With the idea that instruction, assessment, and learning are all connected in mind, it is increasingly important to remember that paper and pencil testing is only one way to collect information about student learning. A broader concept of assessment is more appropriate.

Authentic assessment could include such procedures as rating criteria on a scale, observing student performances, critiquing student products, conducting interviews, and reviewing a student’s background or previous performance as well as paper and pencil type testing. This more inclusive model of assessment broadens the kind of information that is collected about students and the way that this information is used in the evaluation of student learning. Authentic assessment is not merely the random recall of previously covered material, but instead taps into and builds upon the strengths that all learners bring to the learning situation.

Authentic assessment should:

• Document and promote the development of “real world” skills, not only capture student understanding of concepts and subject matter. For example, teachers may look for evidence of good collaboration skills, the ability to solve complex problems and make thoughtful decisions, the ability to give effective and articulate presentations, etc.
  
  
• Reflect student learning over time, and not just student performance on a piece of work or a final exam. The student's progress is documented throughout his/her work on a project providing the teacher with examples of growth and learning.
  
  
• "Take place in a context familiar to the student. Assessment should be embedded in everyday activities that are familiar to all students and at the same time help to extend everyday activities and foster learning.
  
  
• Shares the criteria used for grading with the students Some classes will create rubrics for evaluating student work together, thus making students co-creators of their own evaluation criteria. Other classes will use external criteria, but it will be explained to the students.
  
  
• Build real mastery of a subject by allowing students to revise their work and incorporate new understandings and constructive feedback. Assessment activities also require students to articulate and explain subject matter, their decisions, their initiative, etc. to those doing the assessing.
  
  
• Require an authentic audience. This can include other classmates, a particular group for whom the project was designed, a mentor, other adults or students who have an interest in the project subject, or members of the community (including potential employers, parents, and educators) who have an interest in what the student is learning.

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