The power of Authentic Assessment in Higher Ed

Compiled by

Prof. H. Srimathi,
Prof. A. Krishnamoorthy,
Mr. Sriram Hariharan
 Purpose of Authentic Assessment

Real World Relevance

Practical, Real-life tasks, Meaningful, Applicable

Skills Demonstration
Exhibit validated performance, not just test scores

Student Engagement
Deeper understanding, Critical thinking, Relevant, Motivation

Holistic Evaluation
Combining Knowledge and skills rather than isolated facts
Universal Designing Authentic Assessment for 21st century Learners

Civic Engagement Ethical Value Research

Participation Measurement Moral Reasoning
Awareness of Civic Issues Awareness of Ethical Theories
Responsibility and Impact Application to Real-world Issues

Global Issue Awareness Cognitive Dissonance

Knowledge of Global challenges Identification of Inconsistencies
Critical thinking to analyze causes Emotional Response
Action-oriented perspective Resolution Strategies

Multicultural Awareness Valuing Diversity

Cultural Knowledge Attitude towards Differences
Empathy and Sensitivity Inclusive Behavior
Intercultural Communication Recognition of Bias
 Authentic Assessments

• Written Examination • Website Development • Reflective Journals or De-brief

• Descriptive Questions • Digital Assessment • Fact Sheet
• Problem based MCQ • Concept Map • Annotated Anthology
• Problem set Assignments • Simulation & Game based Assessment • Anecdotal Records
• Projects • Digital Artifacts • Journal Publications
• Oral Examination • Video for presentation • Historical Trial
• Programming Code Development • Portfolio for Reflective Diaries • Article Critique
• Error Analysis & Debugging • Blogs and Vlogs • Student Interviews
• Scenario Based Questions • Build Wiki • Questionnaire creation
• Case Studies • Podcasts • Data set based assessments
• Essays • Poster • Data collection
• Field Reports • Info graphics • Bibliographic Analysis
• Open Book Examination • Digital Story Telling • Situational Judgment Test
• Role Play • Story Boarding • Incomplete Solution set
• Workshop Training • Design Projects • Incorrect Solution set
• OJT / Apprenticeship • Hackathon / Ideathon • Survey Instruments
• Conference/Event Presentation • Discussion Forum • Tripartite Submission
 Written Examination

• Description : Traditional Timed Writing Assessments

• Evaluation Criteria : Accuracy, Clarity, Coherence, Depth of Understanding
• Pedagogy : Direct Instruction, Rote Learning
• Learning Domain : Cognitive (Remembering & Understanding)
• Implications : Limited assessment of Practical Skills
• Appropriate Subjects : All Subjects
• Tips for Implementation : Clear Instruction, Align with Learning Outcomes
• Tools & Technology : Paper / Online, LMS , Plagiarism Detection tools
• Group or Individual : Individual
 Descriptive Questions

• Description : Detailed Explanations of concepts and processes

• Evaluation Criteria : Clarity, Completeness, Accuracy,
• Pedagogy : Direct Instruction, Descriptive Learning
• Learning Domain : Cognitive (Remembering & Understanding)
• Implications : Assess Foundational Knowledge
• Appropriate Subjects : Science, Mathematics, History
• Tips for Implementation : Specific Questions, Align with Learning Outcomes
• Tools & Technology : Lecture notes, Text books, LMS, Note-taking apps
• Group or Individual : Individual
 Problem Based MCQ

• Description : MCQ embedded in Complex Scenarios

• Evaluation Criteria : Correctness, Rationale (If required)
• Pedagogy : Problem Based Learning
• Learning Domain : Cognitive (Applying, Analyzing)
• Implications : Beyond Rote Learning
• Appropriate Subjects : Engineering, Science, Medicine, Law, Management
• Tips for Implementation : Provide Plausible distracters and Real-life cases
• Tools & Technology : LMS MCQ Engines
• Group or Individual : Individual
 Problem Set Assignments

• Description : Solving Structured Problems & Interpret Results

• Evaluation Criteria : Correctness, Logical flow, Completeness, Neatness
• Pedagogy : Problem Based Learning, Drill-and-Practice
• Learning Domain : Cognitive (Applying )
• Implications : Reinforce Fundamentals
• Appropriate Subjects : Mathematics, Science, Engineering
• Tips for Implementation : Mix difficulty levels, Include Open-ended challenges
• Tools & Technology : LMS, Paper Pen, Math solvers
• Group or Individual : Individual
 Projects

• Description : Create Meaningful Products and Outcomes

• Evaluation Criteria : Planning, Execution, Research Depth, Collaboration, Final Output
• Pedagogy : Inquiry-based, Student-centered
• Learning Domain : All Domain with HOTS (Creating)
• Implications : Foster Autonomy, Integration of Skills
• Appropriate Subjects : All Subjects
• Tips for Implementation : Phased Timelines, Assess both process and product
• Tools & Technology : Project Timelines, Collaboration tools / Workspace, Research Databases,
• Group or Individual : Both
 Oral Examination

• Description : Verbal demonstration

• Evaluation Criteria : Accuracy, Fluency, Reasoning, Confidence
• Pedagogy : Socratic, Dialog Learning
• Learning Domain : Cognitive & Affective ( Medium to HOTS)
• Implications : Depth of Knowledge and Verbal Articulation
• Appropriate Subjects : Languages, Law, Medicine
• Tips for Implementation : Provide question scopes and Rubrics in advance
• Tools & Technology : Project Timelines, Collaboration tools / Workspace, Research Databases,
• Group or Individual : Individual
 Programming Code Development

• Description : Design & Develop functional code to solve a problem

• Evaluation Criteria : Correctness, Logic, Efficiency, Documentation
• Pedagogy : Constructivist, Experiential Learning
• Learning Domain : Cognitive & Psychomotor ( Applying, Analyzing, Creating)
• Implications : Real-world problem solving and coding proficiency
• Appropriate Subjects : Computer Science, Data Science, Engineering
• Tips for Implementation : Clear Specs, Scaffold tasks, Automate Test cases
• Tools & Technology : IDE, Testing framework, Code repositories, Online Compilers, Auto graders
• Group or Individual : Both
 Error Analysis & Fixing

• Description : Identify errors, Explain reasoning, Review & Debug errors

• Evaluation Criteria : Identification accuracy, Reasoning clarity, Appropriate corrections
• Pedagogy : Constructivist, Meta cognitive Strategies
• Learning Domain : Cognitive (Analysis, Evaluating with HOTS)
• Implications : Critical Thinking, Self-Regulations
• Appropriate Subjects : Mathematics, Science, Engineering, Languages
• Tips for Implementation : Use Real errors and foster a safe mistake friendly environment
• Tools & Technology : Worksheets, Code Platforms, Digital Docs, LMS, Annotation Tools
• Group or Individual : Individual
 Scenario Based Questions

• Description : Response to hypothetical situations & applications

• Evaluation Criteria : Relevance, Application of theory, Problem solving skills
• Pedagogy : Constructivist, Problem based Learning
• Learning Domain : Cognitive & Affective (Applying , Analyzing)
• Implications : Critical thinking, Real-world applications, Diverse Perspectives
• Appropriate Subjects : Business, Health care, Social Science
• Tips for Implementation : Design scenario that reflects real-world challenges,
• Tools & Technology : Case studies, Simulations, Interactive Scenarios
• Group or Individual : Both
 Case Studies

• Description : In-depth analysis of real / fictional cases (Identify Problems & Solutions
• Evaluation Criteria : Depth of Analysis, Critical thinking, Applicability of solutions
• Pedagogy : Inquiry-based Learning, Collaborative Learning
• Learning Domain : Cognitive & Affective (Analyzing, Evaluating)
• Implications : Problem-solving and Decision making skills
• Appropriate Subjects : Law, Business, Medicine
• Tips for Implementation : Clear Guidance, Encourage Evidence based Analysis
• Tools & Technology : Research, Discussion, Report writing, Online databases, Collaborative Platforms
• Group or Individual : Both
 Essays

• Description : Written responses to prompts requiring analysis & argumentation

• Evaluation Criteria : Coherence, Argumentation Strength, Evidence Integrity, Writing quality
• Pedagogy : Expository, Argumentative
• Learning Domain : Cognitive (Evaluating & Creating)
• Implications : Depth of Understanding, Communication Skills
• Appropriate Subjects : Humanities, Social Sciences, Law
• Tips for Implementation : Clear Guidelines, Prompt Feedback
• Tools & Technology : Research writing, Referencing, Word Processors, Citations, Plagiarism checkers
• Group or Individual : Individual
 Field Reports

• Description : Observe, Document, Analyze and Present real-world field visits

• Evaluation Criteria : Observation accuracy, Analysis depth, Organization, Language
• Pedagogy : Inquiry-based and Experiential Learning
• Learning Domain : Cognitive & Affective (Analyzing, Medium to HOTS)
• Implications : Connects theory with real-world contexts
• Appropriate Subjects : Social Science, Geography, Biology, Anthropology
• Tips for Implementation : Provide observation checklists and Report formats
• Tools & Technology : Field notes, Audio/Video Recordings, Cameras, Data collection apps
• Group or Individual : Individual
 Open Book Examination

• Description : Students can refer their notes and text books during examination
• Evaluation Criteria : Application of knowledge, Critical thinking, Synthesis
• Pedagogy : Constructivist, Inquiry-based Learning
• Learning Domain : Cognitive (Applying, Analyzing)
• Implications : Encourages understanding over memorization
• Appropriate Subjects : All subjects
• Tips for Implementation : Design questions that require applying and analyzing
• Tools & Technology : Digital Libraries, LMS, Open access resources, Time constrained tasks
• Group or Individual : Individual
 Role Play

• Description : Act roles to explore scenarios or perspectives

• Evaluation Criteria : Realism, Engagement, Relevance, Collaboration
• Pedagogy : Experiential Learning (Drama based)
• Learning Domain : Cognitive & Affective (Applying & Evaluating HOTS)
• Implications : Enhances empathy, perspective-thinking
• Appropriate Subjects : Social Science, Language, Health Sciences
• Tips for Implementation : Debrief after activities to reinforce learning
• Tools & Technology : Scripts, props, reflection sheets, video tools, virtual meeting platforms
• Group or Individual : Group
 Workshop Training

• Description : Hands-on, interactive training sessions aim at skill building

• Evaluation Criteria : Skill demonstration, participation, pre/post test, reflective journaling
• Pedagogy : Experiential learning, Constructivism
• Learning Domain : Cognitive & Psychomotor ( Apply, Analyze)
• Implications : Build practical competence, time bound learning
• Appropriate Subjects : All subjects
• Tips for Implementation : Align with outcome, Balance theory with practice
• Tools & Technology : LMS, Simulation tools, Handouts
• Group or Individual : Both
 OJT / Apprenticeship

• Description : Real-world workplace learning under supervision

• Evaluation Criteria : Supervisor feedback, task performance, progress logs, observation
• Pedagogy : Situated Experiential learning, Cognitive apprenticeship
• Learning Domain : Psychomotor & Affective ( Apply, Create)
• Implications : Bridges theory-practice gap, foster employability
• Appropriate Subjects : Engineering, Trade, Health care, Business, Culinary art
• Tips for Implementation : Set clear expectations, Provide Mentorship, Integrate feedback loops
• Tools & Technology : Portfolio tools, video documentation, Workplace system
• Group or Individual : Individual with mentor support
 Conference Presentation

• Description : Present research or project findings

• Evaluation Criteria : Content clarity, research depth, communication skill, audience engagement
• Pedagogy : Inquiry based learning, Project based learning
• Learning Domain : Cognitive & Affective (Analyze & Evaluate)
• Implications : Develop communication skill, confidence, academic rigor
• Appropriate Subjects : All subjects
• Tips for Implementation : Provide templates, practice sessions, feedback rounds
• Tools & Technology : Presentation software, recording tools, research analysis tools
• Group or Individual : Both
 Website Development

• Description : Design and build websites for projects, research and portfolios
• Evaluation Criteria : Functionality, Design, Content accuracy, Creativity, Usability
• Pedagogy : Project based Learning, Constructivism
• Learning Domain : Cognitive & Psychomotor (Creation, Evaluation)
• Implications : Digital Literacy, Ownership
• Appropriate Subjects : Computer Science, Media, Entrepreneurship
• Tips for Implementation : Set Milestones for content planning, design and deployment
• Tools & Technology : HTML/CSS, Multimedia, Website development & deployment tools
• Group or Individual : Both
 Digital Assessment

• Description : Online Tests / Quizzes (Teacher Led / Automated Evaluation)

• Evaluation Criteria : Accuracy, Time taken, Completion, Integrity
• Pedagogy : Behaviorist, Constructivist
• Learning Domain : Cognitive (Remembering to Apply)
• Implications : Immediate feedback, Scalable
• Appropriate Subjects : STEM, Language, Humanities
• Tips for Implementation : Randomize questions & choices, Include Feedback
• Tools & Technology : MCQs, LMS, Online Test Tools (Both objective & Descriptive)
• Group or Individual : Individual
 Concept Map

• Description : Visual representation of knowledge connections on a specific topic

• Evaluation Criteria : Structure, Accuracy, Complexity, Linkage
• Pedagogy : Visual Learning, Constructivist
• Learning Domain : Cognitive (Analyze, Evaluate)
• Implications : Enhance Knowledge Integration
• Appropriate Subjects : Science, History, Literature
• Tips for Implementation : Train students on visualization and meaningful linking phrases
• Tools & Technology : Manual, Digital Mind Maps
• Group or Individual : Both
 Simulation and Game based Assessment

• Description : Real-world problem solving in simulated / game based environment

• Evaluation Criteria : Problem-solving, engagement, decision-making, adaptability
• Pedagogy : Experiential Learning, Gamification
• Learning Domain : Cognitive & Psychomotor (Apply, Analyze, Create)
• Implications : Increase engagement, Support Skill Transfer
• Appropriate Subjects : STEM, Economics, Health Sciences
• Tips for Implementation : Align game mechanics with learning objectives
• Tools & Technology : Digital game based learning tools, AR/VR, Role Play
• Group or Individual : Both
 Digital Artifacts

• Description : Students create digital outputs (apps, info graphic, animations etc.)
• Evaluation Criteria : Innovation, technical quality, subject relevance, functionality
• Pedagogy : Project based learning, Maker Innovation
• Learning Domain : Cognitive & Psychomotor ( Creating & Evaluating)
• Implications : Digital tool fluency, Creativity
• Appropriate Subjects : Art, STEM, Technology
• Tips for Implementation : Allow diverse formats, Scaffold design phases
• Tools & Technology : Multimedia Software, Graphic Design, Coding platforms, AR/VR Tools
• Group or Individual : Both
 Video for Presentation

• Description : Students record a video explaining a concept / project / argument

• Evaluation Criteria : Clarity, Structure, Creativity, Content accuracy, Delivery
• Pedagogy : Multimodal Learning, Flipped Learning
• Learning Domain : Cognitive & Affective (Applying, Creating)
• Implications : Foster digital communication and presentation skills
• Appropriate Subjects : Media studies, Science, Languages
• Tips for Implementation : Provide exemplars and basic video production tips
• Tools & Technology : Video creation & editing products / software, Video hosting paltform
• Group or Individual : Both
 Portfolio for Reflective Diaries

• Description : A collection of Students’ work and reflections over time

• Evaluation Criteria : Depth of reflection, Evidence of Learning, Personal Growth
• Pedagogy : Self-Directed Learning, Reflective Practice
• Learning Domain : Cognitive & Affective ( Evaluating, Creating)
• Implications : Self-Assessment, Life-long learning
• Appropriate Subjects : All especially education, psychology, arts
• Tips for Implementation : Encourage regular entries, Provide Prompts for reflections
• Tools & Technology : Journals, blogs, e-portfolios, Multimedia entries
• Group or Individual : Individual
 Blogs and Vlogs

• Description : Students publish written (blogs) or videos (vlogs)

• Evaluation Criteria : Content relevance, creativity, engagement, multimedia usage, Language skill
• Pedagogy : Social and Reflective Learning
• Learning Domain : Cognitive & Affective (Creating & Evaluating)
• Implications : Develop authentic communication and public writing skills
• Appropriate Subjects : Language, Arts, Journalism, Media studies
• Tips for Implementation : Emphasis on digital citizenship, privacy and copyright issues
• Tools & Technology : Blogger, Video hosting tools, CMS tools, SEO and Analytics,
• Group or Individual : Individual
 Build Wiki

• Description : Collaborative content creation

• Evaluation Criteria : Accuracy, Collaboration, Depth, Organization, Citations
• Pedagogy : Inquiry-based and Collaborative Learning
• Learning Domain : Cognitive (Analyze, Create)
• Implications : Promote research, synthesis and team work
• Appropriate Subjects : History, Science, Literature
• Tips for Implementation : Assign specific roles (editor, researcher, fact-checker)
• Tools & Technology : Writing, Editing, Peer review | Wiki spaces & similar sites
• Group or Individual : Group
 Podcasts

• Description : Audio recordings and discussion on specific topics

• Evaluation Criteria : Clarity, Engagement, Content Accuracy
• Pedagogy : Constructivist, Communicative Learning
• Learning Domain : Cognitive & Affective (Applying, Analyzing)
• Implications : Develop communication & technical skills
• Appropriate Subjects : Media studies, Communication, Language, Arts
• Tips for Implementation : Provide guidelines on content format and promote technical support
• Tools & Technology : Podcast platforms, Audio recording/editing software & tools
• Group or Individual : Both
 Poster

• Description : Visual representation of information on a particular topic

• Evaluation Criteria : Design, clarity, accuracy, creativity
• Pedagogy : Project-based learning, Visual learning
• Learning Domain : Cognitive & Affective (Understanding & Applying)
• Implications : Enhances visual communication skills
• Appropriate Subjects : Science, Social Science and Arts
• Tips for Implementation : Set design criteria, Encourages creativity
• Tools & Technology : Multimedia & Graphic design tools & software
• Group or Individual : Both
 Info Graphics

• Description : Graphical representation of data or information

• Evaluation Criteria : Visual appeal, accuracy, clarity, in formativeness
• Pedagogy : Inquiry-based Learning, Visual literacy, data interpretation
• Learning Domain : Cognitive (Analyzing, Evaluating)
• Implications : Develop data visualization skills
• Appropriate Subjects : All Subjects
• Tips for Implementation : Provide exemplars and evaluation rubrics
• Tools & Technology : Info graphic tools, Data sources
• Group or Individual : Both
 Digital Story Telling

• Description : Create Multimedia narratives to express perspectives

• Evaluation Criteria : Narrative clarity, creativity, technical quality, Subject relevance
• Pedagogy : Constructivist, Narrative based learning
• Learning Domain : Cognitive & Affective (Creating , Evaluating)
• Implications : Enhances engagement, empathy, creativity
• Appropriate Subjects : Language, Arts, Social studies, History
• Tips for Implementation : Provide a script template and examples
• Tools & Technology : Storyboarding, Video/Audio editing
• Group or Individual : Both
 Story Boarding

• Description : Plan & visualize narrative structures / processes, Sketch out frames
• Evaluation Criteria : Logic, Creativity, Sequence, Clarity
• Pedagogy : Project-Design-based Learning, Narrative Pedagogy
• Learning Domain : Cognitive & Affective (Creating)
• Implications : Strengthen Planning and visualization
• Appropriate Subjects : Media studies, STEM for process visualization, Language
• Tips for Implementation : Encourage drafting; Use templates to save time
• Tools & Technology : Story board Digital design software, Templates,
• Group or Individual : Both
 Design Projects

• Description : Create Meaningful Products and Outcomes

• Evaluation Criteria : Planning, Execution, Research Depth, Collaboration, Final Output
• Pedagogy : Inquiry-based, Student-centered
• Learning Domain : All Domain with HOTS (Creating)
• Implications : Foster Autonomy, Integration of Skills
• Appropriate Subjects : All Subjects
• Tips for Implementation : Phased Timelines, Assess both process and product
• Tools & Technology : Project Timelines, Collaboration tools / Workspace, Research Databases,
• Group or Individual : Both
 Hackathon / Ideathon

• Description : Intensive, time bound innovation challenges to solve real problems

• Evaluation Criteria : Creativity, feasibility, team work, presentation, impact
• Pedagogy : Problem based learning, Design thinking
• Learning Domain : Cognitive & Psychomotor (Analyze, Create)
• Implications : Encourages innovation, real time problem solving
• Appropriate Subjects : Technology, Business, Engineering, Social Innovation
• Tips for Implementation : Define challenges clearly, provide mentors, foster cross-functional team
• Tools & Technology : Coding platforms, prototyping tools, collaborative apps
• Group or Individual : Group
 Discussion Forum Participation

• Description : Structured online or in-person discussion on academic topics

• Evaluation Criteria : Quality of posts, critical thinking, engagement, referencing
• Pedagogy : Socratic method, Inquiry based dialogic learning
• Learning Domain : Cognitive & Affective (Understand & Evaluate)
• Implications : Enhance critical thinking, peer interaction, expression
• Appropriate Subjects : All subjects
• Tips for Implementation : Use prompts, set clear rules, encourage respectful dialogues
• Tools & Technology : LMS forum, discussion boards, , pad lets, flip grids
• Group or Individual : Individual contribution in group
 Reflective Journals or De-Brief

• Description : Students reflect on their learning experiences

• Evaluation Criteria : Clarity, depth, insight, relevance, critical analysis, actionable feedback
• Pedagogy : Experiential learning
• Learning Domain : Affective, Meta cognitive (Analyze, Evaluate)
• Implications : Self regulation, identify key takeaways and gaps
• Appropriate Subjects : All Subjects
• Tips for Implementation : Encourage honest, Give guiding prompts, Low-stake assessment
• Tools & Technology : Google docs, Padlet, Video reflections, LMS Journals,
• Group or Individual : Individual
 Fact Sheet

• Description : Key information about a topic in concise format

• Evaluation Criteria : Clarity, Accuracy, organization, visuals
• Pedagogy : Inquiry based Descriptive learning
• Learning Domain : Cognitive (Remembering & Understanding)
• Implications : Build research & summarize skills
• Appropriate Subjects : Science, History, Geography
• Tips for Implementation : Provide formatting and citation templates
• Tools & Technology : Presentation slides, Info graphic creator, document editors
• Group or Individual : Individual or Pair
 Annotated Anthology

• Description : Collect and annotate texts around a theme

• Evaluation Criteria : Text selection, annotation quality, thematic coherence
• Pedagogy : Inquiry based, experiential learning
• Learning Domain : Cognitive & Affective (HOTS)
• Implications : Deepens literary appreciations and analysis
• Appropriate Subjects : Language literature
• Tips for Implementation : Scaffold annotation skills, Encourage personal connections
• Tools & Technology : Digital annotation tools, Collaborative documents & editors
• Group or Individual : Both
 Anecdotal Records

• Description : Teachers record brief, factual observations / performance over time

• Evaluation Criteria : Frequency, relevance, developmental indicators
• Pedagogy : Developmental learning
• Learning Domain : Affective (Behavioral)
• Implications : Support formative assessment & individual tracking
• Appropriate Subjects : Education
• Tips for Implementation : Mix difficulty levels, Include Open-ended challenges
• Tools & Technology : Use focused observation targets and avoid judgmental language
• Group or Individual : Individual
 Journal Publications

• Description : Research Article Submission

• Evaluation Criteria : Literature Review, Problem addressed, Novelty, Analysis, Discussion
• Pedagogy : Inquiry based learning, Problem-based Learning
• Learning Domain : Cognitive (Analyze, Evaluate, Create)
• Implications : Research based learning, Alternate solution, Future scope
• Appropriate Subjects : Research based subjects
• Tips for Implementation : Training on problem identification, hypothesis formation, article writing
• Tools & Technology : Access to journal database, research citation, analytical tools, documentation
• Group or Individual : Both
 Historical Trial

• Description : Role play a court room trial based on historical events

• Evaluation Criteria : Argument strength, Use of evidence, Presentation skills
• Pedagogy : Experiential Learning, Role play
• Learning Domain : Cognitive & Affective ( Evaluating)
• Implications : Build empathy, public speaking, argumentation
• Appropriate Subjects : History, Civic, Social studies
• Tips for Implementation : Assign clear roles and assess both process and product
• Tools & Technology : Video tools, scripts, costumes, presentation software, recordings
• Group or Individual : Group
 Article Critique

• Description : Critical evaluate a scholarly article

• Evaluation Criteria : Critical insight, structure, evidences for the critique
• Pedagogy : Inquiry based critical thinking
• Learning Domain : Cognitive (Analysis, Evaluating with HOTS)
• Implications : Promote academic literacy and skepticism
• Appropriate Subjects : Science, Media, Social Science
• Tips for Implementation : Provide exemplar critiques, structured framework
• Tools & Technology : Annotation tools, citation software, online journals, reference managers
• Group or Individual : Individual
 Student Interview

• Description : Conduct structured interviews

• Evaluation Criteria : Clarity, insight, articulation, relevance
• Pedagogy : Inquiry based reflective learning
• Learning Domain : Cognitive & Affective ( Analyzing Medium to High)
• Implications : Build confidence, insight into different perspectives
• Appropriate Subjects : Social science, Counseling
• Tips for Implementation : Use open ended questions, avoid yes/no formats
• Tools & Technology : Interview guides, audio / voice recorders, Virtual Conference tools
• Group or Individual : Individual
 Questionnaire Creation

• Description : Design surveys (open or close ended) for both quantitative & qualitative analysis
• Evaluation Criteria : Question clarity, bias avoidance, structure, analytical insights
• Pedagogy : Inquiry-based Learning,
• Learning Domain : Cognitive & Affective (Analyzing, Evaluating)
• Implications : Promote data literacy and research skills
• Appropriate Subjects : Social science, Psychology, Marketing, Education
• Tips for Implementation : Teach bias of survey design, Pre-test questionnaire before distribution
• Tools & Technology : Online survey platforms, Spreadsheets
• Group or Individual : Both
 Data set based Assessment

• Description : Analyze pre-existing datasets to draw conclusions & test hypothesis

• Evaluation Criteria : Data handling, accuracy, insight, clarity of analysis
• Pedagogy : Inquiry based analytical learning
• Learning Domain : Cognitive (Analyze, Evaluate)
• Implications : Develop data literacy and critical thinking
• Appropriate Subjects : Data science, Economics, Sociology
• Tips for Implementation : Clear Guidelines, Prompt Feedback
• Tools & Technology : Provide scaffold instructions, check for plagiarism for interpretations
• Group or Individual : Both
 Data Collection

• Description : Gather primary data through survey, observation or experiments

• Evaluation Criteria : Relevance, validity, ethical compliance, accuracy
• Pedagogy : Experiential Learning, Constructivist
• Learning Domain : Cognitive & Psychomotor (Apply and Analyze)
• Implications : Reinforces research methods and ethics
• Appropriate Subjects : Psychology, Environmental science, Marketing
• Tips for Implementation : Review tool for bias, ensure content and privacy
• Tools & Technology : Forms, sensors, mobile apps, worksheets
• Group or Individual : Group
 Bibliographic Analysis

• Description : Critically evaluate a set of references related to a topic

• Evaluation Criteria : Depth, relevance, synthesis, critical judgment
• Pedagogy : Inquiry based learning
• Learning Domain : Cognitive (Analyze, Evaluate)
• Implications : Develop research acumen and source evaluation
• Appropriate Subjects : Research intensive disciplines
• Tips for Implementation : Provide source types, Explain how to use citation databases
• Tools & Technology : Citation tools, library databases, Mendeley, Google scholar, Zotero
• Group or Individual : Individual
 Situational Judgment Test

• Description : Choose the best response from scenario

• Evaluation Criteria : Justification, Ethical reasoning, Decision Quality
• Pedagogy : Case based Learning
• Learning Domain : Cognitive & Affective (Analyze, Evaluate)
• Implications : Assess real-world decision making
• Appropriate Subjects : Health Sciences, Business, Education
• Tips for Implementation : Validate scenarios with experts, Encourage written justifications
• Tools & Technology : Online quiz, interactive videos, video branching tools
• Group or Individual : Individual
 Incomplete solution set

• Description : Complete partially solved problems

• Evaluation Criteria : Logic, accuracy, continuity, completeness
• Pedagogy : Constructivism, Scaffolding
• Learning Domain : Cognitive (Apply & Analyze)
• Implications : Understanding and bridging the gaps
• Appropriate Subjects : Programming, Mathematics, Logic related subjects
• Tips for Implementation : Include Examples, Ensure clarity in what is missing
• Tools & Technology : Worksheets, Coding IDEs, Googl Colab tools, PDF annotators,
• Group or Individual : Individual
 Incorrect solution set

• Description : Students critique or correct flawed solutions

• Evaluation Criteria : Error identification, explanation, correction quality
• Pedagogy : Meta cognition
• Learning Domain : Cognitive (Evaluation)
• Implications : Deepens conceptual clarity
• Appropriate Subjects : STEM, Logic based fields
• Tips for Implementation : Ensure errors are pedagogically useful
• Tools & Technology : Discussion boards, Annotated documents,
• Group or Individual : Both
 Survey Instruments

• Description : Design and test tools for collecting qualitative & quantitative data
• Evaluation Criteria : Clarity, bias reduction, relevance, ethics
• Pedagogy : Experiential learning, Research-based
• Learning Domain : Cognitive (Analyze, Create)
• Implications : Build research and tool design skills
• Appropriate Subjects : Social sciences, Education, Business, Health Sciences
• Tips for Implementation : Include pilot stages, Knowledge about scale types & bias
• Tools & Technology : Survey platforms, Forms / spread sheets, survey analytic tools
• Group or Individual : Both
 Tripartite Submission

• Description : Three stages of submission (Draft, Peer-reviewed, Final Product)

• Evaluation Criteria : Improvement over time, Feedback integration, Final quality
• Pedagogy : Experiential Learning, Peer-assisted collaborative Learning
• Learning Domain : Cognitive (Evaluate, Create)
• Implications : Emphasis process and learning from feedback
• Appropriate Subjects : Thesis based subjects
• Tips for Implementation : Provide detailed rubrics, Allow anonymous peer review feedback
• Tools & Technology : Collaborative doc tools (version history), Peer review platforms,
• Group or Individual : Individual
Checklist for Authentic Assessment

Task reflects Real-world Contexts ?

Student Centered and Open-Ended ?

Performance Based?

Clear Criteria and Rubrics ?

Opportunities for Reflection ?

In the changing paradigm of higher education, authentic assessment empowers
learners with real-world skills, critical thinking, and adaptability, aligning
education with the demands of a dynamic, future-focused world
 References

• Eliana Elkahoury, A guide to Alternative Assessments, Teaching Commons

• Damian Gordon, The Hitch-hiker’s Guide to Alternative Assessment
• Deakin University, Authentic Assessment Methods : A practical Handbook for Teaching Staff Part I
• A Weleschuk, Online Assessment in Higher Education, University of Waterllo
• Commonwealth of Learning : MOOC course on Authentic Assessment for Learning (Dr. Jason Openo)
• University of Calgary, Taylor Institute for Teaching and Learning, Alternative Online Assessments
• Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., Kustra, E., & Van Gastel, G. (2015). Learning outcomes
assessment: A practitioner’s handbook. Toronto, ON: Higher Education Quality Council of Ontario.
•Oasis (CoL) : M Beukes-Amiss : Making Digital Assessment Count : Designing for engagement
•J Tai 2023, Assessment for inclusion : rethinking contemporary strategies in assessment design
•Dianne Conrad and Jason Openo : Assessment strategies for online learning : Engagement and Authenticity
• https://www.hurix.com/rethinking-traditional-assessment-methods-the-shift-towards-authentic-
assessment/

• UGC : Evaluation Reforms in Higher Education Institutions

• UGC : Innovative Teaching and Evaluation Guidelines
• AICTE : Examination reform policy