This resource explains why authentic assessments support anti-racism, anti-oppression, and Equity, Diversity, and Inclusion (EDI).
What is authentic assessment:
NorQuest College has adopted the following definition of Authentic Assessment based on the work of Wiggins (1998). It has six facets to be inclusive and representative of all programs. Not all facets will be applicable to all programs.
Authentic assessment…
- involves messy, realistic situations
- requires application, judgement, and innovation
- asks learners to do (produce or perform)
- replicates or simulates workplace/real world contexts
- assesses the use of knowledge, skills, and professional judgement • allows for research, rehearsal, collaboration, practice, and feedback (Wiggins, 1998).
*Based on Wiggins, G. (1998). Education Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Joey-Bass Publishers.
Authentic assessment at NorQuest College is:
Learners demonstrate understanding if they can explain, interpret, apply, relate perspectives, show empathy and self-reflect.
Goals
1. Understand how authentic assessments can support anti-racism and anti oppressive teaching practices.
2. Building awareness of where in NorQuest College to source additional tools to create authentic assessments.
Background
Authentic assessments are good for anti-racism, anti-oppression, and EDI (equity, diversity, and inclusion) because they allow for a more holistic evaluation of a person’s knowledge and skills, rather than relying solely on standardized tests or assessments that may be biased or discriminatory. Authentic assessments are designed to evaluate a person’s abilities in real-world contexts, such as in solving problems or completing tasks that are like those they would encounter in their daily lives or in their future professions. This approach can help to mitigate the effects of systemic biases and discrimination that can potentially arise from traditional assessments, which may be designed with a narrow or homogeneous view of what constitutes “correct” knowledge or skills.
In the context of anti-racism, anti-oppression, and EDI, authentic assessments can also help to highlight and value a diversity of perspectives and experiences, rather than privileging certain ways of knowing or doing. This can lead to more equitable and inclusive evaluations of people’s abilities and potential, which can in turn support greater opportunities for advancement and success across a range of fields and industries.
Furthermore, authentic assessments can provide opportunities for individuals to showcase their strengths and talents in ways that may not be captured by traditional assessments. This can be particularly important for individuals from historically marginalized or underrepresented and equity deserving groups, who may have unique skills or knowledge that are not well-represented in traditional assessments. By providing a more accurate and inclusive picture of a person’s abilities and potential, authentic assessments can help to support greater equity and justice in our society as a whole.
Resources
References
Brookfield, S. D. (2018). Teaching for equity, diversity, and social justice. In Teaching race: How to help students unmask and challenge racism (pp. 1-21). John Wiley & Sons.
Wiggins, G. (1998). Education Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Joey-Bass Publishers.
Authors
Written by: Nicole Stewart (Instructor, Practical Nurse Program)
Review and edited by: Rebecca Bock-Freeman (Manager, Academic Strategy)