Authentic Assessment

two students working on problem together

Too often the term "rigorous measurement" is equated with traditional testing.  Authentic assessment offers a different way of thinking about testing. Jon Mueller's extensive Authentic Assessment Toolbox  (Links to an external site.) contains many excellent resources about authentic assessment, which Mueller defines as "A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills."

Authentic assessments manifest the 'experience', 'reflection', 'action' and 'evaluation' dimensions of the Ignatian Pedagogical Paradigm. We consider assessments to be authentic when they are:

  • Performance-based: Challenges learners to show what they can do, along with what they know.
  • Integrative: Requires learners to pull together skills and knowledge from multiple areas.
  • Useful: Motivates learners to improve in the areas where they are weakest.
  • Relevant: References the learner’s situation and life experiences.
  • Evaluative: Solicits the learner to participate in the evaluation process.

Focus on evidence students can take with them

One way to focus on authentic assessment is by designing learning activities that students can later use as evidence of learning. Although we do not have an ePortfolio initiative at Seattle University, imagining how students might showcase work from your course to potential employers or graduate schools is a concrete way to think about authentic assessment.

Clear expectations

Evaluation is an important aspect of the Ignatian Pedagogical Paradigm, and communicating your expectations is critical to involving students in the evaluation of their own work and learning. This can be accomplished by providing either good exemplars or a rubric.

If you choose to go the rubric route, Canvas contains a rubric tool that can simplify your life and allows you to quickly and effectively give structured feedback to your students. Many instructors like to use the rubric tool along with audio feedback when grading.

Rubrics in Canvas Commons

Rubrics available through CDLI/Canvas Commons

One drawback to using a rubric is that it can take time to craft an effective one. At CDLI we don't like to reinvent the wheel when it comes to rubrics, so we have published a number of rubrics to Canvas Commons that you can easily import into your course. Once imported, you can either use them as is or edit them to suit your needs.

Canvas Commons icon   IMPORTING RUBRICS FROM CANVAS COMMONS

To access the rubrics we have shared in Canvas Commons, click on the Commons Icon in the global navigation. Next, click on the Filter button in the upper right corner. When the Filter Results window opens, look under View only these types and choose Assignments; then under Shared With, choose Seattle University. Here are the rubrics you will find:

  • Discussion Rubrics
  • Presentation Rubrics
  • All of the AAC&U Rubrics:
    • Civic Engagement
    • Creative Thinking
    • Critical Thinking
    • Ethical Reasoning
    • Information Literacy
    • Intercultural Competency
    • Integrative Learning
    • Inquiry and Analysis
    • Lifelong Learning Rubric
    • Oral Communication
    • Problem Solving
    • Quantitative Literacy
    • Reading
    • Teamwork
    • Written Communication
  • Other Miscellaneous Rubrics

Just click on Import/Download when you have found a rubric you would like to use. You can import it directly into your course or you can download it as an IMSCC file, just like downloading  the CDLI course templates. Note: Rubrics cannot be shared without being attached to an assignment. However, once you have imported the assignment into your course you can use the rubric and scrap the assignment.

*We are happy to help you find other rubrics specific to your needs.

A note about preventing cheating

Many instructors worry that students will cheat during online quizzes or exams and that online learning makes plagiarism easier; however, according to Michael and Williams (2013), studies show that it is not clear that cheating is more prevalent in online courses.

A number of strategies and tools have sprung up to address these concerns. Instructors may assign timed quizzes assuming that students won't have time to look up answers; they may require that students submit work through plagiarism detectors like TurnItIn. However, policing students with technology  can often be intrusive and expensive and enterprising students can find ways to work around all of them. 

The best defenses against cheating are well-designed assignments and rubrics.

Cheating is more much difficult with authentic assessments and authentic writing assignments are harder to plagiarize than they are to write.

In addition to well-designed assignments, consider the following deterrents to cheating:

  • Review Seattle University's Academic Integrity policy in your introduction and throughout the term.
  • Give your students guidance regarding how much collaboration is acceptable.
  • Ask students to develop a class honor code as a group.
  • Scaffold assignments. Require students to turn in portions of assignments throughout the term starting with ideation and moving toward the final product.
  • Require small group work and peer-reviewed assignments.
  • Require students to use a video of themselves answering questions or doing presentations.
  • If tests are necessary, use open book tests. Don't use the same test twice.
  • When your class begins, don't hesitate to ask follow-up questions in discussions such as, "What led you to that conclusion?" or "Can you expand on that point?".

Seattle University has adopted an Academic Integrity policy Links to an external site. which provides direction for what to do if you suspect a student has cheated. Also, this Academic Integrity Download tutorial

can be uploaded into your Canvas course as a "Quiz" by following these instructions Links to an external site.. For further suggestions, consult Best Practice Strategies to Promote Academic Integrity in Online Education and the Faculty Focus special report Promoting Academic Integrity in Online Education Links to an external site..

Promoting academic integrity in online education. (2010, May). Faculty Focus. Retrieved from https://www.daytonastate.edu/onlinestudies/files/Academic%20Integrity%20in%20Online%20Education.pdf Links to an external site.

Michael, T. & Williams, M. (2013). Student equity:  Discouraging cheating in online courses. Administrative Issues Journal:  Education, Practice and Research, 3(2).
Retrieved from http://www.swosu.edu/academics/aij/2013/v3i2/michael-williams.pdf (Links to an external site.)