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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