Authentic Assessment Strategies: Increasing Student Engagement and Learning

Welcome!

Welcome to a topic that is at the forefront of modern higher education: “Asynchronous Authentic Assessment.” In an era marked by rapid technological advancements and the evolving needs of learners, the way we assess and prepare our students for the real world has undergone a profound transformation.

The heart of education lies not just in the transfer of knowledge but in equipping our students with the skills, competencies, and experiences they need to thrive in an ever-changing landscape. It is in this context that we find asynchronous authentic assessment, a powerful pedagogical approach that bridges the gap between traditional classroom assessments and the demands of the 21st century.

We’ll also mention the LMS tools that make it easy to set up authentic assessments in our courses, Universal Design for Learning principles and accessibility in general, how evidence-based learning practices fit into these assessments, and how we can share ideas, questions, and examples going forward.

What is Authentic Assessment?

Authentic Assessments gauge a student’s ability to apply their knowledge and skills to real-world (I say that in air quotes) situations and tasks that mimic the challenges they might encounter in the workplace.

The Lit Review for Authentic Assessment is robust; there are many characteristics and elements that should be considered when implementing an authentic assessment approach. The standard characteristics presented here were in place prior to Covid-19; since that time, there is growing interest in pausing to consider the value the student finds in authentic assessment, and to underscore the fact that social and personal value are as important, or significant, for deep learning as career skills, and that students already are part of the “real world.” (McArthur, 2022)

We find the traditional definition limiting because we know that our students live in the real world now, and need additional skills such as problem-solving, critical thinking, collaboration, decision-making, and communication in order to land a job.

We also believe that general education courses, such as the history and economics courses we teach, or any courses in communication, social sciences, foreign language, and so on, have value and can enhance an individual’s life experience and well-being – students need to be able to relate to their general education courses in a way that personalizes their learning experience and highlights the “soft skills” and community-benefitting talents they bring to the table; this is why we edit the definition of Authentic Assessment for All, and implement a variation of these assessments in my courses.

Authentic Assessment Characteristics

Key Characteristics of Authentic Assessment:

Real-World Context: Authentic assessments present scenarios, problems, or challenges that students are likely to encounter outside the classroom. These scenarios mirror the complexities of their future workplaces or real-life situations.
Complex Problem-Solving: Instead of simple recall or memorization, authentic assessments require students to engage in critical thinking, problem-solving, and decision-making. They often involve open-ended questions or tasks.
Application of Knowledge and Skills: Students are expected to draw upon their knowledge and skills acquired during the course to address the assessment tasks. This goes beyond rote learning and encourages deeper comprehension.
Multiple Perspectives: Authentic assessments often allow for multiple perspectives and solutions. They acknowledge that real-life problems don’t always have one “right” answer but require thoughtful analysis and consideration.
Reflection and Self-Assessment: Authentic assessments often include opportunities for students to reflect on their work, self-assess, and identify areas for improvement. This promotes metacognition and self-directed learning.
Iteration: Authentic Assessments start with a real-world or personal context which challenges the student to think through the solution. The student must Do It; that is, they must work through the problem and solve the challenge, transferring their academic knowledge to the challenge at hand. As instructors, we then provide feedback to the students, and they can reflect on what they did and the feedback, and try it again if needed. This give-and-take effort allows the student to explore and experiment; if their “solution”, or response to the challenge, is way off base, our feedback can steer them back.

Brightspace, Accessibility, and UDL

Content in Brightspace is inherently accessible if you use the built-in templates and tools. This is wonderful, because, we know in the US that 65% of students who had accommodations for disabilities in high school do not follow up and apply for accommodations in college. When we know our content is accessible, those students can use screen readers, magnifiers, and any other adaptive equipment or assistive devices to access their course materials without any problems.

Accessibility works hand-in-hand with Universal Design for Learning, so that our courses can be inclusive and designed for all students to succeed.

Discover more about UDL

The UDL framework is especially well-suited for supporting authentic assessments since it is designed to provide students with the multiple means of action and expression. The complementarity between UDL and authentic assessments has expanded with the UDL 3.0 framework (introduced in the summer of 2024), which places a greater emphasis on student voice and agency.

Effective Authentic Assessment in Brightspace

1. Diverse Assessment Types:

Authentic assessment is not one-size-fits-all, and Brightspace recognizes this, providing a wide range of assessment types, from traditional quizzes and assignments to discussion boards, peer assessments, and project submissions. Instructors have the flexibility to choose the most suitable assessment method for their learning objectives, ensuring authenticity and relevance.

2. Multimedia Integration:

Incorporating multimedia elements enhances the authenticity of assessments. Brightspace allows instructors to seamlessly integrate multimedia resources such as videos, images, and interactive simulations into assessments. This feature empowers students to engage with content in a multimodal manner, which is reflective of real-life learning experiences.

3. Rubrics and Feedback:

Authentic assessment often involves open-ended questions and complex problem-solving. Brightspace provides robust rubric-building tools that enable instructors to define clear evaluation criteria. Additionally, instructors can provide detailed feedback on student work, fostering a deeper understanding of strengths and areas for improvement.

4. Self-Paced Assessment:

One of the key advantages of Brightspace is its support for asynchronous learning. This means that students can access and complete assessments at their own pace, ensuring that they have the time needed to engage deeply with the content and demonstrate their authentic understanding.

5. Analytics and Insights:

Brightspace provides analytics and reporting features that empower instructors to gain insights into student performance. By tracking individual and group progress, instructors can identify students who may need additional support and tailor their teaching strategies accordingly, ensuring a more personalized and effective learning experience.

6. Accessibility and Inclusivity:

Inclusive instruction requires that all students be able to engage in all course activities on an equitable basis. This requires that all digital content be provided in an accessible format. Brightspace tools build this into the content creation process.

Types of Authentic Assessment

Exploring Various Types of Authentic Assessments:

We’ve included a list of authentic assessment types to help get ideas flowing – depending on the learning objectives your students must meet, they can create sales pitches, podcasts, posters, blog posts, songs, poems, social media campaigns, they can write policies, run fundraisers, conduct interviews, solve problems, create infographics, video presentations, and experiments – whatever works for your course and content.

Authentic assessment is a dynamic approach that allows students to demonstrate their understanding and skills in ways that reflect real-world applications. A closer look at a few examples:

1. Case Studies:

Definition: Case studies present students with real or hypothetical scenarios that require analysis, critical thinking, and problem-solving. These assessments often involve in-depth exploration of a particular situation, decision-making, and reflection.

Example: In a nursing program, students may be given a patient case study, complete with medical records, symptoms, and history. They must diagnose the patient’s condition, outline a treatment plan, and provide justifications for their decisions.

2. Project-Based Assessments:

Definition: Project-based assessments task students with creating a tangible product or solution that addresses a real-world problem or challenge. These assessments emphasize creativity, collaboration, and practical application of knowledge.

Example: In a business course, students could be asked to develop a comprehensive business plan for a startup idea. This involves market research, financial projections, and a presentation of their plan to potential investors, mirroring the tasks of entrepreneurs.

3. Problem-Based Assessments:

Definition: Problem-based assessments present students with authentic, complex problems that require them to analyze, research, and devise solutions. These assessments encourage critical thinking and independent inquiry.

Example: In an environmental science class, students may be given a real environmental issue, such as pollution in a local river. They are tasked with conducting research, proposing solutions, and presenting their findings to local authorities.

4. Simulation and Role-Playing:

Definition: Simulation and role-playing assessments immerse students in scenarios where they assume specific roles, interact with others, and make decisions based on the context. These assessments enhance decision-making, empathy, and communication skills.

Example: In a psychology course, students could participate in a simulated counseling session, with an AI tool playing the role of the client and the student as the therapist. This allows students to apply counseling techniques and interpersonal skills.

5. Portfolio Assessment:

Definition: Portfolio assessment involves students compiling a collection of their work over time, demonstrating growth, reflection, and the application of knowledge and skills. Portfolios can include written assignments, projects, and reflections.

Example: In an English literature program, students maintain a portfolio that includes essays, literary analyses, and creative writing pieces. They also write reflections on their growth as writers and critical thinkers throughout the semester.

6. Authentic Experiments and Lab Work:

Definition: In science and engineering disciplines, authentic experiments and lab work involve conducting real experiments or research projects. Students collect data, analyze results, and draw conclusions as they would in professional settings.

Example: In a chemistry course, students conduct experiments to synthesize new compounds, analyze their properties, and draw conclusions about their potential applications or implications for scientific research.

Incorporating a variety of these authentic assessment types within Brightspace not only enriches the learning experience but also equips students with the skills and competencies needed to excel in their future endeavors. As we proceed, we will explore practical strategies for implementing these assessment types within Brightspace, fostering a holistic and real-world approach to education.

Significance for Student Learning

Importance for Student Learning:

Relevance: Authentic assessments bridge the gap between theory and practice. They make learning relevant by demonstrating how knowledge and skills can be applied in real-life contexts. This relevance enhances student engagement and motivation.
Critical Thinking: These assessments challenge students to think critically and creatively. They encourage deep understanding and problem-solving skills that are invaluable in their academic and professional journeys.
Preparation for the Real World: In today’s rapidly evolving job market, employers seek candidates who can adapt to real-world challenges. Authentic assessments prepare students for these challenges by equipping them with practical skills and experiences.
Holistic Evaluation: Authentic assessments provide a more holistic view of a student’s abilities. They go beyond standardized testing and consider a student’s ability to think critically, communicate effectively, and work collaboratively.
Lifelong Learning: By engaging in authentic assessments, students develop a mindset of lifelong learning. They understand that learning is not confined to the classroom but is a continuous journey throughout their lives.

When students work on these assessments, they see the relevance of their work to the course content and, hopefully, to their own learning and goals. They employ critical thinking skills and produce genuine work, as opposed to searching for something someone else created. I think of it as a more holistic evaluation, especially when the students are given choices and some input to the assessment process.

These assessments further our goals for diversity, equity, inclusion, and social justice because each student is demonstrating their own learning progress in a personal way, which results in increased engagement and active learning. Together, these pieces improve metacognition as students reflect on what they’ve learned and why, how it relates to their course, and how they can best demonstrate their knowledge and skills. Encouraging students to think about their learning, and improve on their work, helps build metacognition.

Authentic Assessment is not just an evaluation method; it’s a pedagogical approach that prepares students for success in a complex, ever-changing world. As we explore how to incorporate authentic assessment within the Brightspace platform, remember that this approach aligns with our mission to empower students with the skills and knowledge they need to thrive.

Designing Authentic Assessments

Crafting Real-World Assessment Experiences

Now that we’ve explored the types of authentic assessments, let’s delve into how you can effectively design these assessments. Creating authentic assessments that engage students and reflect real-world competencies is a thoughtful process, and here are some key tips to consider:

1. Define Clear Learning Outcomes:

Start by defining clear and specific learning outcomes. What do you want students to achieve through this assessment? Ensure that these outcomes align with the course objectives.

2. Embrace Real-World Scenarios:

Authentic assessments should mirror real-world scenarios or challenges. Think about how the assessment can relate to students’ future careers or practical situations they may encounter. Where possible, make this connection explicit for students.

3. Provide Clear Instructions:

Clear and concise instructions are crucial. Ensure that students understand the assessment task, the criteria for evaluation (rubrics), and any specific requirements. Consider using the Transparency in Learning and Teaching (TILT) approach developed by Mary-Ann Winkelmes. The TILT Transparent Assignment template can help provide a consistent framework for making these connections.

4. Foster Student Choice:

Whenever possible, allow students to choose topics or approaches for their assessments. This promotes engagement and personalization.

5. Incorporate Multimedia Elements:

Brightspace allows you to integrate multimedia elements seamlessly. Consider including videos, images, or interactive content to enhance the authenticity of the assessment.

6. Encourage Reflection:

Authentic assessments often include a reflective component. Ask students to reflect on their work, their problem-solving processes, and the skills they’ve developed.

7. Design for Collaboration:

In real-life situations, collaboration is key. Consider group assessments that require students to work together, fostering teamwork and communication.

8. Include Peer Review:

Peer assessment/sharing is a valuable component of many authentic assessments. Brightspace can facilitate peer review, allowing students to evaluate their peers’ work against predefined criteria.

By keeping these tips in mind, you can create authentic assessments that not only evaluate student learning effectively but also prepare them for the challenges they’ll face in their future careers and endeavors.

Examples of Authentic Assessments in Our Classes

Judie’s Examples

I have a few examples from course work that my students did.

This first one is from one of the last discussion in my Early American history course – the students have to find something in their home, or the town they live in, or in a local library, that relates to something we student in the course.

They share these on a discussion board where they can embed images and hyperlinks.

This is an example from a student in Rochester, New York, who found an old building that housed the Cunningham Factory, where hearses were made for the Civil War.

The same student also shared a picture of the house that suffragette Susan B Anthony lived in.

Next, in Modern World Civilizations, I have students connect their breakfast foods to the Columbian Exchange, so that they get a sense of the global impact their eating choices can have.

In this example, one of my Japanese students describes her entire avocado toast ingredient list; I’ve included the part she wrote about the avocado originating in Mexico and travelling with the British to Australia, then gaining popularity in Africa.

The third example is from the same class. Students had to research consumption in the 1700s and connect to a popular item.

This student created a PowerPoint presentation about Coffee, and started it with a table of contents, which I love.

She also included a slide on how coffee impacts her daily life now, and the long-term impact of the coffee trade.

This example is from the US History course again.

A student wrote a dialogue between two characters who discuss some of the laws in 19^th century America, particularly the Fugitive Slave Act of 1850, and how people felt about, or reacted to, them.

This was probably the most creative discussion post I’ve ever seen, and most of the students in the course commented on it, and enjoyed it.

Also, I made a note on this slide, because I used to dread grading the standard 5-page research papers every semester, and now, when I open an assignment and see something creative like this, I’m actually smiling while grading – my own engagement has increased as a result of the students’ work.

To empathize with the colonial immigrant experience, a student requested ChatGPT give him directions from Germany to Boston using roads and vehicles from 1780.

This student commented:

This journey would have been lengthy, challenging, and required significant planning and resources. It underscores the adventurous spirit and determination of travelers during that era.

I think sometimes it can be fun to have this type of discussion to see how good the technology is these days. Like ChatGPT you type in what you want to know and within couple seconds you have the answer. It’s great but also a bit scary.

Finally, recently my students in a Western Civ humanities course had to create modern interpretations of ancient cultural artifacts.

One student made this:

“I crafted a small-scale version of the pschent or double crown from ancient Egypt and I went a step further to make it cat sized. The ancient Egyptians worshipped cats in their culture, so it made sense to make a pschent for my cats, even if they did not care much to wear it.”

Casual Data – History Courses

Here is some data from the 100-level survey courses these assessments have been incorporated into. Samples sizes are small, but each year more authentic assessment activities have been added to each course.

It is great to see that, in general, the on-time completion rates seem to increase.

First, Early American History:

Term	# Students	A	B	C	D	F
Fall ’22	29	55%	14%	–	–	28%
Fall ’23	30	66%	10%	–	3%	20%
Fall ’24*	27	56%	15%	–	7%	22%

Second, Modern World History:

Term	# Students	A	B	C	D	F
Fall ’23	18	44%	22%	6%	11%	17%
Fall ’24*	20	90%	–	5%	–	5%

Third, the current Ancient Western Civ Humanities course, a new build:

Term	# Students	A	B	C	D	F
Fall ’24*	7	71%	29%	–	–	–

* course is in Week 11; lowest scores have not been dropped from grade yet.

John’s Examples

Since the fall semester of 2019, students in my online introductory microeconomics class have been working on podcast projects, typically in groups of 2-3, but individually when group work is not feasible. This approach has also been used in an online labor economics class as well. Students have the option of sharing these publicly or just within the class.

The first podcast in this series was created by an education major, Erin Geraghty who applied the concept of scarcity in the context of food insecurity:

Scare-city

Later in that semester, in the spirit of the holiday season, Mallory Jennings discussed the inefficiency of gift giving, applying demand and supply analysis, consumer and producer surplus, and deadweight loss and other concepts discussed in class.

The Deadweight Loss of Gift Giving

Each year since 2018, the capstone course in economics has included a semester-long project in which students work in small groups to contribute to the class project. In most years, students have selected a book project in which each group contributes a chapter to the book. In the spring 2023 semester, though, students in an economics capstone class also created a podcast series addressing social, political, and economic challenges. One of these podcasts focused on intergenerational income mobility in the United States:

Intergenerational Mobility in the USA

Student book projects have been selected by students in 5 out of the last 6 years in an economics capstone class (podcast projects were selected by students in 2023). This class has been offered in a bichronous modality in each of these years. The syllabus for this course is co-created during an initial class meeting, followed by online discussions. Students select the theme for the project, fomulate an outline, form groups (based on their interest in the topics) and then create a book using a scaffolded processes:

chapter outline
bibliography
annotated bibliography
1st draft
2nd draft
final draft

Peer feedback is provided at each stage of this project using Hypothesis.

Their final book projects:

Income Inequality and Intergenerational Mobility (2019)
Why Do Wages Differ? (2020)
Early 21st Century Economic Issues (2021)
Education: The Great Equalizer (2022)
The Economics of Crises (2024)

A few (relatively old) examples of student video projects:

Opportunity Cost – Ashley Goodwin
If You – by Spenser Iodice

How have these projects worked in John’s classes?

Student feedback on the podcast projects on SETs and in online metacognitive cafe discussions have consistently indicated that students, after initial apprehension, have found the podcast projects to be rewarding.

Student reactions to the book projects have also been consistently positive. Student reactions to the first capstone book project were captured in a Tea for Teaching podcast recorded after the semester with three participants:

Charlie Tarazona: “…it was just a good opportunity for everybody to really finish their college careers with something they can show.”

Maria Aldrich: “Yeah, I think the most rewarding part for me was just seeing that finished product and getting you know, positive feedback from Professor Kane and from my other group members. I think working in that group setting helps to motivate me to do the best of my ability. And I think it was just rewarding at the end to see everything come together well…. I think for me, it was cool to know because at the end of the semester, I’m able to go to my family and say, “Oh, here you go. This is something that I worked on all semester long. Here’s something that you can read and you can better understand what I’ve studied for the past four years.” So I think it was helpful that I was able to show my family I’ve worked hard on this. This is something that is to show for that.”

Victoria Heist: “I think it gave us all a deeper understanding of the material too because, instead of writing it yourself… because you can write something and not understand it. I’ve done it many times. [LAUGHTER] But when you’re sitting in a group, getting a presentation ready, you each need to understand the material. So you’re explaining what you learn to each other. And that’s something you don’t get by yourself. I found that really rewarding.”

Why Might You Consider Authentic Assessments?

As noted by Deci et. al (1991), Deci (1975, 1980), and Deci and Ryan (2000) note, once basic human needs are satisfied, the needs for competence, relatedness, and autonomy/self-determination are inherent in human life. Authentic assessment directly connects to these psychological needs, providing intrinsic motivation for engaging in authentic learning activities. Deci (1992) finds that tasks that generate intrinsic motivation encourage increased current and future engagement with that task.

More generally, it’s also more interesting for your students and for you.

What Might You Try?

Challenges and Solutions

Navigating the Roadblocks to Asynchronous Authentic Assessment

Common Challenges in Implementing Asynchronous Authentic Assessment:

Asynchronous authentic assessment brings numerous benefits, but it’s not without its challenges. Let’s identify these challenges and explore effective solutions to overcome them:

1. Lack of Student Engagement:

Challenge: In asynchronous settings, students may struggle with motivation and engagement, especially when assessments are not perceived as relevant or interesting.
Solution: To enhance engagement, ensure that assessments are directly linked to real-world scenarios and career readiness. Use multimedia elements, interactive content, and opportunities for collaboration to make assessments engaging.

2. Time Management Issues:

Challenge: Students in asynchronous courses may find it challenging to manage their time effectively, leading to procrastination or rushed assessments.
Solution: Implement clear timelines and deadlines for assessments. Provide students with a schedule and encourage them to plan their work ahead. Offer regular reminders and opportunities for time management skill development.

3. Assessment Integrity:

Challenge: Ensuring the integrity of asynchronous assessments, especially quizzes and exams, can be challenging when students have access to external resources.
Solution: Design assessments that focus on critical thinking, problem-solving, and application rather than simple recall of facts. Use open-ended questions, case studies, and projects that require students to apply their knowledge in unique ways.

4. Diverse Student Needs:

Challenge: Students in asynchronous courses come from diverse backgrounds, with varying access to technology, resources, and time constraints.
Solution: Accommodate diverse student needs by offering flexible assessment options. Allow students to choose assessment topics or formats when possible. Ensure that assessment materials are accessible and provide alternative resources for students with limited access.

5. Accessibility and Inclusivity:

Challenge: Ensuring that assessments are accessible to all students, including those with disabilities, can be a significant challenge.
Solution: Familiarize instructors with Brightspace’s accessibility features and guidelines. Encourage them to create accessible content and provide alternative formats for materials when needed.

A wide range of diversity in a class can be both exciting and daunting. To help meet everyone’s needs, offer as many flexible options as you can, following the Universal Design for Learning principles. This way, students can select topics they find relevant, and can demonstrate their learning in creative ways that they will feel more connected to. In my classes, the students are allowed to demonstrate their learning in the way they are most comfortable with as long as they meet the learning objective and cite their sources; I find that the more creative projects take them longer, but they are proud of them, and generally include annotated bibliographies to clarify where each source was used.

Also, reworking your courses to include these assessments can be challenging. Reach out to colleagues or instructional designers on your campus if you need help. Break large assessments up into parts that can be scaffolded over several modules to keep them manageable, and use your Brightspace tools to your advantage.

Don’t overwhelm yourself – start a little bit at a time and, within a couple of semesters, you’ll see a change in your students’ engagement.

Key Takeaways

We’ve explored the transformative potential of asynchronous authentic assessment in higher education, with a focus on increasing student engagement and learning.

To sum it up:

1. Authentic Assessments Prepare Students for Real-World Success:

Authentic assessments mirror real-world scenarios and challenges, helping students develop the practical skills and competencies they need in their future careers.

2. Student Engagement Is Central to Authenticity:

Engaging students in meaningful assessment tasks is vital. Brightspace features, including multimedia integration and collaboration tools, enhance student engagement.

3. Challenges Are Addressable with Effective Strategies:

Common challenges in implementing asynchronous authentic assessments can be overcome with thoughtful solutions, fostering an equitable learning environment.

4. Student Experience Is Enhanced Through Reflective Practice:

Providing students with opportunities for reflection and engagement in the assessment process contributes to their growth and development.

5. The Future of Higher Ed Requires Authentic Assessment:

As the landscape of higher education evolves, the demand for authentic assessments that prepare students for real-world challenges becomes increasingly critical

6. Student engagement and learning are increased when their course assignments are intrinsically meaningful.

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