Authentic assessment is co-created, intentional, and responsive. It is not something we add on, but it is woven into the learning. It lives in the choices we make about what to observe, what to document, and how we invite learners to reflect. When we make those choices visible, learners begin to see assessment as something they own.
This shift takes time. It takes modeling and guiding. It asks us to rethink our role, moving from evaluator to partner. It also requires us to remember that everything is assessment: every question asked, reflection shared, and choice a learner makes. When we design with that in mind, we support learners in becoming more independent, thoughtful, and capable.
That is the kind of teaching many of us are striving for. In this kind of classroom, assessment is not a moment at the end of a unit. It is embedded in daily practice. It helps learners make meaning of their process, not just their product. It gives them opportunities to self-correct, refine, and grow. It builds their capacity to listen to feedback with an open mind and use it as a stepping stone for growth.
When learners begin to see assessment as something they can navigate and shape, it changes everything. They are no longer just meeting expectations. They are setting them. In doing so, they become the kind of learners who know how to monitor their own progress, advocate for support, and celebrate their growth along the way. This is where authentic assessment shines.
Blogs
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Guides
Podcasts
Videos
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Dylan Wiliam:
Feedback on learning |
Keeping Assessment Relevant and "Authentic"
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Peer Assessment: Reflections from
Students and Teachers |
Co-creating success criteria, Sara Carroll
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