The Case for Authentic Assessment.

Grant Wiggins
CLASS
Mr. Wiggins, a researcher and consultant on school reform issues, is a widelyknown advocate of authentic assessment in education. This article is based on
materials that he prepared for the California Assessment Program.
WHAT IS AUTHENTIC ASSESSMENT?
Assessment is authentic when we directly examine student performance on
worthy intellectual tasks. Traditional assessment, by contract, relies on indirect
or proxy 'items'--efficient, simplistic substitutes from which we think valid
inferences can be made about the student's performance at those valued
challenges.
Do we want to evaluate student problem-posing and problem-solving in
mathematics? experimental research in science? speaking, listening, and
facilitating a discussion? doing document-based historical inquiry? thoroughly
revising a piece of imaginative writing until it "works" for the reader? Then let
our assessment be built out of such exemplary intellectual challenges.
Further comparisons with traditional standardized tests will help to clarify
what "authenticity" means when considering assessment design and use:
* Authentic assessments require students to be effective performers with
acquired knowledge. Traditional tests tend to reveal only whether the student
can recognize, recall or "plug in" what was learned out of context. This may be as
problematic as inferring driving or teaching ability from written tests alone.
(Note, therefore, that the debate is not "either-or": there may well be virtue in an
array of local and state assessment instruments as befits the purpose of the
measurement.)
* Authentic assessments present the student with the full array of tasks that
mirror the priorities and challenges found in the best instructional activities:
conducting research; writing, revising and discussing papers; providing an
engaging oral analysis of a recent political event; collaborating with others on a
debate, etc. Conventional tests are usually limited to paper-and-pencil, oneanswer questions.
* Authentic assessments attend to whether the student can craft polished,
thorough and justifiable answers, performances or products. Conventional tests

typically only ask the student to select or write correct responses--irrespective of

reasons. (There is rarely an adequate opportunity to plan, revise and
substantiate responses on typical tests, even when there are open-ended
questions). As a result,
* Authentic assessment achieves validity and reliability by emphasizing and
standardizing the appropriate criteria for scoring such (varied) products;
traditional testing standardizes objective "items" and, hence, the (one) right
answer for each.
* "Test validity" should depend in part upon whether the test simulates realworld "tests" of ability. Validity on most multiple-choice tests is determined
merely by matching items to the curriculum content (or through sophisticated
correlations with other test results).
* Authentic tasks involve "ill-structured" challenges and roles that help students
rehearse for the complex ambiguities of the "game" of adult and professional life.
Traditional tests are more like drills, assessing static and too-often arbitrarily
discrete or simplistic elements of those activities.
Beyond these technical considerations the move to reform assessment is based
upon the premise that assessment should primarily support the needs of
learners. Thus, secretive tests composed of proxy items and scores that have no
obvious meaning or usefulness undermine teachers' ability to improve
instruction and students' ability to improve their performance. We rehearse for
and teach to authentic tests--think of music and military training--without
compromising validity.
The best tests always teach students and teachers alike the kind of work that
most matters; they are enabling and forward-looking, not just reflective of prior
teaching. In many colleges and all professional settings the essential challenges
are known in advance--the upcoming report, recital, Board presentation, legal
case, book to write, etc. Traditional tests, by requiring complete secrecy for their
validity, make it difficult for teachers and students to rehearse and gain the
confidence that comes from knowing their performance obligations. (A known
challenge also makes it possible to hold all students to higher standards).
WHY DO WE NEED TO INVEST IN THESE LABOR-INTENSIVE FORMS
OF ASSESSMENT?
While multiple-choice tests can be valid indicators or predictors of academic
performance, too often our tests mislead students and teachers about the kinds

of work that should be mastered. Norms are not standards; items are not real
problems; right answers are not rationales.
What most defenders of traditional tests fail to see is that it is the form, not the
content of the test that is harmful to learning; demonstrations of the technical
validity of standardized tests should not be the issue in the assessment reform
debate. Students come to believe that learning is cramming; teachers come to
believe that tests are after-the-fact, imposed nuisances composed of contrived
questions--irrelevant to their intent and success. Both parties are led to believe
that right answers matter more than habits of mind and the justification of one's
approach and results.
A move toward more authentic tasks and outcomes thus improves teaching and
learning: students have greater clarity about their obligations (and are asked to
master more engaging tasks), and teachers can come to believe that assessment
results are both meaningful and useful for improving instruction.
If our aim is merely to monitor performance then conventional testing is
probably adequate. If our aim is to improve performance across the board then
the tests must be composed of exemplary tasks, criteria and standards.
WON'T AUTHENTIC ASSESSMENT BE TOO EXPENSIVE AND TIMECONSUMING?
The costs are deceptive: while the scoring of judgment-based tasks seems
expensive when compared to multiple-choice tests (about $2 per student vs. 1
cent) the gains to teacher professional development, local assessing, and student
learning are many. As states like California and New York have found (with
their writing and hands-on science tests) significant improvements occur locally
in the teaching and assessing of writing and science when teachers become
involved and invested in the scoring process.
If costs prove prohibitive, sampling may well be the appropriate response--the
strategy employed in California, Vermont and Connecticut in their new
performance and portfolio assessment projects. Whether through a sampling of
many writing genres, where each student gets one prompt only; or through
sampling a small number of all student papers and school-wide portfolios; or
through assessing only a small sample of students, valuable information is
gained at a minimum cost.
And what have we gained by failing to adequately assess all the capacities and
outcomes we profess to value simply because it is time-consuming, expensive, or

labor-intensive? Most other countries routinely ask students to respond orally

and in writing on their major tests--the same countries that outperform us on
international comparisons. Money, time and training are routinely set aside to
insure that assessment is of high quality. They also correctly assume that high
standards depend on the quality of day-to-day local assessment--further
offsetting the apparent high cost of training teachers to score student work in
regional or national assessments.
WILL THE PUBLIC HAVE ANY FAITH IN THE OBJECTIVITY AND
RELIABILITY OF JUDGMENT-BASED SCORES?

We forget that numerous state and national testing programs with a high degree
of credibility and integrity have for many years operated using human judges:
* the New York Regents exams, parts of which have included essay questions
since their inception--and which are scored locally (while audited by the state);
* the Advanced Placement program which uses open-ended questions and tasks,
including not only essays on most tests but the performance-based tests in the
Art Portfolio and Foreign Language exams;
* state-wide writing assessments in two dozen states where model papers,
training of readers, papers read "blind" and procedures to prevent bias and drift
gain adequate reliability;
* the National Assessment of Educational Progress (NAEP), the
Congressionally-mandated assessment, uses numerous open-ended test
questions and writing prompts (and successfully piloted a hands-on test of
science performance);
* newly-mandated performance-based and portfolio-based state-wide testing in
Arizona, California, Connecticut, Kentucky, Maryland, and New York.
Though the scoring of standardized tests is not subject to significant error, the
procedure by which items are chosen, and the manner in which norms or cutscores are established is often quite subjective--and typically immune from
public scrutiny and oversight.
Genuine accountability does not avoid human judgment. We monitor and
improve judgment through training sessions, model performances used as
exemplars, audit and oversight policies as well as through such basic procedures
as having disinterested judges review student work "blind" to the name or
experience of the student--as occurs routinely throughout the professional,
athletic and artistic worlds in the judging of performance.

Authentic assessment also has the advantage of providing parents and

community members with directly observable products and understandable
evidence concerning their students' performance; the quality of student work is
more discernible to laypersons than when we must rely on translations of talk
about stanines and renorming.
Ultimately, as the researcher Lauren Resnick has put it, What you assess is
what you get; if you don't test it you won't get it. To improve student
performance we must recognize that essential intellectual abilities are falling
through the cracks of conventional testing.
http://pareonline.net/getvn.asp?v=2&n=2

Assessment in the Early

Childhood Classroom
Curriculum standards define what children should know and be able to do in a particular content
area. Standards provide guidance to teachers and informs their instruction. Teachers can use these
curriculum standards to assess what concepts need strengthening or reteaching, or to identify when
a new strategy is needed. Standards are organized by grade level to better define what children
should know and be able to do at each grade level, and to facilitate developmentally appropriate
teaching. When faced with high-stakes testing, teachers often feel pressured to teach material to
students before they are ready to learn it, or in ways that are not age appropriate. Teacher training,
discussions with colleagues, and networking can enable teachers to carefully reflect about each step
along the way to mastery. Standards should provide enough information to help with assessment of
student mastery.

Functions of Assessment
1.
2.
3.
4.
5.
6.
7.

Identify current knowledge and skills of students

Address and plan for the strengths and needs of students
Evaluate student growth over time
Promote student motivation and objectivity
Evaluate program effectiveness
Enlighten parents of student progress
Promote parent advocates

Components of Assessment

Early Childhood Assessment is composed of three essential, interrelated components:

1.
2.

Documentation (data collection)

Evaluation (comparison to a standard)

3.

Communication with family (sharing both progress and performance)

Documentation

Early childhood educators have historically valued and promoted child observation and program
assessment as being important for highquality programs for children. Assessment is the process of
gathering information about students in order to make decisions about their education. To get a wellrounded picture of the students understanding and progress, the strategies used for assessment
must be comprehensive. Unique talents, interests, knowledge, skills, and progress are documented
by observing, collecting, and reviewing childrens work over time. Teachers recognize that uneven
development is normal and expected, allowing them to assess children fairly. Assessment must
involve observing children regularly and collecting samples of their work. The physical products
created can become part of a student portfolio, providing many examples of childrens thinking over
time.
In documentation, emphasis is placed on discovering what a child already knows and is able to do.
Acknowledging student understanding promotes the childs sense of competence and provides
teachers with clues about what and how to teach. It gives a much more accurate picture than
assessing them in a contrived setting. For example, asking a child to write an answer to a math
problem may not show whether or not the child has problem solving skills or can add digits. The child
may not understand the meaning of the problem, may have stayed up too late, or may be coming
down with the flu. In contrast, daily observation as the child solves many kinds of problems enables
the teacher to discover what he understands about addition and problem solving as well as other
mathematical concepts.

Evaluation
The next step in assessment is comparing the gathered information of each student to the standard.
This step enables teachers to guide instruction, evaluate teaching strategies, track student progress,
and identify students with special needs that require additional interventions or services. Although
standards are designed to provide consistent expectations for all children, instruction must be
molded to fit each childs individual strengths and needs. The insights gained from early assessment
can serve as the basis for instruction. As teachers observe students at work, they can modify the
learning experiences offered to meet the individual needs of their students.

Family Communication

Families want to know how their child is doing in school, and family members appreciate specific
examples of student progress. Showing examples from their child over time enables parents to
personally assess the growth and progress of their child. It is essential to tell the whole story when
reporting information about performance progress. For example, a first grade teacher may report that
a first grade student made excellent progress in learning the letter sounds. Although this may be
true, it can give a misleading impression to parents. At the beginning of second grade the new
teacher informs the parents that the child is reading far below grade level. Talking with families about
standards, sharing student work samples, using rubrics in conferences, and differentiating between
performance and progress are some ways to ensure that families are given an accurate picture of
student learning.

Assessment Strategies

Performance Assessment Assess children as they participate in daily activities, write stories,
solve problems, draw illustrations. Teachers observe and take brief notes on student discussions and
interactions. Teachers review student work, determine strengths and weaknesses, and keep track of
progress over time. Assessments are ageappropriate, ongoing, aligned with curriculum standards,
and comprehensive.
Comprehensive AssessmentThe range and scope of information and the type of data collected
are based on the childs social, emotional, cognitive, and physical development. A childs success as
a writer in first grade is tied to his fine motor development. A second grade students success in
working in a cooperative learning group is dependent on both social and cognitive skills. Teachers
need information about the students strengths and weaknesses in all areas to enhance their
decision making and guide their instruction strategies.
Standardized Tests Criterion Reference Tests compare students to a fixed standard or set criteria
for measurement. Teachers plan how to prepare children to handle standardized tests successfully.
Teachers recognize that the Criterion Reference Tests are based upon the core curriculum, and
ensure that what they teach meshes with (but is not limited to) the curriculum goals evaluated by the
tests. Teachers provide opportunities for children to practice and gain familiarity with the test format.
Teachers develop a curriculum timetable for the year, making sure essential concepts are sequenced
developmentally and allocated appropriate time slots. So many standardized tests are now required
in school settings that teachers are seeking balance in the assessment process.
Self-Assessment Self-Assessment enables children to reflect on their progress. Teachers can
help students assess their understanding by asking questions such as What can I do very well?
What are my personal strengths and interests? What skills can I improve? What is one thing on
which I really want to work? Teachers help model self-directed learning as they help each student
learn the language and process of setting, recording, and evaluating goals. (See the selfassessment rubrics in the back of this section.)
Rubrics Rubrics enable teachers and students to share a clear understanding of performance
expectations that represent quality work. Motivation and objectivity are enhanced as students
understand the criteria for the evaluation of their work. Children can reflect on and evaluate their own
work with a clear understanding of standards. It is helpful to provide models to children showing
examples of each level of the rubric. Children benefit from occasionally participating in the creation of
a rubric for a class. A wonderful tool for developing age-appropriate rubrics is available
at www.uen.org/rubric.
Writing Rubric (pdf)

Examples of Authentic Assessment Strategies

Observation of individual children or groups of children

Interviews with children or parents

Concept mapping of individual groups or children

Journals kept by students or teachers

Performance Assessment tasks

Open-ended questions or problems

Drawings

Photos

Artwork

Portfolios

Narrative Descriptions

Audio tapes

Video tapes

Work samples from any content area showing growth and progress over time

Work samples with rubric for analysis

Computer-based work, drawings, stories (both written and depicted), etc.

http://www.uen.org/k-2educator/assessment.shtml
Copyright 2012 Association for Middle Level Education

he quality of their work and learn from their successes and failures.