Authentic

Overview

One way of encouraging student engagement and intrinsic motivation is to introduce authentic assessment as part of a subject.  Authentic assessment refers to assessment tasks that are analogous to a real world application of the subject content.  Typically this means thinking about how a professional may use the knowledge and skills included in the subject to go about solving problems.  How could the subject material be applied in other words, in complex scenarios in which there is no single correct solution?  The actual assessment task may be based on a hypothetical scenario that is analogous to a possible workplace.  Assessment tasks may also be suggested by external partners if partnership pedagogy is a factor in the subject design.  Authentic assessment tasks can be motivating to students as they link theory to practice and enable students to envisage themselves in a professional activity.  This can be both stimulating and challenging to students as the professional environment is complex with no single, obvious resolution to an issue or problem.  In many cases, students work in groups to resolve authentic scenarios and report on their outcomes.  This can engage students in deep, active learning, and enable them to feel a sense of ownership in the product.  

This section includes: 

• Overview of research 
• Exemplars from different disciplines 
• How to develop and integrate authentic assessment tasks in a subject. 

Addition to the Assessment Policy:

• Authentic Assessment 

Overview of research 

Authentic assessment is a valuable way of relating the knowledge, theory and techniques included in a subject to their application in practice.  Anecdotally, students often feel that academic subjects are too abstract and theoretical for any relationship to their potential profession to be clear, while academic staff claim that students cannot relate theory to practice.  Authentic assessment is a way of building a bridge between the two, by basing a learning and assessment task on a practical application of the knowledge included in the subject in a way that goes beyond simple examples to encourage high levels of engagement and active learning.  Swaffield (2011) provides the following definition of authentic assessment: 

‘Authentic assessment’ refers to the assessment of learning that is conducted through ‘real world’ tasks requiring students to demonstrate their knowledge and skills in meaningful contexts.  According to Grant Wiggins, authentic measures are: ‘engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively.  The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field’ (Wiggins, 1993, cited in Swaffield, 2011, p. 434). 

Authentic assessment is considered to be productive as the students are asked to produce some form of artefact, for which they feel a sense of ownership, as part of the assessment task (Sambell et al, 2013). 

Authentic assessment is a form of inductive teaching and learning, as the student begins with a set of specifics in relation to the task, such as observations, experimental data, a complex issue or scenario with no obvious solution or single correct answer.  To resolve the task, students can be guided to investigate knowledge, theories, rules, techniques, additional facts required, or to discover these for themselves.  In this approach, students work from the specific example to the relevant theory (Prince & Felder, 2006).  This can be highly motivating for students if the authentic task is seen as relevant to the students’ future careers, and has an appropriate level of intellectual challenge.  Inductive approaches include inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning and just-in-time teaching, and a range of variations depending on the needs of the discipline, resources and available technologies.  They are designed to lead students to take responsibility for their own learning and to support the students’ cognitive development.  In many cases inductive approaches involve students working in teams, engaging in active discussions in and out of class or online, collaborating to resolve the task and produce the required outcome (Prince & Felder, 2006). 

An important idea behind assessment for learning is that the assessment task should guide the student to actively learn the knowledge and skills required for the subject.  Authentic assessment tasks usually make the requirements clear to the students.  It is frequently observed that the students’ perceptions of an assessment task influence their approaches to learning more than teaching does, as assessment defines the curriculum for students (Sambell et al, 2013).  Authentic assessment tasks encourage active engagement with the theories, concepts and techniques that are most essential to the subject, by requiring: 

• Investigation 
• Analysis 
• Deconstruction of the task to identify influences or causal components 
• Theorising 
• Evaluating possible resolutions 
• Collaboration and teamwork 
• Problem solving, and possibly problem formulation. 

The ‘backwash’ from this kind of assessment task is that students are encouraged to take a deep approach, and to develop knowledge and skills, including a way to resolve complex tasks in the discipline.  Research shows that when students are required to undertake assessment tasks that seem intrinsically useful, meaningfully relevant and worthwhile they are more likely to invest effort in deep and lasting learning (Sambell et al, 2013).  Authenticity to a potential professional scenario can provide the element of meaningful relevance that can stimulate and challenge students.  A range of factors characterising authentic assessment are shown in Table 2.

Table 2:  Criteria for Authentic Assessment (Herrington & Herrington, 2006).  

Context:	– Requires fidelity of the task to the conditions under which the performance would normally occur   – Requires connectedness and transfer to the world beyond the classroom
Student factors	– Requires problem solving skills and higher order thinking   – Requires production of knowledge rather than reproduction   – Requires significant student time and effort in collaboration with others   – Is characterised by substantive conversation   – Requires students to be effective performers with acquired knowledge, and to craft polished, performances or products  – Promotes depth of knowledge
Task factors	– Stimulates a wide range of active responses  – Involves complex, ill structured challenges that require judgement, multiple steps, and a full array of tasks;  – Requires the assessment to be seamlessly integrated with the activity
Indicators	– Provides multiple indicators of learning   – Achieves validity and reliability with appropriate criteria for scoring varied products

Developing student skills, including graduate attributes, is an important aspect of authentic learning activities and assessment tasks.  Activities are designed to develop what Biggs and Tang (2007) describe as functioning knowledge; i.e. putting knowledge to work in practical contexts.  Authentic tasks can lead naturally to the development of higher order cognitive skills, such as applying, analysing, synthesising and creating.  Resolving tasks that reflect the complexity of the workplace requires these higher level skills.  The assessment task and associated learning activity encourages students to think deeply and analytically about the task, and to develop a response, whether individually or in a group, that is their own.  In this way, in cognitive terms, they create new knowledge.  Skill development can include: 

1. Structuring knowledge for use in working contexts; 

2. Developing effective reasoning processes; 

3. Developing self-directed learning skills; 

4. Increased motivation for learning; 

5. Developing group skills, working with colleagues; 

 (Biggs & Tang, 2007).   

These skills are valuable preparation for the workplace.  Employers identify communication, problem solving, working in a self-directed way and teamwork as important skills for graduates (DEST, 2002,  Study International, 2018, The University of Sydney (ND)).  Authentic assessment tasks can be an effective way of developing the skills students will need for work integrated learning (WIL) activities, or as an integrated part of WIL tasks in a subject. 

Authentic assessments – hypothetical and real 

There are two ways of integrating authentic assessment tasks into a subject: develop an authentic task as a hypothetical scenario that forms part of the work and the assessment for the subject; or collaborate with an external partner to co-design the activity and the assessment task for a higher level of authenticity for the students.  Authentic assessment tasks are regularly developed by academic staff by providing a scenario based on a hypothetical workplace or professional need, with the data or information required to clarify the problem to be solved or the issue to be resolved.  The hypothetical scenario may include a ‘real’ client or audience for the assessment task, which can be a powerful motivator.  When the students have analysed all of the information that defines the task, it is their responsibility, either individually or as a group, to find a solution or resolution, and to present their solution for assessment.  The analogy to the professional situation can lead to high levels of motivation and engagement (Sambell et al, 2013).  Hypothetical workplace tasks, however, are less authentic than a real scenario or project task provided by an external organisation as a partner.  The partnership pedagogy model is an important part of the WSU 21C initiative (Barrie & Pizzica, 2019).  In this model, authenticity is assured as the task is defined in collaboration with an external partner organisation that will present the professional need and the criteria to be met.  External partners should also be involved in assessment and providing feedback to students on the accomplishment of their tasks, in collaboration with academic staff who have ultimate responsibility for assessment.  Students find feedback from an external partner particularly valuable, and external partners experience a sense of closure from participating in presentations on the task they set, and giving feedback (Keating et al, 2009). 

Discipline Specific Approaches 

Sambell et al (2013) provide the following examples of authentic assessment tasks from a range of disciplines: 

• Social Science students were given the task of designing leaflets for a lay audience to explain complex concepts without watering down or misrepresenting the significance and the importance to a potential reader.  This was an individual task.  Students felt they needed to fully understand the material to communicate it clearly. 
• Ecology students undertook a field trip to a local farm to compile a report on soil animals.  The results were written up as an individual assignment.  The whole class collaboratively prepared a report for the farm. 
• Art History students compiled a virtual art exhibition on the Web.  They needed to think analytically to link theory with practice in the form of their virtual gallery, based on an artist, period or style.  Students presented their individual gallery to communicate their learning. 
• Engineering students worked in teams on the design of communication systems by designing a Wi-Fi link between two buildings, costing the project and preparing a report.  Students felt that this challenge replicated the real-world challenges they were likely to face as engineers. 
• Part time Business Studies students worked on assignments related to workplace improvements.  Managers from their organisations were invited to talk to the students about authentic problems.  Students were asked to suggest possible solutions and to present these back to the manager.  Students prepared a poster exhibition and took their posters back to their individual organisations to disseminate their ideas for improvement. 
• Built Environment students studying health and safety management were asked to research, prepare and deliver a multimedia presentation on a real-life accident.  They were required to refer to relevant regulations and codes of practice and formulate a detailed hazard-control risk assessment based on what the risk management for their study should have been.  Students felt that this assessment supported their future professional practice. 
• Literature students studying modern American poetry were asked to compile an anthology.  Students worked in small groups to prepare their anthologies.  Individual assessments based on the group’s anthology comprised an introduction to the anthology, and a reflection on the anthology, the choices made and necessary omissions, and the ways the anthology constructed a poetic tradition. 

The above are brief descriptions of the case studies in the Sambell article, giving the essence of the authentic task.  The literature on this topic abounds with additional examples for a wide range of disciplines. For additional discipline specific examples, see Sambell and Brown, https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/ .

How to develop and integrate authentic assessment tasks in a subject 

Some disciplines lend themselves to authentic tasks more than others.  While a natural fit with authentic tasks may not be apparent, the following are guides to developing authentic assessment tasks in any discipline.  The aim is to realise the benefits of authentic assessment by developing a task that fits with the subject and, if partnership pedagogy is being adopted, the requirements of the staff in the partner organisation.  The needs of an external partner may be a major driver of authentic assessment. 

Ideas for authentic tasks and assessment may arise from anywhere.  The following are steps in a process however the actual development is more likely to be iterative from any starting point rather than sequential.  If you are developing authentic assessment the following points should be considered: 

• Consider the subject learning outcomes (SLOs).  Are there outcomes that could be best realised by students actively conducting their own investigation, problem-solving and presentation of findings (beyond standard formats such as an essay)? 
  • Authentic assessments can guide students to attain higher level outcomes through analytical, problem solving and creative tasks. 

• Consider how the subject content and techniques may be applied in a professional environment.  Envisage a working professional using the ideas, concepts and techniques in the subject to resolve an issue or problem or develop a project to consider: 
  • How would the task be presented to the professional?
  • What information/documentation would define the parameters of the problem/ issue?  
  • What role would the client/manager have that would lead to the allocation of the task? 
  • What would be the professional’s role, such as a consultant, that would lead to investigation of the task and presentation of a resolution?  This is the role that the students will need to adopt. 
  • What information/data sources would the professional use? 

Use the above to begin to conceptualise an authentic task and how students could work through the task in the role of the hypothetical professional. 

• Think about who has the need for the authentic task.  Is it a manager in a large organisation such as a company, hospital, or a council?  Is it a small or informal group such as a community organisation?  The nature of the hypothetical client organisation is an important background to the task, and will shape the information that the students will need to analyse the task before deciding how they will address it.  Develop a clear idea of the organisation and who within that organisation has the need.  This is an important aspect of creating a sense of authenticity to the task, enabling the students to make a willing suspension of disbelief. 
• Take the next step to authenticity – how would the task be presented to a working professional?  What documents or data would trigger the task?  Is it a media report, a newspaper article about service shortcomings, an email from a manager, a need for a device to be designed and possibly prototyped, a system shortcoming that needs software, or any other person or group with a need to be met.  How would the need be documented and supported with data?  What would this look like in a real situation?  Presenting information in a realistic way is an important aspect of creating a sense of authenticity. 
• What are the assessment criteria?  These need to reflect both the performance specified by the SLOs and the task requirements of the ‘real’ external organisation.  Also consider how the students will get feedback on the task, and what this will look like and how it will provide guidance. 
• Finally consider how students will reflect on the skills they have developed by doing the task.  These may be important work integrated learning (WIL) skills so it is important for the students to realise the value of the skills they are developing. 
• Student partners are likely to be able to provide valuable assistance in developing authentic tasks with the skill development students value. 

Authentic tasks through partnership pedagogy 

By co-designing and developing a subject with an external partner the opportunity for authentic assessment is increased substantially.  External partners may wish to provide an authentic task for the students, and benefit from the students’ input towards resolution.  Partners can define a task and the parameters that the students need to work within, and also provide guidance and mentoring on the approach to take. Partners may even be available as a forum for students to present their findings, and then offer valuable feedback to the students.  Keating et al (2009) found that external partners really wanted to be involved with the presentations, assessment and feedback to students to provide a sense of closure for their investment of time and involvement with the student tasks.  

If an external partner is willing to propose a project or task that fits the authentic assessment criteria then the following considerations apply: 

• Discuss the role of the task and how it fits with the subject and with the needs of the external partner.  Important considerations are: 
  • How this involvement meets the needs of the external partner(s), now and in future years. 
  • How the students will meet the requirements of the SLOs 
  • How the students will be assessed and receive guided feedback 
  • The skills the students will develop and how they may articulate these in their future careers. 

External involvement with student assessment may appear to be controversial, however academic staff also need to be involved.  Criteria, input and processes can be discussed with the external partner, however the final assessment and grading is the responsibility of academic staff. 

Moving forward 

Developing authentic assessment tasks is not easy as it is necessary to be creative about clarifying a task that will engage students and provide the level of complexity, challenge and interest that will make the task worthwhile.  Extending the role of authentic assessment and partnership pedagogy in the curriculum can lead to higher levels of student engagement, more active learning, and developing skills related to work integrated learning that will help the students to engage with their degree path and navigate towards a future career. 

Resources 

Authentic Assessment Matters website

Barrie, S. and Pizzica, J. (2019).  Reimagining University Curriculum for a Disrupted Future of Work: Partnership Pedagogy. 

Biggs, J. and Tang, C. (2007).  Teaching for Quality Learning at University.  Society for Research into Higher Education and Open University Press, Maidenhead. 

DEST (2002). Employability skills for the future.  Department of Education, Science and Training, Commonwealth of Australia. 

Herrington, J.A. & Herrington, A.J. (2006). Authentic conditions for authentic assessment: aligning task and assessment. In A. Bunker and I. Vardi (Eds.), Proceedings of the 2006 Annual International Conference of the Higher Education Research and Development Society of Australasia Inc (HERDSA): Research and Development in Higher Education: Critical Visions Thinking, Learning and Researching in Higher Education, 29, 141–151. Retrieved from http://www.herdsa.org.au/research-and-development-higher-education–vol-29 [Accessed December 2019]. 

Keating, S., Gabb, R., and Stojcevski, A. (2009).  Improving the authenticity of the PBL model through learning and the workplace and community approaches.  Office for PBL, Faculty of Health, Engineering and Science Victoria University, Australia.  https://researchbank.swinburne.edu.au/file/1cb68d41-ba30-4c15-9011-39693f3a8911/1/PDF%20%28Published%20version%29.pdf  

Prince, M.J., and Felder, R.M. (2006).  Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.  Journal of Engineering Education, April 2006. 

Sambell, K., McDowell, L., and Montgomery, C. (2013). Assessment for Learning in Higher Education. Routledge, London & New York. 

Sambell, K and Brown, S. Authentic Assessment Examples Compendium. There are two parts to this collection. They can be downloaded from https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/

Study International (2018). These are the top 5 skills employers want in graduates today. https://www.studyinternational.com/news/top-5-skills-recruitment-managers-today/.  [Accessed January 2020.] 

Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433–449 

The university of Sydney (ND). Employability Skills. https://sydney.edu.au/careers/students/career-advice-and-development/employability-skills.html .  [Accessed January 2020.]