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How will 21st-century learners apply their knowledge in the real world? What are the skills they'll need to navigate a rapidly changing economic, political, social, and cultural landscape?

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Authentic assessment has roots in Constructivist theory, specifically situational learning, which posits that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated).

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Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated learning - learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or newcomer moves from the periphery of this community to its center, they become more active and engaged within the culture and hence assume the role of expert or old-timer. Furthermore, situated learning is usually unintentional rather than deliberate. These ideas are what Lave & Wenger (1991) call the process of "legitimate peripheral participation."

Other researchers have further developed the theory of situated learning. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge." Brown et al. also emphasize the need for a new epistemology for learning - one that emphasizes active perception over concepts and representation. Suchman (1988) explores the situated learning framework in the context of artificial intelligence.

Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning). In addition, the theory of Schoenfeld on mathematical problem solving embodies some of the critical elements of situated learning framework.

Application

Situated learning is a general theory of knowledge acquisition . It has been applied in the context of technology-based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at Vanderbilt, 1993). McLellan (1995) provides a collection of articles that describe various perspectives on the theory.

Example

Lave & Wenger (1991) provide an analysis of situated learning in five different settings: Yucatec midwives, native tailors, navy quartermasters, meat cutters and alcoholics. In all cases, there was a gradual acquisition of knowledge and skills as novices learned from experts in the context of everyday activities.

Principles

1. Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge.

2. Learning requires social interaction and collaboration.

References

Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Cognition & Technology Group at Vanderbilt (March 1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.

Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.

McLellan, H. (1995). Situated Learning Perspectives. Englewood Cliffs, NJ: Educational Technology Publications.

Suchman, L. (1988). Plans and Situated Actions: The Problem of Human/Machine Communication. Cambridge, UK: Cambridge University Press.

Related Websites

For more about Lave and situated learning, seee http://www.infed.org/biblio/communities_of_practice.htm

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Situated Learning (J. Lave) - InstructionalDesign.org

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Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge which is abstract and out of context. Social interaction is a critical component of situated learning - learners become involved ...

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Supporters of Gardner's Theory of Multiple Intelligences believe that teachers and facilitators should seek to assess their learning in ways which will give an accurate overview of an individual's strengths and weaknesses. Personalized and flexible authentic assessment methods can accommodate a variety of deliverables and ways of expressing knowledge.

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The concept of multiple intelligences is a theory proposed by Harvard psychologist Howard Gardner. When you hear the word intelligence, the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change.

In recent years, however, other views of intelligence have emerged, including Gardner's suggestion that multiple different types of intelligence may exist. The eight intelligences according to Gardner are:

1. Visual-spatial

2. Linguistic-verbal

3. Logical-mathematical

4. Body-kinesthetic

5. Musical

6. Interpersonal

7. Intrapersonal

8. Naturalistic

Gardner's Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences."

Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence."﻿﻿

While a person might be particularly strong in a specific area, such as musical intelligence, they most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

Criticism of Multiple Intelligences

Gardner's theory has come under criticism from both psychologists and educators. These critics argue that Gardner's definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner's theory also suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner's theory into the classroom.

Gardner has cautioned that multiple intelligences should not be conflated with learning styles. (It is also important to stress that evidence has found that matching instruction to a learner's perceived style has no benefits in terms of learning outcomes or educational attainment.)

There is a lack of evidence to demonstrate that learning according to your "intelligence" produces better educational outcomes. However, you may find that learning more about multiple intelligences can give you a better understanding of your strengths and preferences.

A Word From Verywell

The theory of multiple intelligences is important because it allows us to think about different types of mental strengths and abilities. Learning more about which types of intelligence you lean towards may help you learn to recognize your own preferences. However, it shouldn't be used as a tool to label and should not be confused with learning styles.

Instead of trying to match what you learn to your perceived type of intelligence, focus on learning new things via various modalities and formats to strengthen encoding and reinforce learning.

Frequently Asked Questions

How do you tell if your child is a kinesthetic learner?

Your child may have high bodily kinesthetic intelligence if they prefer hands on experiences, struggle sitting still and listening for long periods of time, and/or remember information best when they're able to participate in an activity. They may also prefer working alone instead of working in a group.

How can I increase my bodily kinesthetic intelligence?

To tap into your bodily kinesthetic intelligence, try performing activities that require using both your body and mind, such as taking a dance class, learning an instrument, or drawing.

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Gardner's Theory of Multiple Intelligences

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The theory of multiple intelligences suggests eight types of intelligence that people may possess. Learn about Gardner's multiple intelligences and how they're used.

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Authentic assessment asks learners to identify and solve real-world problems. What characteristics do these types of activities share?

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Along with my good friend and literacy expert Shaelynn Farnsworth, we examine what authentic learning means and what these classrooms truly look like.

Reimagining education is frequently sparked by advancement in technology. From the introduction of the No. 2 pencil to the streaming of video in to support learning and teaching, technology is typically the driver to change. Ubiquitous technology in learning environments has sparked a current redesign of the "classroom" and asks us, as educators, to once again create authentic classrooms for the students of today.

Before Steven left his position as a Director of Instructional Technology, his district was undergoing this shift (albeit a bit late, but they were headed in the right direction). They were going to allow students to bring their own device to the classroom to use in the course of their learning. But through a pilot program they discovered that the focus of their professional development around BYOD needed to not be on technology. Rather, they needed to focus their efforts on pedagogy and the change in instruction needed when students have access to all known knowledge at their fingertips.

When we combine the ubiquitous use of technology and the near constant access to all known knowledge the classroom environment must change. The traditional "stand and deliver" instruction model negates the fact that teachers are no longer the source for all information. Authentic-Based Learning Environments emphasize the need for a shift in curriculum to one of Project and Problem Based Learning where students are immersed in learning that has them identify and solve real-world problems. Students are at the center of Authentic-Based Classrooms and take ownership of the information they need to solve these problems and determine their own methods of demonstrating understanding.

What are the Characteristics of an Authentic-Based Learning Classroom?

1. Real-World Learning and Tasks-In these classrooms learning and tasks are centered around real-world problems. Students are investigating issues that face their school or their community or themselves as individuals.

2. Content Is Student Selected-In Authentic-Based Classrooms, student choice in content (full or in-part) heightens relevance and engagement. Students begin to understand their own ways of learning and what methods best meet their individual needs.

3. Interdisciplinary Learning-In these classrooms there will be a variety of content sources that naturally lend themselves to interdisciplinary study. Students may be working on math and music or science and art, all at the same time, which only serves to show them the natural connections between what we learn instead of the traditional silos many students experience.

4. Open-Ended Inquiry-In these classrooms students may all be working on the same learning but there are going to be varied approaches to the solutions. And through their discovery students may see that there are many paths they can take and they should be allowed to follow them.

5. Frequent Reflection-Learning happens throughout the process and not necessarily at the end of a unit. Portfolios and process journals, for example, provide a reflective space for students capture their learning. In Authentic-Based Classrooms regular reflection is a must. Students take time to review, plan, and set new goals in their learning, while teacher reflection serves as a type of formative assessment which informs instruction.

6. The Knowledge Of Others Is Valued-In these classrooms there is great value in the knowledge not just from traditional sources but also from subject matter experts and non-traditional sources like blogs and social media. Students can reach out through the use of their growing Personal Learning Network (PLN) to collaborate and learn from others. Access to technology connects students with experts from across the globe. Global connections not only provide access to primary sources, but serve to teach our students about diversity, tolerance and empathy. Through connections, social media, and digital publications, students see how information is constantly changing and how they must adapt.

7. Creation is Valued Over Consumption-In these classrooms the emphasis isn't on the acquisition of knowledge. The value is in what students create with the knowledge they acquire. Similarly to student choice in content, choice is creation and demonstration of understanding amplifies student voice and provides students multiple modes in which to elaborately communicate their learning.

8. Assessment Focuses on Mastery of Concepts-In these classrooms not only is the learning authentic but the demonstration of student understanding is as well. Simple regurgitation of information or traditional letter grades do not provide any type of meaningful feedback. Mastery of standards and evaluation of learning against teacher-student created rubrics are what is seen. Students' understanding looks at more than knowledge gained and aims to have students do something more meaningful with that knowledge.

9. Authentic Audience-In Authentic-Based Classrooms there is a shift in audience from the traditional lone teacher to one that is determined by the student or task. Student learning regularly reaches outside the classroom. Therefore the audience does too by having students sharing with the community and often times on a more global scale.

10. Flexible and Evolving Learning Spaces-In these classrooms the physical set up and the types of tools and technology students have access to is constantly changing and adapting to meet the needs of the learners. Furniture can be moved so that students can collaborate more easily. Classroom environment may also spill over into the community or to a virtual space. Student choice in device or other resources is possible, allowing them choose the best tool for the job. Educators understand that though it may look chaotic the classroom space is an extension of how students choose to learn.

The Authentic-Based Learning Classroom is one of fluidity. There is constant change and adaptation to new methods of content discovery, different ways of demonstrating understanding and of course, new problems to solve. Technology enhances the ability of the student to do more but remember, technology isn't the focus here. The focus is on the authenticity of the tasks, the authenticity of the learning, what new knowledge students can create and what problems they can solve.
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10 Characteristics Of An Authentic-Based Learning Classroom

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Along with my good friend and literacy expert Shaelynn Farnsworth, we examine what authentic learning means and what these classrooms truly look like. Reimagining education is frequently sparked by advancement in technology. From the introduction of the No. 2 pencil to the streaming of video in to support learning and teaching, technology is typically the driver to change.

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E-learning-based authentic assessments share these 10 core design elements.

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10 design elements are suggested for the design of authentic tasks in web-based learning environments:

1. Authentic tasks have real-world relevance
Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualised or classroom-based tasks.

2. Authentic tasks are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity
Problems inherent in the tasks are ill-defined and open to multiple interpretations rather than easily solved by the application of existing algorithms. Learners must identify their own unique tasks and sub-tasks in order to complete the major task.

3. Authentic tasks comprise complex tasks to be investigated by students over a sustained period of time
Tasks are completed in days, weeks and months rather than minutes or hours, requiring significant investment of time and intellectual resources.

4. Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources
The task affords learners the opportunity to examine the problem from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate to be successful. The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.

5. Authentic tasks provide the opportunity to collaborate
Collaboration is integral to the task, both within the course and the real world, rather than achievable by an individual learner.

6. Authentic tasks provide the opportunity to reflect
Tasks need to enable learners to make choices and reflect on their learning both individually and socially.

7. Authentic tasks can be integrated and applied across different subject areas and lead beyond domain-specific outcomes
Tasks encourage interdisciplinary perspectives and enable diverse roles and expertise rather than a single well-defined field or domain.

8. Authentic tasks are seamlessly integrated with assessment
Assessment of tasks is seamlessly integrated with the major task in a manner that reflects real world assessment, rather than separate artificial assessment removed from the nature of the task.

9. Authentic tasks create polished products valuable in their own right rather than as preparation for something else
Tasks culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else.

10. Authentic tasks allow competing solutions and diversity of outcome
Tasks allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures.

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10 design elements are suggested for the design of authentic tasks in web-based learning environments: Authentic tasks have real-world relevance Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualised or classroom-based tasks.

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Jon Mueller outlines a four-step process to ensure alignment between learner needs, performance standards, and authentic tasks.

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How Do You Create Authentic Assessments?

Authentic Assessment: Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Fortunately, you do not have to develop an authentic assessment from scratch. You may already be using authentic tasks in your classroom. Or, you may already have the standards written, the first and most important step in the process. Perhaps you have a task but need to more clearly articulate thecriteria for evaluating student performance on the task. Or, you may just want to develop arubric for the task. Wherever you are in the process, you can use the information on this page (and the ones that follow it) to help you through the steps of creating authentic assessments. If at any time the terminology is confusing, click a link to that concept or go to the glossary.

I tend to think of authentic assessment development in terms of four questions to be asked. Those questions are captured in the following graphic:

1) What should students know and be able to do?
This list of knowledge and skills becomes your . . .
STANDARDS
2) What indicates students have met these standards?
To determine if students have met these standards, you
will design or select relevant . . .
AUTHENTIC TASKS
3) What does good performance on this task look like?
To determine if students have performed well on the task,
you will identify and look for characteristics of good
performance called . . .
CRITERIA
4) How well did the students perform?
To discriminate among student performance
across criteria, you will create a . . .
RUBRIC

CUT SCORE or BENCHMARK

ADJUST INSTRUCTION

1. Identify your standards for your students.

2. For a particular standard or set of standards, develop a task your students could perform that would indicate that they have met these standards.

3. Identify the characteristics of good performance on that task, the criteria, that, if present in your students' work, will indicate that they have performed well on the task, i.e., they have met the standards.

4. For each criterion, identify two or more levels of performance along which students can perform which will sufficiently discriminate among student performance for that criterion. The combination of the criteria and the levels of performance for each criterion will be your rubric for that task (assessment).

Now, I will guide you through each these four steps for creating an authentic assessment in more detail.

Step 1: Identify the Standards
Step 2: Select an Authentic Task

Step 3: Identify the Criteria for the Task

Step 4: Create the Rubric

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How Do You Create Authentic Assessments? (Authentic Assessment Toolbox)

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How Do You Create Authentic Assessments? Authentic Assessment: Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills Fortunately, you do not have to develop an authentic assessment from scratch. You may already be using authentic tasks in your classroom.

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Qualitative eLearning Assessment Mistakes To Steer Clear Of

As we are focused on developing more innovative, interactive, bite-sized eLearning, are we forgetting a key element: eLearning assessment? Do you ever wonder how your eLearning assessment techniques impact online learners? Contrary to popular belief, eLearning assessment is not the end. Nor is it the tick-box to say the eLearning course has been completed and that a test has been passed. Of course, tracking completion is important. But qualitative eLearning assessment asks you to take it one step further. You need to ask your online learner how well they're progressing. What else should we focus on? Get eLearning assessment right, and you'll see a real difference in the behavior of your online learners.

What's So Different About Qualitative eLearning Assessment?

Traditional eLearning assessment focuses on an online learner achieving a specific score, target or level. Qualitative eLearning assessment is understanding where an online learner is along their learning journey, and what should be done to achieve their goals. Qualitative eLearning assessment helps you look into the progress an online learner is making, allowing you to identify skill and performance gaps. As a result, you're able to create personalized eLearning experiences. There are many different types of qualitative eLearning assessments. Some of the most popular include:

a. Simulation

Use an immersive simulation to challenge your online learners in a real-world environment. The fastest way to check their understanding is to test it out in practical settings and measure performance, minus the risk. A simulation is a safe way to experiment and make mistakes. Thereby, reducing on-the-job mistakes and giving employees the confidence they need to improve productivity.

b. Branching Scenarios

Work on an eLearning storyboard to design a series of decisions leading to an ultimate goal, then set this out as a set of questions that your online learner needs to progress through. If they get stuck at a certain stage, you know there is additional learning to be done here.

c. Open-Ended Questions

Ask your online learner to explain a concept back to you. If their analysis is light, you will have pinpointed specific gaps in learning. This also encourages them to evaluate their own assumptions and challenge them. For example, they question a long-held belief that may hinder their personal or professional growth.

d. Online Discussions And Interviews

Get your online learners talking together and probing others for information. Where there are no current experts, or where answers are not forthcoming, you can step in with additional online training modules. You can also use social media groups to give them a platform for discussion and gauge their level of comprehension. For instance, post a question or prompt and see how they respond. How well do they articulate their answers, and do they include the major takeaways?

Qualitative eLearning Assessment Mistakes To Avoid

1. Making Tasks Too Simple Or Too Complex

It's important to pitch the qualitative eLearning assessment at the right level. It should be challenging, so you can highlight where the limits of understanding are lying. On the other hand, it shouldn't be impossible, whereby nobody can answer correctly. In short, the point is to gauge your online learners' level of understanding and provide additional learning material to bridge crucial gaps. Not to frustrate them to the point that they give up or to make it so simplistic that they aren't able to identify weaknesses.

2. Failing To Engage Online Learners In An Appropriate Type Of eLearning Assessment

Make sure the eLearning assessment method is appropriate to the content. For example, a simulation may not be appropriate if there is a theory-heavy content, such as financial or legal training. You also need to ensure that the online learner understands why they are being assessed at this particular time. Explain how it is adding to their learning journey and improving their eLearning experience. In some cases, quantitative eLearning assessments may be the ideal option if you need to gather measurable data instead.

3. Failing To Create A Valid Scoring Rubric

It's important that you are able to easily analyze the results of your qualitative eLearning assessment, especially in open-ended questions. Whilst replacing scores creates a new kind of insight, it's essential to be clear about what the eLearning assessments are highlighting. Ultimately, the evaluation criteria should align with the learning objectives, skill gaps, and the desired outcomes. For instance, it tracks how well employees apply communication skills on the job.

4. Leaving Online Learners Adrift And Directionless

An online learner must understand how they are progressing against their learning objectives. Thus, if they use purely qualitative methods, they may not be able to understand where they are in their learning journey. They need to know how well they have picked up the information or acquired skills. The risk with qualitative eLearning assessment is that there is no satisfaction of "passing" an eLearning course. Fortunately, this can be overcome by providing timely, individual feedback. For example, give them a list of recommendations and a performance recap at the end of the simulation.

5. Forgetting To Follow Up

Aside from the feedback, it's also essential to follow up with personalized recommendations and online resources. Give online learners the opportunity to create their own improvement plan with the available training tools. For example, the Learning Management System automatically displays a list of relevant eLearning courses or activities based on their simulation performance. As a result, they still have the ability to choose learning resources based on their learning preferences.

Conclusion

When considering how best to round out your eLearning course, don't be tempted to stick with the traditional test at the end. Take some time to think about how best to embed assessment activities throughout the eLearning course and beyond. The wealth of information that qualitative eLearning assessment can create will be invaluable to your L&D team, who'll be able to highlight key issues that need to be addressed. You can be specific and provide real insight-far better than reporting a test score. The future of eLearning is in creating individualized, engaging, immersive eLearning. Are your eLearning assessment techniques keeping up with the pace of change?

Conclusion

Need help creating qualitative assessments for your online training program? Why not search our exclusive online directory to find the best outsourcing partner for the job, which features the leading eLearning content providers who can help you identify gaps and shore up your assessment strategy.

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5 Top Qualitative eLearning Assessment Mistakes To Avoid

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As we are focused on developing more innovative, interactive, bite-sized eLearning, are we forgetting a key element: eLearning assessment? Do you ever wonder how your eLearning assessment techniques impact online learners? Contrary to popular belief, eLearning assessment is not the end.

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Instructors who are able to weave a thread of authenticity throughout the learning and assessment process set learners up for optimal growth and success. Finding this thread can be challenging, however. This article provides support on ensuring alignment with learners' needs via task analysis.

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By Sheldon Soper - Creating authentic project-based learning is important for ensuring you engage students and really teach them 21st-century skills.

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Signs and behaviors (K-12-focused) when learners are immersed in authentic learning. Created by Steve Revington, accessible via http://authenticlearning.weebly 

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Look for these behaviors that indicate that learners are immersed in an authentic experience.

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Engaged authentic learners observation checklist