yet through my class discussions and labs, I attempt to have my students think in this manner. They are to

create a laws of motion poster in which they are to illustrate and explain three every day situations in relation to

each of the three laws of motion.

The challenge students run into is that they know their situation is a law of motion, yet they have to apply problem solving

skills to determine how to best explain how their situation relates to the way we have defined the laws of motion. My students

can understand the examples given to them in class how they relate, yet have to use problem solving strategies to determine

their own examples. As explained by Burke in How to Assess Authentic Learning (2009), such "tasks engage the students in

active learning that draws connections to students' prior knowledge and experiences. Teachers are able to diagnose what

students know and don't know and scaffold the learning process to help them meet the standards while at the same time

providing constructive feedback to guide their way (p. 69).

task is usually more subjective and creative, it necessary to provide some evaluative criteria to distinguish acceptable

responses from unacceptable responses for the students who are completing the work and they educators who are

assessing the work" (p. 86). Students are able to use their creativity when illustrating and explaining the everyday

situations of the laws of motion. There is not one right answer for this type of assessment, thus students need to

understand how they will be assessed.