{"id":254,"date":"2021-04-09T16:23:30","date_gmt":"2021-04-09T20:23:30","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/?post_type=chapter&p=254"},"modified":"2023-07-13T13:57:06","modified_gmt":"2023-07-13T17:57:06","slug":"authentic-assessments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/chapter\/authentic-assessments\/","title":{"raw":"Authentic Assessments","rendered":"Authentic Assessments"},"content":{"raw":"According to \u201cA Five Dimensional Framework For Authentic Assessment\u201d, authentic assessment requires students to use the same competencies, or combinations of knowledge, skills, and attitudes, that they need to apply in the criterion situation in professional life (Gulikers et al., 2004).\u00a0 As stated by the Teaching and Learning Centre at Queen's:<\/a> \"unlike traditional assessments, authentic assessments foster disciplinary behaviours and ways of thinking and problem solving used by professionals in the field. For example, authentic assessments in engineering would demonstrate students\u2019 increasing ability to think and problem-solve in ways that resembles how experts in the engineering field think and act.\u200b\"\r\n\r\nMost definitions of authentic assessment will focus on the application of the task to the \u201creal world\u201d. The definition of authentic assessment used in this toolkit has a much broader scope. Research done by Frey et. al. (2012) shows that authentic assessments are tasks that involve \"the student deeply, both in terms of cognitive complexity and intrinsic interest, and are meant to develop or evaluate skills and abilities that have value beyond the assessment itself\" (Frey 2012). In this way, an authentic assessment measures student achievement by examining whether students can apply the knowledge they have gained in a direct and relevant way. Both the learning and the assessment is therefore meaningful (Concordia University, Jon Mueller 2010, Frey 2012).\r\n\r\nAuthentic assessments are a valuable tool in encouraging academic integrity in a number of ways: First, authentic assessments require students to demonstrate their capacity and competencies; Second, authentic assessments require students to do complex, unique and creative activities which can make the task itself or the performance of the task more meaningful to the learner.\u00a0<\/span>These tasks are likely to be rewarding, increasing student engagement, and therefore encourage academic integrity; Thirdly, by design, problems or tasks that are authentic may have many solutions. Students use their theoretical knowledge to construct responses to problems that have a level of complexity and ambiguity not seen in standardized tasks. Finally, authentic assessment speaks to universal design principles, enabling students the opportunity for multiple means of expression.\r\n\r\nExamples of the types of assignments that can model authenticity include (Lombardi 2008, Assessing Authentically<\/a>):\r\n