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According to Wiggins (1989), “authentic assessment” means that
•Tests should involve real-life tas s, !erformances, or challenges that re!licate the !ro"lems
faced "# a scientist, historian, or e$!ert in a !articular field% thus, the# are com!le$ tas s rather
than drills, &or sheets, or isolated 'uestions
• tudents should understand u!-front the criteria on &hich their &or &ill "e *udged and "e a"le
to a!!l# the criteria to their &or
• tudents should "e as ed to demonstrate their control over the essential no&ledge "eing
taught "# actuall# using the information in a &a# that reveals their level of understanding
+alid !erformance assessments should ( a er, 199 ). 1 /ave meaning for students and
instructor, and motivate high !erformance 0 e'uire demonstration of com!le$ cognition,
a!!lica"le to im!ortant !ro"lem areas 2$em!lif# current standards of content or su"*ect matter
'ualit# 3 4inimi5e the effects of ancillar# s ills that are irrelevant to the focus of assessment 6
7ossess e$!licit standards for rating or *udgment
7erformance assessment consists of an# form of assessment in &hich the student constructs a
res!onse orall# or in &riting 7ortfolio assessment is a s#stematic collection of student &or that
is anal#5ed to sho& !rogress over time &ith regard to instructional o"*ectives tudent
selfassessment offers o!!ortunities for the student to self-regulate learning, and the res!onsi"ilit#
of a!!raising his or her o&n !rogress ntegrated assessment refers to evaluation of multi!le
s ills or assessment of language and content &ithin the same activit# A &ritten science re!ort,
for e$am!le, might include assessment of language s ills, information selection and use s ills,
and reasoning s ills as &ell as scientific content no&ledge
The literature reveals that authentic assessment is not onl# a difficult notion to define "ut it is
also !ro"lematic to collate features &ithin an assessment tas that define it as an authentic
assessment We have dra&n on the &or of aver# and uff# (1996): 4c o&ell (1996): /art
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(1993): /errington and /errington (1998): ;ronin (199 ) and tru#ven et al (0e$!ert in the field (i e
=intune: &ith the =disci!linar# mind:)
The characteristics of authentic assessment
4an# authors have !rovided criteria &ith &hich to design and evaluate authentic assessment ?or
e$am!le, @e&mann and Wehlage (199 ), Wiggins (199
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others (Einn, a er, C un"ar, 1991) ( eeves, 0