Authentic Assessment: It’s All About Transfer

Why? Because most of the time, all I did was study for exams. I never actually did anything with the content. Grant Wiggins (1998) called this an “auditive process,” which essentially uses exams to determine whether students “got it” at the end of a course or unit. The classes where I was able to actually demonstrate how I understood and incorporated information—those were the ones where I felt I had actually learned something.

According to Fink (2013), Wiggins called this pedagogical methodology an “educative purpose” since the intention is to help students learn better (p.93). Those classes used authentic assessment methods which, according to Barkley (2010), include exploration of or doing something in the discipline as well as integrating multiple elements such as judgment, skills, reflection, and innovation in order to demonstrate their abilities (p.29). In addition, Wiggins and McTighe (2005) explain that authentic assessments include “appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products” (p.154). The key here is that, in order for real learning to take place, we have to be able to demonstrate what we have learned and demonstrate the ability to transfer that knowledge to other concepts. 

As teachers, we build our courses with many things in mind. Learning outcomes are the key piece to guiding our students along the path to successful completion of the course. And in many cases, those learning outcomes incorporate the need to demonstrate critical thinking skills. This is where authentic assessments are essential. According to Janesik (2006), “authentic assessment is an approach that allows students to show what they can do” (p.58). Those items can range anywhere from case studies, written reports, reflection journals, to video presentations and more. Anything that allows students to demonstrate ways in which they are connecting the dots provides an opportunity to take charge of their own learning. From a pedagogical standpoint, it shifts the focus from an instructivist approach where knowledge is transferred from an expert (Crosselin et al, 2018), to a constructivist approach where students are developing their pathways to meaningful learning.

The bigger concept here is about shifting the focus to one that has students actively engaged in the learning process. Let’s think about example of what types of things we can do:

• Real-world applications
• Case studies
• Reflections
• Essays
• Portfolios
• Projects or demonstrations
• Presentations
• Experiential learning
• Problem-based learning
• Innovation sprints
• Wikis
• Creating a textbook

Many of us already use some of these options. The key is to engage with our students in ways that are meaningful both for them and for us. We learn more about who our students are simply by allowing them to learn in ways that are meaningful to them. This is a key principle behind Universal Design for Learning (UDL) which allows for different ways to think about what, why, and how we learn. When our students get excited about learning, it changes not only the dynamic of our classrooms, but the trajectory of their college experience. And we learn more about teaching as well.

There are issues with academic integrity as well as students desire for real-world applications. What we have learned about academic integrity is that students will cheat for any number of reasons ranging from a lack of confidence, needing better grades, technology issues, not understanding the instructions or expectations, to thinking that they won’t get caught (Nilson, 2016). By finding ways to connect our students to the course and to us as teachers, they begin to find purpose and confidence in their own abilities. According to Darby and Lang (2019), “students who find an assessment meaningful are more likely to work hard on that assessment, learn from it, and complete it successfully” (p.31). The lesson here is that if we want to change the result, we have to begin with the task.

I can hear you saying “oh sure, this all sounds well and good, but how can I incorporate this into my class? I’m already overwhelmed with all the grading I have to do!” Believe me, I get it. But there are a number of things you can do to lessen the burden while also incorporating a few changes in your lesson planning. For one thing, think about your learning outcomes. Use them to help guide you as you develop everything for the lesson from the way you teach to the way you evaluate whether the students have grasped the key points. What are the key components that you need your students to demonstrate? Let’s take an example of a learning outcome for a course on environmental biology. Students will be able to evaluate current environmental issues and problems including the solutions and management practices that have been used or offered to address these issues and problems. How would students accomplish this learning outcome? And then think about how you will actually grade their work. Cue the next part.

Of course, grading these types of items can be tricky as well. One of the most important things to consider is using a rubric. From creating task lists, or the star-ratings of a holistic rubric, to the most commonly used analytic rubric, these types of grading methods can help save both time and improve consistency in the process. Plus, when students know the criteria for their evaluation, it provides the clarity they need in terms of what to include. The Association of American Colleges and Universities (AACU) site has 16 value rubrics to consider using for your authentic assessments, and since UB is a member institute, all you have to do is register with your @buffalo.edu credentials and you can access the materials as well.

If you are trying to think of a way to energize your course, step away from the constant need to talk and test. Consider letting your students learn to take the wheel and drive their learning with your guidance. By letting them explore new ways to convey meaning, not only will they deepen their own level of understanding, they will grow in the process. 

Barkley, E. (2010). Student engagement techniques: a handbook for college faculty. Elizabeth F. Barkley. Jossey-Bass.

Crosslin, M., Benham, B., Dellinger, J., Patterson, A., Semingson, P., Spann, C., Usman, B., Watkins, H., Heiser, R., & Riviou, K. (2018). Creating Online Learning Experiences. In Creating Online Learning Experiences. Mavs Open Press.

Darby, F., Lang, J.M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. Jossey-Bass.

Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.

Nilson, L.B. (2016). Teaching At Its Best. Jossey-Bass.

Wiggins, G., McTighe, J. (2005). Understanding by Design. ACSD.