Making your assessment authentic

The most recent assessment conducted was using the Traditional assessment tool which refers to the conventional methods of evaluating students’ knowledge, skills, and understanding in an educational setting. Some common examples of traditional assessment methods include:

  • Multiple-Choice Tests: These assessments present students with a question or statement and several answer choices, of which they must select the correct one.
  • True/False Questions: Students are asked to determine the accuracy of statements as either true or false.
  • Fill-in-the-Blank: Students complete sentences or phrases by filling in missing words or phrases.
  • Short Answer Questions: Students provide brief written responses to questions or prompts.
  • Matching Exercises: Students match items from one column to corresponding items in another column, often used to assess knowledge of vocabulary or concepts.
  • Standardized Tests: These assessments are designed to measure a student’s knowledge or skills in a consistent and uniform manner and are often used for large-scale assessments, such as state or national exams.

Advantages of Traditional assessments:

  • They are easy to administer and score.
  • They provide a structured and standardized means of assessment.
  • They are suitable for assessing certain types of knowledge, such as factual recall and basic understanding.
  1. Assessment designed was a practical on spreadsheet program. students were supposed to prepare a sample exam master sheet for 10 students using MS Excel. The exam was from year 11 computer studies.

  2. The assessment task was authentic, as in real live MS Excel is used to organize numeric data and perform calculations using functions and formulas. In addition, doing the practical students will learn the features and can apply in their real live as well.

Performing a practical using the computer in MS Excel and then noting the steps they used to complete the task. Combines both traditional and authentic assessment. The task is teacher structured but requires students to do a task by remembering what to do and then remember the steps and write down. Students use what they have learnt in real life situation to perform calculations.

  1. Think of one assessment you have designed for your learners in your subject area.
    Assessments and Term End Exams conducted are normally designed using blueprints and questions types vary based on blooms taxonomy.
  2. Use the comparison in Table 2 to decide if your assessment task is traditional or authentic.
    With reference to Table 2, our assessments task designed are a mixture of both traditional and authentic. Our examinations provides teachers a snapshot of what the students know and also provides teachers a more complete picture of what the students know and what they can do with what they know. Our test are usually standardized and use pen and paper with multiple-choice, true or false or matching type test items. It also asks students to perform real-world tasks that demonstrate meaningful application of what they have learned.

1.At the ESL institute that I teach in, the assessment that we regularly conduct is the Promotional and Speaking Test.

  1. The assessment tasks are both traditional and authentic. Promotional Test falls in the traditional category in the form of summative assessment where the students are tested in Listening, Reading and Vocabulary. Whereas the Speaking Test falls under the authentic category because students are to construct a speech presentation applying phrases or vocabs learnt on a given or chosen topic. Teachers assess the students speaking by giving points on relevancy, constructive, expressions, grammar, fluency, pronunciation and tone.

In Fiji mostly exam papers are prepared which is a traditional form of assessment where students are to sit for the paper as per the timetable and complete at a given time frame. Traditional assessments are most frequently used to evaluate students, rank them, and assign a final grade . Traditional assessments generally involve the use tests, quizzes, and homework as the means for evaluation. At the moment we all are preparing Annual examinations for grading purpose in Fiji

Prepared Annual Examination and it is traditional form of assessment

1.Diagnostic assessment ,and formative assessment for homework .
2.It was a traditional assessment.

One assessment I have designed for my learners in my subject area is a written test where they have to choose the correct answer from multiple choice options. Based on the comparison in Table 2, this assessment task would be considered traditional because it involves choosing an answer, is artificial, and provides indirect evidence of learning.

I believe that traditional assessments have their place in education, as they can be useful for testing basic knowledge and understanding of concepts. However, I also see the value in authentic assessments, as they can provide a more accurate reflection of a student’s abilities and skills in real-life situations.

I would be interested to hear others’ thoughts on this topic in the discussion forum. Do you think traditional assessments are still relevant in today’s education system, or do you believe that authentic assessments should be used more frequently? What are the benefits and drawbacks of each approach? Let’s discuss and share our perspectives.

One assessment I have designed is the end of the term assessment-definitely a traditional approach.Yes ,it does cause anxiety for some students.
On the other hand,stidents very much enjoy the CAT(Common Assessment Task)where a deadline is given for the task to be completed,but the pace at which each students work is independent of each other and the teacher.

Thus,authentic assessment makes learning more enjoyable, engaging and realistic for students.

  1. Practical assessment (Database)
    Task given after learning activity, done on computers individually with flexibility, peer teaching and facilitator guidance.
  2. Authentic – task performed, real life, applying skills learnt, learners use their own set of fictious data and are creative in designing forms and reports, direct evidence.

One assessment I have designed for my learners in my subject area is a traditional multiple-choice test. Looking at Table 2, I would classify this assessment as traditional. This is because the test is focused on measuring students’ knowledge and understanding of specific facts and concepts within the subject area, rather than assessing their ability to apply that knowledge in a real-world context. The questions are structured in a way that allows for a single “correct” answer, and there is no room for interpretation or creativity on the part of the student. While this type of assessment can be useful for testing rote memorization and basic understanding, it may not fully capture the depth of a student’s learning or their ability to apply their knowledge in a meaningful way outside of the classroom.


  1. One assessment I had designed was for Year 1 level number recognition up to 20. In this assessment, I wrote numbers from 1-20 shuffled in a paper and students were called one at a time to look and say the numbers out loud.
  2. Looking at table 2, I would say that the assessment i am giving to the students is still traditional because it is teacher-centered.

The assessment that I have designed for my learners is as follows:


You are working as a technical support specialist for a computer repair company. A client has reported a display issue on their computer. The client’s computer screen suddenly went blank while they were working on an important project. They have provided some information about the problem, but they need your help to diagnose and fix it remotely.


  1. Diagnosis (20 minutes):
  • Review the provided information about the issue (e.g., client’s description, error messages if any).
  • Use remote access software (simulated) to connect to the client’s computer.
  • Diagnose the possible causes of the display problem based on the information provided and your troubleshooting skills.
  • Document your diagnostic process, including the steps you take and the potential causes you identify.
  1. Troubleshooting and Resolution (30 minutes):
  • Based on your diagnosis, attempt to troubleshoot and resolve the display issue.
  • Apply appropriate troubleshooting techniques (e.g., checking connections, updating drivers, adjusting display settings) to resolve the problem.
  • Provide clear and detailed instructions or explanations for the steps you take to address the issue.
  • Document the actions you perform and the outcome of each step.
  1. Communication (10 minutes):
  • Write a concise summary of the problem, your diagnostic process, and the solution you implemented.
  • Craft an email or communication to the client explaining the issue, the steps taken to resolve it, and any recommendations or precautions for the future.
  • Use clear and professional language in your communication.

Evaluation Criteria:

  • Accurate diagnosis of the display problem based on the provided information.
  • Systematic troubleshooting process showcasing relevant steps and techniques used.
  • Effectiveness of the resolution and ability to restore the display functionality.
  • Clarity, completeness, and professionalism in communication to the client.
  • Documentation of the entire process, including the diagnostic steps, troubleshooting actions, and communication.

The above assessment task is authentic.

Prepared an annual examination where children have to answer the question. Its a traditional task.

Annual Examination at the end of the Term.
This is a summative assessment and a Traditional type of assessment
-However I believe that authentic assessments are more effective because it will help students to develop their skills.