if you want to chat about incorporating more authentic assessment into your curriculum. 

Contents:

 

What is authentic assessment?

An authentic assessment is, in essence, one that requires students to ‘do’ the subject. It is no more or less valid or rigorous than other forms of assessment, nor does the title imply that other assessment approaches lack ‘authenticity’.

Rather, such assessments require students to apply their knowledge and judgement in response to ‘authentic’, real-world, situations or problems and is one of many models which are rooted in ‘real-world’, experiential, teaching and learning such as: ‘integrated’; ‘work-related’; ‘contextual’; ‘alternative’, ‘team -based’ or ‘situated’ learning, ‘education for sustainable development’, and many more. 

The many authentic assessment approaches, models and definitions provided in the literature can typically be characterised (see Villarroel et al 2018) by their incorporation of the following characteristics:

Realism – that is the presence of a ‘real context’ that describes and delivers a frame for the task or problem to be solved. 

Note that:

  • just as with most real-world problems, there may be no one right answer
  • outcomes should, ideally, be those likely to be encountered in a ‘real-world’ context, such as a presentation, report, website or product.

Cognitive challenge – they require learners to draw on their higher level cognitive skills through problem solving and the creative application of knowledge to novel contexts. Such approaches challenge students to integrate new ideas with prior knowledge, apply theory to practice, engage in thoughtful analysis, evaluation and decision-making, and solve novel problems. 

Evaluative judgement – they require students to:

  • determine what information and skills are relevant and how they should be used
  • engage with creating and using feedback to help them improve their understanding of quality and to self-regulate their own work.

Why make assessment ‘authentic’?

Three key drivers for integrating authentic assessment into our curricular are that:

  • it is an approach to assessment that both develops, and tests, student learning
  • students want it
  • student world readiness, employability and inclusion.

Click through each of the sections below to learn more.

How to create authentic assessments

There are many ways you can go about making your assessments more 'authentic'. 

Get inspired!

Open the list below to explore a range of assessment outcomes that might, individually or in combination, form part of an authentic assessment. You will also find links to case studies or journal articles in which such approaches are exemplified.  As you will see, many of the examples given below can be adapted to a number of assessment modes (such as individual or group tasks, as parts of portfolios or as stand alone assessments).

If you would like to incorporate a new assessment, but aren't sure where to start, or would just like to talk your ideas through, please contact your Academic Developer, who will be happy to advise.

Review your existing assessment:

Assess the ‘authenticity’ of your course or module assessments using the questions below.

Realism

Ask yourself the following questions:

  • do my assessment tasks have real-world relevance?
  • are my assessment tasks seamlessly integrated with situations that reflect real world scenarios?
  • are my assessment outcomes recognised as authentic by both students and employers?

Cognitive Challenge

Explore the following questions:

  • do assessments challenge students to engage in problem solving?
  • do my assessment tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources?
  • do my assessments challenge students to creatively apply their knowledge to novel contexts?

Evaluative Judgment:

On evaluative judgement, it is important to ask:

  • do my assessment tasks provide the opportunity to collaborate?
  • do my assessment tasks allow competing solutions and diversity of outcomes?
  • do my assessment tasks provide the opportunity to engage in critical reflection and self-evaluation?

(After: Sridharan & Mustard (2015), Ashford-Rowe et al (2013) & Villarroel et al (2018).

Please note that this checklist is simply a tool for reflecting on your assessment practices. Your assessment doesn’t need to meet all of these criteria for it to be considered ‘authentic’ or valuable. 

Hopefully, this checklist, and the examples of authentic assessments provided above, will help identify existing assessments which fit the authentic assessment model. Or, there may be some that, with a little bit of tweaking or re-framing of the tasks, could easily be made more ‘authentic’. 

 

Build in authentic assessments:

As noted above, authentic assessment models emphasise assessment FOR learning. So, if you’re keen to develop and embed new authentic assessments, it’s necessary, therefore, to plan how you will integrate them into your module delivery.  There’s no denying this can be time consuming. However, it is also an opportunity to get creative and try something new and, maybe, kill a few birds (institutional targets) with one stone. 

The model below provides a stage-based process for building authentic assessments in higher education. Adapted from Villarroell et al (2018) the model is rooted in the principle of constructive alignment, whereby the assessment is designed to support the student in constructing relevant learning through alignment between the learning outcomes, the teaching methods and the assessment.  

Important considerations

Things to think about before changing your assessments. Click the headings below to learn more.

References and further reading

Ashford-Rowe, Herrington J. & Brown, . (2014) Establishing the critical elements that determine authentic assessment, Assessment & Evaluation in Higher Education, 39:2, 205-222.

Burns, V. (2018) MicroCPD: Authentic Assessment. University of Birmingham Higher Education Futures Institute. Posted online on 15 Jan 2018.

Carless, D. & Boud , D. (2018) The development of student feedback literacy: enabling uptake of feedback, Assessment & Evaluation in Higher Education, 43:8.

Dawson, P.,  Carless, D. & Pui Wah Lee, P. (2021) Authentic feedback: supporting learners to engage in disciplinary feedback practices, Assessment & Evaluation in Higher Education, 46:2, 286-296.

Lincoln Then, J. & Casidy, R. (2018) Authentic Assessment in Business Education: its Effects on Student Satisfaction and Promoting Behaviour. Studies in Higher Education 43 (3): 401–15.

McArthur, J. (2022) Rethinking authentic assessment: work, well-being, and society. Higher Education (online)

Jorre de St Jorre, T. & Oliver, B. (2018) Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37:1, 44-57.

Mitchell, J. E., Nyamapfene, A., Roach, K. & Tilley, E. (2021) Faculty wide curriculum reform: the integrated engineering programme, European Journal of Engineering Education, 46:1, 48-66.

Sridharan, B. & Mustard, J. (2015) Authentic Assessment Methods: A Practical Handbook for Teaching Staff Part-I. Deakin University Faculty of Business and Law. 

Tai, J., Ajjawi, R., Boud, D. et al. (2018) Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education 76, 467–481

Villarroel, V.,  Bloxham, S., Bruna, D.,  Bruna C. & Herrera-Seda, C.  (2018) Authentic assessment: creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43:5, 840-854.

Wiewiora, A. & Kowalkiewicz, A. (2019) The role of authentic assessment in developing authentic leadership identity and competencies, Assessment & Evaluation in Higher Education, 44:3, 415-430.

 

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