The shift in higher education, to
provide more meaningful and authentic assessment opportunities, is in huge part
because of the shift in practices in K-12. In addition, higher education has
had to respond to the changing expectations of post-secondary students, who
seek higher education learning experiences consistent with that provided to
them in the K-12 component of their education journey (Koh, Tan, and Ng 2012). In the current K-12 climate, inquiry based learning has become a prevalent component of the Ontario curriculum and project based learning is being utilized as a response to curriculum development. With this approach to learning, comes the need for meaningful assessments that provide students with feedback that further develops not only their understanding, but their ability to take ownership for their work.
In his blog, Wiggins (2014) discussed the significance of real world and hands on assessment opportunities for
students to help them understand their areas of strength and to help them to develop in the areas where they may be lacking. The idea of developing an authentic assessment framework, is deeply rooted in the constructivist approach, where students are creating authentic projects that reflect their own understanding and allow them to work towards something larger than small subject specific tasks. Real world tasks, allow students to experience what life is actually like and to see the relevance of what they are learning from many different perspectives.
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