This document defines and discusses authentic assessments. It provides that authentic assessments (1) include real world challenges that require students to apply relevant skills and knowledge, (2) require students to develop responses rather than select predetermined options, and (3) evaluate holistic projects that synthesize classroom instruction. Some positives of authentic assessments are that they include higher-level thinking, utilize multiple intelligences, have students compete against themselves, and apply learning to the real world. However, authentic assessments can be time-consuming to design, implement and evaluate.

1. Authentic Assessments
By: Bill Conkle, Brandy
Ellis, Ashley Sealand,
Pam Cianci, Staci Blair,
Courtney Gump

2. Definition
Authentic Assessment: Assessments
that include real world challenges
that require the student to apply
relevant skills and knowledge.

3. Basic Elements
Students are required to develop
responses rather than select from a
predetermined option
Higher leveled thinking is required
Evaluates holistic projects
Synthesizes classroom instruction
Portfolios

4. Basic Elements
Relativeto classroom instruction
Often based on performance, where
students demonstrate their
knowledge

5. Positives
Include Bloom’s Taxonomy
Utilizes Multiple Intelligences
Student compete against themselves
Real world application
Respectful and meaningful tasks
Student driven results

6. Changes
Timeconsuming to design, implement,
and evaluate
Limitchoices to decrease or eliminate
this dilemma
Ensuring curricular validity
Minimizing evaluators biases

7. Declaration of Independence: point of view and technology
In this activity students were to write responses to the Declaration
of Independence from different viewpoints. They had to:
• present opinions about an historic event from the viewpoint of
either a Patriot or a Tory
• Use factual information from the historic event
• “post” their letters on a classroom webpage
Upon completion, all responses were read and both the student
and the teacher scored the work using a grading rubric
They were assessed on all three categories separately. This
activity was repeated several times throughout the 9 week unit.
Students also revisited this activity when we discussed U.S.
government and political parties later in the year.

8. Patriot Response

10. Example
CaribbeanTravel Brochure
Human Effects on the Environment
Banned Book Project
Simple Machines