The document discusses authentic-based assessment and authentic tasks. It defines authentic tasks as those that are realistic, require judgment and innovation to solve unstructured problems, and ask students to work within a subject area rather than restate knowledge. Authentic tasks also replicate real-world contexts and assessments, require students to efficiently use integrated knowledge and skills, and allow opportunities for practice, feedback, and refinement. Authentic tasks demand construction of knowledge through disciplined inquiry and result in work that has value beyond school.

1. Authentic-based Assessment
Carlo Magno, PhD

2. Answer the following Questions
 What makes tasks authentic?
 Give an example of tasks that are
authentic.
 How will you assess this task?

3. Authentic tasks (Wiggins, 1998)
 Six Standards for Judging the Degree of
Authenticity
 A. Is realistic – The task replicates the
ways in which a person’s knoweldge and
abilities are tested in real world
situations.
 B. Requires judgment and innovation –
The student has to use knowledge and
skills to solve unstructured problems, and
solution involves more than following a
set of rules.

4. Authentic tasks (Wiggins, 1998)
 C. Asks the students to do the subject – the
student has to carry out exploration and work within
the discipline of the subject area, rather than
restating what is already known.
 D. Replicates or simulates the contents in which
adults are tested in the workplace, in civic life, and
personal life – Contexts involve specific situations
that have particular constraints , purposes, and
audiences. Students need to experience what it is
like to do tasks in the workplace or real life context.

5. Authentic tasks (Wiggins, 1998)
 E. Assesses the student’s ability to
efficiently and effectively use a
repertoire of knowledge and skill to
negotiate a complex task –
Students should be required to
integrate all knowledge and skills
needed, rather than demonstrate
competence of isolated knowledge
and skills.

6. Authentic tasks (Wiggins, 1998)
 F. Allows appropriate opportunities to
rehearse, practice, consult resources, and
get feedback on and refine performances
and products – Rather than rely on secure
tests as an audit of performance, learning
should be focused through cycles of
performance-feedback-revision-
performance, on the production of known
high quality products and standards, and
learning in context.

7. Authentic tasks (Newmann, 1992)
 Construction of meaning (use of
reasoning and higher-order thinking
skills)
 Organization of information
 Consideration of alternatives
 Disciplined Inquiry (thinking like “experts”
searching for in-depth understanding)
 Disciplinary content
 Disciplinary process
 Elaborated written communication

8. Authentic tasks (Newmann, 1992)
 Value beyond school (aesthetic,
utilitarian, or personal value apart
form documenting the competence
of the learner)
 Problem connected to the world
 Audience beyond the school

9. Definition
 Authentic tasks “demand
construction of knowledge through
disciplined inquiry and result in
discourse, products, and
performance that have value or
meaning beyond success in school.

10. Definition
 Authentic tasks “demand
construction of knowledge through
disciplined inquiry and result in
discourse, products, and
performance that have value or
meaning beyond success in school.