1. Authentic-based Assessment
Carlo Magno, PhD

2. Answer the following Questions
 What makes tasks authentic?
 Give an example of tasks that are
authentic.
 How will you assess this task?

3. Authentic tasks (Wiggins, 1998)
 Six Standards for Judging the Degree of
Authenticity
 A. Is realistic – The task replicates the
ways in which a person’s knoweldge and
abilities are tested in real world
situations.
 B. Requires judgment and innovation –
The student has to use knowledge and
skills to solve unstructured problems, and
solution involves more than following a
set of rules.

4. Authentic tasks (Wiggins, 1998)
 C. Asks the students to do the subject – the
student has to carry out exploration and work within
the discipline of the subject area, rather than
restating what is already known.
 D. Replicates or simulates the contents in which
adults are tested in the workplace, in civic life, and
personal life – Contexts involve specific situations
that have particular constraints , purposes, and
audiences. Students need to experience what it is
like to do tasks in the workplace or real life context.

5. Authentic tasks (Wiggins, 1998)
 E. Assesses the student’s ability to
efficiently and effectively use a
repertoire of knowledge and skill to
negotiate a complex task –
Students should be required to
integrate all knowledge and skills
needed, rather than demonstrate
competence of isolated knowledge
and skills.

6. Authentic tasks (Wiggins, 1998)
 F. Allows appropriate opportunities to
rehearse, practice, consult resources, and
get feedback on and refine performances
and products – Rather than rely on secure
tests as an audit of performance, learning
should be focused through cycles of
performance-feedback-revision-
performance, on the production of known
high quality products and standards, and
learning in context.

7. Authentic tasks (Newmann, 1992)
 Construction of meaning (use of
reasoning and higher-order thinking
skills)
 Organization of information
 Consideration of alternatives
 Disciplined Inquiry (thinking like “experts”
searching for in-depth understanding)
 Disciplinary content
 Disciplinary process
 Elaborated written communication

8. Authentic tasks (Newmann, 1992)
 Value beyond school (aesthetic,
utilitarian, or personal value apart
form documenting the competence
of the learner)
 Problem connected to the world
 Audience beyond the school

9. Definition
 Authentic tasks “demand
construction of knowledge through
disciplined inquiry and result in
discourse, products, and
performance that have value or
meaning beyond success in school.

10. Definition
 Authentic tasks “demand
construction of knowledge through
disciplined inquiry and result in
discourse, products, and
performance that have value or
meaning beyond success in school.