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Welcome to this course titled “Creating Authentic Assessments That Promote Student Agency and Equity.” Within this class, I hope to introduce some of the guiding principles that I use in my courses to create new types of assessments that are both enjoyable for myself as the educator, but more importantly, enjoyable to our students. I started working through this type of assessment when I realized very early on that students could show me what they know in ways that maybe a traditional paper or other type of exam could not, or perhaps it was not the best option for them to do it in that way.
I fondly remember one of the first times I tried an authentic assessment. I had a student who really struggled with public speaking and was concerned about doing a presentation, and so I offered the opportunity to do a recorded podcast instead. What amazed me about this is the student not only did a wonderful job, but the student also was able to demonstrate historical thinking, using primary sources, and structuring an argument, all the things I was looking for in the more traditional assignment. And so the goal here is to see ways that we can demonstrate student learning through different ways that are more authentic to the student, both in terms of skills they might do, but also in terms of things that they do in their daily lives.
Authentic assessment represents a fundamental shift from asking “what can students recall? To “what can students do with what they know?” Unlike some traditional assessments, such as timed examinations, quizzes, final summative written assignments that often prioritize standardization and control, authentic assessments involve designing tasks that reflect real world relevance, and meaningful engagement with learning over time.
The relevance to educators cannot be overstated. In an era where traditional assessment methods are increasingly questioned for their ability to measure authentic learning, educators face pressure to create assessments that are both rigorous and meaningful. Traditional summative assessments often create artificial constraints that may prevent students from demonstrating their true capabilities, particularly students from marginalized backgrounds or those with different learning preferences. For example, time-limited exams and rigid essay formats can restrict deeper critical thinking, while single high-stakes submissions limit the recognition of learning growth that occurs over time, reduce opportunities for continuous improvement based on feedback, and are more vulnerable to student AI use.
Authentic assessment addresses these challenges by providing multiple pathways for students to show what they know and can do. This approach not only enhances motivation and engagement but also provides educators with richer evidence of student learning. Rather than a single snapshot of performance under artificial conditions, authentic assessment offers a comprehensive view of student growth and capability. For example, time-limited exams and rigid essay formats can restrict deeper critical thinking, while single high-stakes submissions limit the recognition of learning growth that occurs over time, reduce opportunities for iterative improvement, and may be more vulnerable to AI use in the final product.
Ajjawi, R., Tai, J., Bearman, M., Boud, D., Dollinger, M., & Hayes, A. M. (2025). The multiplicity of authenticity in higher education assessment. Teaching in Higher Education, 30(3), 583–591.
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2024). From authentic assessment to authenticity in assessment: broadening perspectives. Assessment & Evaluation in Higher Education, 49(4), 499–510.
Discussions
How might your understanding of ‘real-world relevance’ in assessment need to expand beyond workplace preparation?
Please share your thoughts and questions in the comments section below.