EDUC 5305G Final Paper Charlie Berger - 100384876

Introduction
Throughout the EDUC 5305 course, content delivery and assessment are approached by employing many elements of authentic assessment explored in course literature, lectures, presentations and collaborative group discussions. Through a wide range of approaches, course participants are presented with diverse opportunities to learn about authentic assessment concepts and theories through a variety of unique, multi-modal, open-ended performance tasks.

Reviewing the Literature

In order to properly survey and reflect on what has been taken away from the many readings, group discussions and assignments conducted in the EDUC 5305 course, it is important to consider the literature in the field of authentic assessment and examine common themes that exist in research conducted by noted scholars in this area.

Real-world contexts
There is a definite consensus among researchers (Reeves, 2000) that authentic assessment must be situated in real-world contexts. Reeves (2002) suggests that the use of immersive scenarios and roleplay are at the heart of curriculum rooted in authentic assessment (p.562), suggesting that in order for authentic assessment to occur, educators must find ways to bring relevance to the learning activities (p.564).

Research finds that students are able to buy in and commit themselves more when learning activities are situated in the real-world (Cumming & Maxwell, 1999), stating that motivational benefits are expected to accrue when students can perceive the relevance of learning and assessment activities, thereby enhancing learning outcomes (Cumming et. Al, 1999, p.178).

Research in this area also finds further benefits of employing real-world contexts in the sense that these activities expose students to meaningful tasks involved in the construction of knowledge as

EDUC 5305G Final Paper Charlie Berger - 100384876

2 opposed to the simple memorization of rote facts (Cummings, Maddux & Richmond, 2008, p.600). Situating learning in these frameworks is also shown to help prepare learners for life outside of formal learning environments as they mimic the real-world tasks of professionals in practice (Reeves, 2002, p.564), which can help students rehearse for the complex ambiguities of the game of adult and professional life (Wiggins, 1990, p.3).

Empowerment and Equity

Issues of empowerment and equity related to authentic assessment are also prevalent in the literature. For example, Reeves (2002) suggests that for assessment to be authentic, it should be illdefined and open to multiple interpretations (p.564), which will lead to a range and diversity of outcomes open to multiple solutions of an original nature (p.564). Opening learning activities up to interpretation by students gives room for the full array of tasks that mirror the priorities and challenges found in the best instructional activities (Wiggins, 1998, p.2). This openness empowers the learner to work to his/her own strengths and interests rather than being limited to one narrow mode of learning (Reeves, 2002, p.565).

Additionally, strategies used in authentic assessment are shown to empower learners in their relationship with the instructor. Students are able to have a say as both instructors and students are involved in systematic formative assessments of the developing product (Montgomery, 2002, p.37) and as a result instructional modifications are a natural outcome as instructors guide students learning (Montgomery, 2002, p.37).

With authentic assessment, students are also aware of exactly what they need to do to achieve their desired results due to transparent or demystified criteria and standards (Wiggins, 1993, p.207) occurring when assessment criteria are known in advance by the students (p.207). With this foresight, Montgomery (2002) finds that students are better prepared for success as they can apply *the known criteria+ as they work through the process to arrive at the desired product (p.36).

Scholars contend that authentic assessment also provides enhanced feedback to students. Kohn (1994) reveals that narrative comments and other ways by which faculty members can communicate

EDUC 5305G Final Paper Charlie Berger - 100384876

3 their evaluations can be far more informative than letter or number grades, and much less destructive (p.9).

Although authentic assessment is lauded in research as a potentially equitable and empowering form of assessment, complications do exist. Linn, Baker and Dunbar (1991) do resonate with the literature in that differential tasks tailored to the individuals being assessedcan be used to make fair, functionally equivalent assessments of performance (p.18), but they also suggest that the open nature of this type of assessment can have major challenges for those who are looking to develop them (Linn, et al., 1991, p.18). Despite the equitable nature of these assessments, their research argues that it would be a mistake to assume that shifting from fixed-response standardized tests to performancebased assessments will obviate concerns about biases against racial/ethnic minorities or that such a shift would necessarily lead to equality of performance (Linn et al., 1991, p.17).

Limitations/Challenges
From the literature it is evident that there are many challenges and limitations of authentic assessment to consider. Overall, Montgomery (2002) suggests that the design of authentic assessment methods is time consuming (p.34) and further research finds there is a general perception that these assessment activities will increase workloads (Cumming et al., 2008, p.599).

Authentic assessment is complex and research also suggests that it is frequently attempted and not truly achieved. Cumming et al. (1999) have discovered that often attempts to do `authentic assessment leads to superficial or inadequate implementation...or to implementation in such a way as to simply place a gloss on existing assessment techniques (p.188).

Additionally, Cumming et al. (1999) have found that students may have difficulty getting the most out of authentic assessment activities as it is often not clear that the task has personal and practical usefulness for the students (p.186) and the open nature of authentic assessment makes it all too easy for both the student and the teacher to miss the point of the task (p.187).

EDUC 5305G Final Paper Charlie Berger - 100384876

4 Some research also challenges the possible validity of authentic assessment, claiming that it should not be assumed that authentic assessment will be immune to the influences that can corrupt assessment results (Linn et al., 1991, p.17) and it is suggested: If performance-based assessments are going to have a chance of realizing the potential that the major proponents in the movement hope for, it will be essential that the consequential basis of validity be given much greater prominence among the criteria that are used for judging assessments. (Linn et al., 1991, p.17)

Researchers have also linked the systemic challenges of authentic assessment to the nature of current educational standards and societal perceptions. Eisner (1999) calls for educational reform in order to be able to implement authentic assessment ubiquitously, claiming the public's attitudes and expectations toward schooling are not changed, and it is unlikely that they will change without revision of the policies that affect the educational and social mobility of students in schools (p.659). Linn et al. (1991) echo Eisner and maintain that in order to achieve improved systemic support for authentic assessment, educational institutions will have to see the evidence that shows that [authentic assessment practices+ are worth the cost, both in terms of dollars and level of effort (p.16).

Yields Positive Results

Despite the limitations and challenges, many authors in this field have suggested a multitude of ways authentic assessment yields positive outcomes for educators and students alike. Overall, Wiggins believes that a move toward more authentic tasks and outcomes can vastly improve teaching and learning (Wiggins, 1990, p.2).

The nature of authentic assessment activities is shown to aid in the development of higher order thinking skills. Eisner (1999) states that authentic assessment pushes students to determine how to frame problems for themselves, how to formulate plans to address them, how to assess multiple outcomes, how to consider relationships, how to deal with ambiguity, and how to shift purposes in light of new information (p.658). Similarly, Montgomery (2002) finds that authentic tasks are often multidimensional, requiring higher levels of cognition such as problem solving and critical thinking (p.37).

EDUC 5305G Final Paper Charlie Berger - 100384876

5

Authentic assessment also provides well-rounded learning experiences as the activities encourage interdisciplinary perspectives and enable diverse roles and expertise rather than a single well-defined field or domain (Reeves, 2002, p.564), resulting in a closer measure of our children's ability to achieve the aspirations we hold for them than are conventional forms of standardized testing (Eisner, 1999, p.659).

The use of authentic assessment also seems to encourage risk-taking among students. Kohn (1994) suggests that with authentic assessments focused more on learning outcomes and less on grades there is no fear of humiliation and punitive judgment (p.5) and students may be more readily able to admit when they are confused and acknowledge their mistakes (p.5). Additionally, authentic assessments provide parents and community members with directly observable products and understandable evidence concerning their students' performance (Wiggins, 1990, p.5).

Literature Review Conclusion

Through this examination of research articles, it becomes clear that there are many factors to consider when moving towards authentic forms of assessment. The literature identifies both positive and negative aspects of authentic assessment, carefully considers how assessment of this nature empowers students and how it must be situated in real-world contexts in order to be useful for authentic learning outcomes. Researchers in this field seem to encourage a shift to authentic assessment over the traditional skill and drill scenarios, but without the support of the education system, the theories and practices discussed in the literature will likely have to be implemented on a micro level, one teacher at a time. By understanding the many positive outcomes of authentic assessment, and learning to overcome the multitude of challenges identified by research, instructors can be better prepared to implement authentic forms of assessment in their classrooms. Perhaps with increased insight into the implications, educators can find ways to create more space for authentic assessment to co-exist with traditional forms of assessment.

EDUC 5305G Final Paper Charlie Berger - 100384876

6

Authentic Assessment in the EDUC 5305 Course

As seen in the survey of the literature, real-world, situated learning plays an instrumental role in authentic assessment (Reeves, 2002, p.562) and the positive engagement of students (Cumming & Maxwell, 1999, p.178). The EDUC 5305 course delivery is a prime example of this type of authentic assessment as it places students in a situated context via a learning environment that is itself rooted in authentic assessment techniques. The following is an analysis of the many forms of authentic assessment practices employed throughout the EDUC 5305 course and the implications of these learning experiences.

Classroom Environment
A key consideration of a successful authentic learning environment, particularly when learning online, is providing the means for collaboration between students (Herrington & Herrington, 2005, p.72). The EDUC 5305 course has been arranged, through careful attention to assignment elements and day-to-day learning, to ensure that students have been given ample opportunities to solve problems or create products which could not have been completed independently (Forman & Cazden, 1985, p. 329). Through the use of break-out sessions, back-channel discussions, text chats, multi-media presentations, videos, blackboard postings and critical peer discussions during synchronous classes, students are able to develop and shape their mutual understanding of authentic assessment in a coordinated effort to solve a problem together (Katz & Lesgold, 1993, p. 289).

Additionally, it is noted (Herrington & Oliver, 2000) that a successful authentic learning environment is one that resembles the real world with real-world complexity and limitations, providing options and possibilities that are also present in real life (p.23). Course participants are exposed to a real-world example of how an instructor can approach leading students through an entire course rooted in authentic assessment practices, providing opportunity for participants to identify the limitations and implications of delivering such a course in their own professional practice (Linn, et al, 1991, p.16).

EDUC 5305G Final Paper Charlie Berger - 100384876

7

Reflection
Authentic assessment must promote reflection to enable abstractions to be formed (Harrington et al., 2000, p.26). The EDUC 5305 course offers many opportunities for individual reflection which act as useful measures against which the students gauge their own understanding (Harrington et al., 2000, p.39) of the issues, theories and concepts introduced. The most authentic assessments provide the facility for students to return to any element of the program if desired (Harrington et al., 2000, p.29), which is particularly encouraged by the personal reflection assignment. In this performance task, participants are encouraged to revisit and critically examine all aspects of the course to date, identifying what they perceive to have learned, what they feel has not been fully understood and what new areas of discovery they wish to engage in throughout the remainder of course. As previously noted in the literature review, authentic assessments allow for greater collaboration between learner and instructor on learning goals (Montgomery, 2002, p.37). The reflection assignment can act as a diagnostic communication tool, providing the instructor with an increased understanding of the current perceived level of understanding and future objectives of all course participants, prompting any necessary instructional modifications to be made (Montgomery, 2002, p.37).

Authentic assessment also involves collaborative groupings of students to enable reflection (Harrington & Oliver, 2000, p.29). Group critical reflection is strongly encouraged through the myriad of discussions, debates, text-based chats, peer assessments and presentations engaged in throughout the course. It has been observed that social discourse can provide important points of divergence for intellectual growth, challenge students to think more deeply about what they are doing, and spark reflection (Laffey, Tupper, Musser & Wedman, 1998, p.79). Throughout this course, collaborative discourse acts as a gateway for students to constantly reflect on their own beliefs, consider all facets of the issues being discussed and challenge pre-existing notions of assessment through a supportive community of learners (Harrington et al., 2000, p.29).

EDUC 5305G Final Paper Charlie Berger - 100384876

8

Course Assignments
To properly implement the authentic assessment model, multiple sources of evidence are collected over time and in diverse contexts (Darling-Hammond & Snyder, 2000, p.527) and assessment practices must include multiple opportunities for learning and practicing desired outcomes (DarlingHammond et al., 2000, p.528). The assignments, activities and subsequent assessments contained within the course are extremely diverse and versatile, affording participants several different modes of demonstrating their understanding of authentic assessment, while drawing on their own strengths and areas of interest. Students are encouraged to complete open-ended assignments in a variety of formats, allowing room for interpretation which Wiggins (1998) notes is a large component of the best authentic instructional practices (p.2). An example of one of these types of performance tasks is the case study in which students present a personally relevant case that is tied to authentic assessment, rooted in any domain selected by the participant and presented in any format. A notable subjective element of this assignment is the introduction of collaborative peer assessment, which promotes authentic learning by emphasiz[ing] skills, encourag[ing] involvement, focus[ing] on learning, establish[ing] a reference, promot[ing] excellence, provid[ing] increased feedback, foster[ing] attendance, and teach[ing] responsibility (Weaver & Cotrell, 1986, p. 25).

The policy analysis performance task provide[s] authentic contexts that reflect the way the knowledge will be used in real life (Wilson & Schwier, 2009). As previously discussed, authentic learning must be personally relevant and connected to the real world (Stein, Isaacs, & Andrews, 2004, p.258) and the policy analysis follows this model through an investigation of existing educational policies in practice today. This task allows participants to engage in critical discourse (Laffey et al., 1998, p.79), to consider many real-world challenges to the implementation of authentic assessment (Linn et al., 1991, p.17), specifically within the diverse field represented by course participants, and engage in an analysis of how these challenges manifest themselves in professional practice (Linn et al., p.16). Similar to the case study, the assignment criteria are open to interpretation and students are free to present their analysis in any format of their choosing, further reinforcing authenticity (Wiggins, 1998, p.2).

EDUC 5305G Final Paper Charlie Berger - 100384876

9

Culminating Task
Culminating tasks are regarded as an authentic alternative to more conventional end-of-course assessments (Darling-Hammond et al., 1994, p.25). Reflecting this notion, participants of EDUC 5305 are not required to complete a formal examination to probe rote learning of authentic assessment. As a final task, students consolidate learning through an examination of what has been taken away from the activities, discussions, assignments, readings and all other elements of the course as a whole, presenting those findings from their individual perspectives. The culminating assignment touches on elements of what Diller and Phelps (2008) refer to as a reflective portfolio in which participants demonstrate and reflect on their learning through a collection of artifacts (p.76). In the case of the culminating task, the reflective portfolio takes the form of a formal paper, with artifacts manifesting via the analysis of all course elements, from individual class discussions, to the personal learning implications of more involved course assignments. This type of concluding assignment is employed as a means for students to explore the process of learning and enhance the quality of [the] experience (Andretta, 2007, p.154). From this perspective, it becomes clear why such a culminating task is regarded as a vehicle for authentic assessment (Diller & Phelps, 2008, p.77).

Conclusion
The EDUC 5305 course offered as a part of the UOIT MEd degree offers students the opportunity to learn about Authentic Assessment theories and practices, while providing a modeled example of an approach to in-class authentic assessment via the delivery methods of the course itself. It has been illustrated that in order for learning and assessment to be authentic, students must have several opportunities to showcase and demonstrate their learning (Reeves, 2002, p.564). Participants of this course are afforded these opportunities through a variety of authentic assessment techniques lauded in the literature (Reeves, 2002), including open-ended assignments (p.564), critical class discussions and group work (p.566), personal reflections (p.566), real-world connectivity (p.566) and a collaborative classroom environment (p.566). As a result of these diverse demonstrations, course participants are exposed to knowledge-building investigated over a sustained period of time (Reeves, 2002, p.564), increasing the authenticity of student learning and of subsequent assessments (Wiggins, 1998, p.2).

EDUC 5305G Final Paper Charlie Berger - 100384876

10 Upon conclusion of the course, participants of EDUC 5305 have the opportunity to apply what has been modeled to their own professional practice in the diverse array of educational fields represented; perpetuating real-world applications of authentic assessment modeled in all aspects the course.

EDUC 5305G Final Paper Charlie Berger - 100384876

11

References
Andretta, S. (2007). Phenomenography: A Conceptual Framework for Information Literacy Education. Aslib Proceedings: New Information Perspectives, 59, 2, 152-168.

Cumming, J. J., & Maxwell, G. S. (1999). Contextualising authentic assessment. Assessment in Education: Principles, Policy & Practice, 6(2), 177-194.

Cummings, R., Maddux, C. D., & Richmond, A. (2008). Curriculum-embedded performance assessment in higher education: Maximum efficiency and minimum disruption. Assessment & Evaluation in Higher Education, 33(6), 599-605.

Darling-Hammond, L., Snyder, J. (2000). Authentic Assessment of Teaching in Context. Teaching and Teacher Education, 16, 523-545. Diller, K, & Phelps, S. (2008). Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program. Portal: Libraries and the Academy 8, no. 1 (Jan. 2008): 7589,

Eisner, E. W. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80(9), 658-659.

Forman, E.A., & Cazden, C.B. (1985). Exploring Vygotskyan perspectives in education: The cognitive value of peer interaction. In J.V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University, 323-347.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Herrington, A., Herrington, J. What is an Authentic Learning Environment? Information Science Publishing (an imprint of IGI Global). 1-14.

EDUC 5305G Final Paper Charlie Berger - 100384876

12 Kohn, A. (1994). Grading: The issue is not how but why. Educational Leadership, 52, 38-38.

Laffey, J., Tupper, T., Musser, D., & Wedman, J. (1998). A Computer-Mediated Support System for Project-Based Learning. Educational Technology Research and Development, 46(1), 73-86.

Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20(8), 15.

Katz, S., & Lesgold, A. (1993). The role of the tutor in computer-based collaborative learning situations. In S.P. Lajoie & S.J. Derry (Eds.), Computers as cognitive tools (pp. 289-317). Hillsdale, NJ: Lawrence Erlbaum.

Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50(1), 34-40.

Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Quality Conversations: Research and Development in Higher Education, 25, 562-567.

Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.

Weaver II, R. & Cotrell, H.W. (1986). Peer evaluation: a case study. Innovative Higher Education, 11(1), 2539.

Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 703-713.

Wiggins, G. (1990). The case for authentic assessment. ERIC digest.

Wiggins, G. (1993). Assessment: Authenticity, context, and validity. Phi Delta Kappan, 75(3), 200-214.

EDUC 5305G Final Paper Charlie Berger - 100384876

13 Wiggins, G. (1998). Educative assessment. Designing assessments to inform and improve student performance. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104 ($32.95); fax: 800-605-2665; Internet: http://www.josseybass.com.

Wilson, J., Schwier, R. (2009). Authenticity in the Process of Learning about Instructional Design. Canadian Journal of Learning and Technology, 35(2). Retrieved from http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/520/253