{"id":418,"date":"2021-07-15T13:59:07","date_gmt":"2021-07-15T13:59:07","guid":{"rendered":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/designing-authentic-online-assessments\/"},"modified":"2021-12-09T03:59:20","modified_gmt":"2021-12-09T03:59:20","slug":"designing-authentic-online-assessments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/designing-authentic-online-assessments\/","title":{"raw":"Authentic Online Assessments","rendered":"Authentic Online Assessments"},"content":{"raw":"<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Introductory Brainstorm Activity<\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nIn order to design authentic assessments with intention, please think about a course you teach. Then, consider these questions:\r\n<ul>\r\n \t<li>How does the course support learners in becoming industry ready?<\/li>\r\n \t<li>How does the course help students to become community-minded citizens?<\/li>\r\n \t<li>How does the course prepare learners to be ethical and inclusive professionals?<\/li>\r\n \t<li>What real-world tasks are common in this industry and\/or community?<\/li>\r\n<\/ul>\r\nPlease respond to at least five questions that relate to you. Then export this data and save the file. You will revisit these ideas at the end of this chapter.\r\n\r\n&nbsp;\r\n\r\n[h5p id=\"129\"]\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>From Traditional Assessment to Authentic Assessment<\/h2>\r\nAuthentic assessment supports the belief that students need to perform meaningful tasks in the real world in order to become productive citizens. To help students become proficient in the real world, they should build competency in tasks by taking on \u201creal-world challenges\u201d[footnote]Muller, J. (2018). <a href=\"http:\/\/jfmueller.faculty.noctrl.edu\/toolbox\/whatisit.htm#similar\">Authentic Assessment Toolbox<\/a>.[\/footnote] in collaborative, multidimensional ways.\r\n\r\nThrough authentic assessment, learners demonstrate achievement by applying their knowledge. Authentic assessment measures the application of knowledge rather than the content knowledge itself.\r\n\r\nLearners also become more acutely aware of their own skill development and learn to clearly articulate their skills and how they might work to improve in certain skill areas.\r\n<div class=\"textbox callout\"><strong>Authentic assessment is experiential.<\/strong> Learners become immersed in meaningful tasks that build relevant skills and help them meet their personal and professional goals. Learners can take ownership over their learning experience and develop awareness of their skill development over time.<\/div>\r\nExamples of authentic assessments [footnote]Authentic Assessments. (2021). Seneca College Teaching and Learning Centre. [\/footnote] include:\r\n<ul>\r\n \t<li>public-facing presentations, videos, posters, podcasts, infographics, etc.<\/li>\r\n \t<li>systems mapping<\/li>\r\n \t<li>sharing circles<\/li>\r\n \t<li>proposals<\/li>\r\n \t<li>and more.<\/li>\r\n<\/ul>\r\n<h2>Knowledge Check: Traditional or Not? (MOVED TO TRADITIONAL ASSESSMENT CHAPTER)<\/h2>\r\nLet's review your understanding of traditional assessments in a short activity.\r\n\r\nHere are some examples of assessments that are common in virtual learning environments. Each is assessing student knowledge of military service of Indigenous Peoples and Black Canadians. Review each assessment below and indicate if it is a traditional assessment or not (let's call it \"authentic\" assessment). If you are not sure, select \u201cnot sure\u201d. If you are incorrect, check the explanation that supports each response.\r\n\r\n[h5p id=\"126\"]\r\n<h2>Review Activity: Traditional vs. Authentic Assessment<\/h2>\r\nConsider these contrasting approaches. For the dialogue cards below, read the traditional assessment, and consider an alternative authentic assessment. Then, flip the card to view an option we've come up with.[footnote]Adapted from Mueller, J. (2012)<a href=\"http:\/\/jfmueller.faculty.noctrl.edu\/toolbox\/whatisit.htm#similar\"> Authentic Assessment Toolbox<\/a> and <a href=\"https:\/\/cfdev.senecacollege.ca\/tl\/nutshell\/s20\/module11\/\">Seneca College Authentic Assessment Nutshell<\/a>[\/footnote]\r\n\r\n[h5p id=\"128\"]\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--reflection\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Reflection<\/h2>\r\n<\/header>[h5p id=\"123\"]\r\n\r\n<\/div>\r\n<blockquote>Assessment is subjugated by a Western worldview...much of the mainstream culture-infused, linguistic-laden practices of assessment disadvantage Indigenous students.[footnote]Preston, J. P. &amp; Claypool, T. (2021, July 16). <a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2021.679972\/full\">Analyzing assessment practices for Indigenous students<\/a>.[\/footnote]<\/blockquote>\r\nIntegrating online assessment practices that prioritize human experience and individual learning can foster inclusive learning environments and encourage learners to create their own transformative learning experiences. Furthermore, equitable and inclusive assessment design can help to dismantle systemic inequities caused by racism, bias and discrimination.[footnote]Stommel, J. (2021, June 11). <a href=\"https:\/\/www.jessestommel.com\/ungrading-an-introduction\/\">Ungrading: An Introduction<\/a>. JessieStommel.com.[\/footnote]\r\n<h3>Challenges to Authentic Assessment<\/h3>\r\nTransforming from traditional to authentic modes of assessment may seem daunting and counterintuitive for some faculty. Here are some common concerns expressed by faculty. Click on each quote to review a response\/counterargument:\r\n\r\nAs you go through the types and examples of online assessment in this module, consider how each assessment meets these criteria for effective online design.\r\n<h2>Four Types of Authentic Online Assessment<\/h2>\r\nIn this section, we will overview four types of student-centred online assessment. For each assessment type, review examples of techniques that help to improve the quality of our assessment design to improve student learning.\r\n\r\nAll four types of assessment should be frequent and ongoing throughout your course. However, when planning your assessment strategy, prioritize formative low-stakes assessment over high-stakes assessment to limit burnout for students and instructors alike. For graded assessments, ensure that the expected workload for students is reasonable for the weighting of the task.\r\n\r\n<details open=\"open\"><summary>Prior Knowledge Assessment<\/summary>\r\n<div class=\"collapsed\">\r\n\r\n<strong>Explanation:<\/strong> These are diagnostic and help us determine the needs of learners at the individual and group level. They show what students already know or can do. Teachers use this data to clarify learning goals and adapt lessons to meet learners where they are at. They are not graded and help us determine the needs of learners at the individual and group level.\r\n\r\nThese assessments can \u201cactivate\u201d learners\u2019 prior knowledge, helping them connect new ideas to prior knowledge. Watch the 1:56 minute video to learn more about activating prior knowledge.\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=llLlcZEKFSY[\/embed]\r\n\r\n<hr \/>\r\n\r\n<strong>Online Examples Overviewed in this Module:<\/strong>\r\n<ul>\r\n \t<li>Concept mapping<\/li>\r\n \t<li>Online polling<\/li>\r\n \t<li>Online collaboration<\/li>\r\n \t<li>Discussion forums<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><details><!--Formative Assessment--><summary>Formative Assessment<\/summary>\r\n<div class=\"collapsed\">\r\n\r\n<strong>Explanation:<\/strong> Formative assessments are low-stakes assessments, like quick \u201cchecks\u201d to make sure students understand new concepts and can apply new skills.These assessments should be ongoing, frequent, and engaging for learners.\r\n\r\n<hr \/>\r\n\r\n<strong>Online Examples Overviewed in this Module:<\/strong>\r\n<ul>\r\n \t<li>One-minute responses<\/li>\r\n \t<li>Exit tickets<\/li>\r\n \t<li>Pair\/small group task<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><details><!--Demonstration of Learning--><summary>Demonstration of Learning<\/summary>\r\n<div class=\"collapsed\">\r\n\r\n<strong>Explanation:<\/strong> Students demonstrate learning by completing real-world tasks and solving real-world problems. They are often task-based and emphasise \u201cdoing\u201d. They often mimic the workplace and\/or community contexts. Authentic assessments encourage critical thinking by emphasising judgement, negotiation, analysis and innovation.\r\n\r\nAuthentic assessment is usually summative, meaning that learners complete a task to demonstrate the knowledge or skills acquired at the end of a module, unit or course.\r\n\r\n<hr \/>\r\n\r\n<strong>Online Examples Overviewed in this Module:<\/strong>\r\n<ul>\r\n \t<li>Infographics<\/li>\r\n \t<li>Digital Storytelling<\/li>\r\n \t<li>Systems Mapping<\/li>\r\n \t<li>Virtual Simulations<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details><details><!--Assessment as Reflection--><summary>Assessment as Reflection<\/summary>\r\n<div class=\"collapsed\">\r\n\r\n<strong>Explanation:<\/strong> The teacher facilitates learner reflection by prompting learners to think about their own development over time (i.e., metacognition) and identify goals and strategies to employ next time they complete a new task.\r\n\r\n<hr \/>\r\n\r\n<strong>Online Examples Overviewed in this Module:<\/strong>\r\n<ul>\r\n \t<li>Sharing Circles<\/li>\r\n \t<li>Performance Letters<\/li>\r\n \t<li>Multimodal Reflection<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/details>\r\n<h2>High Quality Online Assessment Strategies<\/h2>\r\nHere are some online assessment strategies that\r\n<ul>\r\n \t<li>encourage authentic learning experiences,<\/li>\r\n \t<li>reduce barriers to learning, and<\/li>\r\n \t<li>support learner variability.<\/li>\r\n<\/ul>\r\nMost of these strategies offer learners a choice of modality to share their knowledge and demonstrate skill. Consider offering a choice of digital tools to present and submit work. Try to integrate authentic opportunities for learning while doing the assessment.\r\n\r\nBe prepared to conduct a quick Google search on free and accessible digital tools that can facilitate the design and delivery of these assessment activities and practices.\r\n\r\nReview these strategies. Which ones are most intriguing to you? Click on the links to explore further.\r\n<h3>Prior Knowledge Assessment Strategies<\/h3>\r\n[h5p id=\"130\"]\r\n<h3>Formative Assessment Strategies<\/h3>\r\n[h5p id=\"131\"]\r\n<h3>Demonstration of Learning Strategies<\/h3>\r\n[h5p id=\"132\"]\r\n<h3>Reflection as Learning<\/h3>\r\n[h5p id=\"133\"]\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Reflection - Applying Your Knowledge<\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">Now that you have reviewed some online authentic assessment ideas, return back to your brainstorming notes <a href=\"\/chapter\/designing-authentic-online-assessments\/\">from the beginning of this section<\/a>. Look at your five examples of industry and community tasks and identity an online authentic assessment idea that can support this industry\/community task.\r\n[h5p id=\"134\"]<\/div>\r\n<\/div>\r\n&nbsp;","rendered":"<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Introductory Brainstorm Activity<\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<p>In order to design authentic assessments with intention, please think about a course you teach. Then, consider these questions:<\/p>\n<ul>\n<li>How does the course support learners in becoming industry ready?<\/li>\n<li>How does the course help students to become community-minded citizens?<\/li>\n<li>How does the course prepare learners to be ethical and inclusive professionals?<\/li>\n<li>What real-world tasks are common in this industry and\/or community?<\/li>\n<\/ul>\n<p>Please respond to at least five questions that relate to you. Then export this data and save the file. You will revisit these ideas at the end of this chapter.<\/p>\n<p>&nbsp;<\/p>\n<div id=\"h5p-129\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-129\" class=\"h5p-iframe\" data-content-id=\"129\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Module 3 introduction\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<\/div>\n<h2>From Traditional Assessment to Authentic Assessment<\/h2>\n<p>Authentic assessment supports the belief that students need to perform meaningful tasks in the real world in order to become productive citizens. To help students become proficient in the real world, they should build competency in tasks by taking on \u201creal-world challenges\u201d<a class=\"footnote\" title=\"Muller, J. (2018). Authentic Assessment Toolbox.\" id=\"return-footnote-418-1\" href=\"#footnote-418-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> in collaborative, multidimensional ways.<\/p>\n<p>Through authentic assessment, learners demonstrate achievement by applying their knowledge. Authentic assessment measures the application of knowledge rather than the content knowledge itself.<\/p>\n<p>Learners also become more acutely aware of their own skill development and learn to clearly articulate their skills and how they might work to improve in certain skill areas.<\/p>\n<div class=\"textbox callout\"><strong>Authentic assessment is experiential.<\/strong> Learners become immersed in meaningful tasks that build relevant skills and help them meet their personal and professional goals. Learners can take ownership over their learning experience and develop awareness of their skill development over time.<\/div>\n<p>Examples of authentic assessments <a class=\"footnote\" title=\"Authentic Assessments. (2021). Seneca College Teaching and Learning Centre.\" id=\"return-footnote-418-2\" href=\"#footnote-418-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> include:<\/p>\n<ul>\n<li>public-facing presentations, videos, posters, podcasts, infographics, etc.<\/li>\n<li>systems mapping<\/li>\n<li>sharing circles<\/li>\n<li>proposals<\/li>\n<li>and more.<\/li>\n<\/ul>\n<h2>Knowledge Check: Traditional or Not? (MOVED TO TRADITIONAL ASSESSMENT CHAPTER)<\/h2>\n<p>Let&#8217;s review your understanding of traditional assessments in a short activity.<\/p>\n<p>Here are some examples of assessments that are common in virtual learning environments. Each is assessing student knowledge of military service of Indigenous Peoples and Black Canadians. Review each assessment below and indicate if it is a traditional assessment or not (let&#8217;s call it &#8220;authentic&#8221; assessment). If you are not sure, select \u201cnot sure\u201d. If you are incorrect, check the explanation that supports each response.<\/p>\n<div id=\"h5p-126\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-126\" class=\"h5p-iframe\" data-content-id=\"126\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Traditional or Non-Traditional\"><\/iframe><\/div>\n<\/div>\n<h2>Review Activity: Traditional vs. Authentic Assessment<\/h2>\n<p>Consider these contrasting approaches. For the dialogue cards below, read the traditional assessment, and consider an alternative authentic assessment. Then, flip the card to view an option we&#8217;ve come up with.<a class=\"footnote\" title=\"Adapted from Mueller, J. (2012) Authentic Assessment Toolbox and Seneca College Authentic Assessment Nutshell\" id=\"return-footnote-418-3\" href=\"#footnote-418-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/p>\n<div id=\"h5p-128\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-128\" class=\"h5p-iframe\" data-content-id=\"128\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Authentic Assessment is Culturally Responsive\"><\/iframe><\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--reflection\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Reflection<\/h2>\n<\/header>\n<div id=\"h5p-123\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-123\" class=\"h5p-iframe\" data-content-id=\"123\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Overview of Online Assessments - Apply your Knowledge\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<blockquote><p>Assessment is subjugated by a Western worldview&#8230;much of the mainstream culture-infused, linguistic-laden practices of assessment disadvantage Indigenous students.<a class=\"footnote\" title=\"Preston, J. P. &amp; Claypool, T. (2021, July 16). Analyzing assessment practices for Indigenous students.\" id=\"return-footnote-418-4\" href=\"#footnote-418-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/p><\/blockquote>\n<p>Integrating online assessment practices that prioritize human experience and individual learning can foster inclusive learning environments and encourage learners to create their own transformative learning experiences. Furthermore, equitable and inclusive assessment design can help to dismantle systemic inequities caused by racism, bias and discrimination.<a class=\"footnote\" title=\"Stommel, J. (2021, June 11). Ungrading: An Introduction. JessieStommel.com.\" id=\"return-footnote-418-5\" href=\"#footnote-418-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><\/p>\n<h3>Challenges to Authentic Assessment<\/h3>\n<p>Transforming from traditional to authentic modes of assessment may seem daunting and counterintuitive for some faculty. Here are some common concerns expressed by faculty. Click on each quote to review a response\/counterargument:<\/p>\n<p>As you go through the types and examples of online assessment in this module, consider how each assessment meets these criteria for effective online design.<\/p>\n<h2>Four Types of Authentic Online Assessment<\/h2>\n<p>In this section, we will overview four types of student-centred online assessment. For each assessment type, review examples of techniques that help to improve the quality of our assessment design to improve student learning.<\/p>\n<p>All four types of assessment should be frequent and ongoing throughout your course. However, when planning your assessment strategy, prioritize formative low-stakes assessment over high-stakes assessment to limit burnout for students and instructors alike. For graded assessments, ensure that the expected workload for students is reasonable for the weighting of the task.<\/p>\n<details open=\"open\">\n<summary>Prior Knowledge Assessment<\/summary>\n<div class=\"collapsed\">\n<p><strong>Explanation:<\/strong> These are diagnostic and help us determine the needs of learners at the individual and group level. They show what students already know or can do. Teachers use this data to clarify learning goals and adapt lessons to meet learners where they are at. They are not graded and help us determine the needs of learners at the individual and group level.<\/p>\n<p>These assessments can \u201cactivate\u201d learners\u2019 prior knowledge, helping them connect new ideas to prior knowledge. Watch the 1:56 minute video to learn more about activating prior knowledge.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Activating Prior Knowledge\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/llLlcZEKFSY?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<p><strong>Online Examples Overviewed in this Module:<\/strong><\/p>\n<ul>\n<li>Concept mapping<\/li>\n<li>Online polling<\/li>\n<li>Online collaboration<\/li>\n<li>Discussion forums<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!--Formative Assessment --><\/p>\n<summary>Formative Assessment<\/summary>\n<div class=\"collapsed\">\n<p><strong>Explanation:<\/strong> Formative assessments are low-stakes assessments, like quick \u201cchecks\u201d to make sure students understand new concepts and can apply new skills.These assessments should be ongoing, frequent, and engaging for learners.<\/p>\n<hr \/>\n<p><strong>Online Examples Overviewed in this Module:<\/strong><\/p>\n<ul>\n<li>One-minute responses<\/li>\n<li>Exit tickets<\/li>\n<li>Pair\/small group task<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!--Demonstration of Learning --><\/p>\n<summary>Demonstration of Learning<\/summary>\n<div class=\"collapsed\">\n<p><strong>Explanation:<\/strong> Students demonstrate learning by completing real-world tasks and solving real-world problems. They are often task-based and emphasise \u201cdoing\u201d. They often mimic the workplace and\/or community contexts. Authentic assessments encourage critical thinking by emphasising judgement, negotiation, analysis and innovation.<\/p>\n<p>Authentic assessment is usually summative, meaning that learners complete a task to demonstrate the knowledge or skills acquired at the end of a module, unit or course.<\/p>\n<hr \/>\n<p><strong>Online Examples Overviewed in this Module:<\/strong><\/p>\n<ul>\n<li>Infographics<\/li>\n<li>Digital Storytelling<\/li>\n<li>Systems Mapping<\/li>\n<li>Virtual Simulations<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<details><!--Assessment as Reflection --><\/p>\n<summary>Assessment as Reflection<\/summary>\n<div class=\"collapsed\">\n<p><strong>Explanation:<\/strong> The teacher facilitates learner reflection by prompting learners to think about their own development over time (i.e., metacognition) and identify goals and strategies to employ next time they complete a new task.<\/p>\n<hr \/>\n<p><strong>Online Examples Overviewed in this Module:<\/strong><\/p>\n<ul>\n<li>Sharing Circles<\/li>\n<li>Performance Letters<\/li>\n<li>Multimodal Reflection<\/li>\n<\/ul>\n<\/div>\n<\/details>\n<h2>High Quality Online Assessment Strategies<\/h2>\n<p>Here are some online assessment strategies that<\/p>\n<ul>\n<li>encourage authentic learning experiences,<\/li>\n<li>reduce barriers to learning, and<\/li>\n<li>support learner variability.<\/li>\n<\/ul>\n<p>Most of these strategies offer learners a choice of modality to share their knowledge and demonstrate skill. Consider offering a choice of digital tools to present and submit work. Try to integrate authentic opportunities for learning while doing the assessment.<\/p>\n<p>Be prepared to conduct a quick Google search on free and accessible digital tools that can facilitate the design and delivery of these assessment activities and practices.<\/p>\n<p>Review these strategies. Which ones are most intriguing to you? Click on the links to explore further.<\/p>\n<h3>Prior Knowledge Assessment Strategies<\/h3>\n<div id=\"h5p-130\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-130\" class=\"h5p-iframe\" data-content-id=\"130\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Prior Knowledge\"><\/iframe><\/div>\n<\/div>\n<h3>Formative Assessment Strategies<\/h3>\n<div id=\"h5p-131\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-131\" class=\"h5p-iframe\" data-content-id=\"131\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Formative Assessment Strategies\"><\/iframe><\/div>\n<\/div>\n<h3>Demonstration of Learning Strategies<\/h3>\n<div id=\"h5p-132\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-132\" class=\"h5p-iframe\" data-content-id=\"132\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Demonstration of Learning Strategies\"><\/iframe><\/div>\n<\/div>\n<h3>Reflection as Learning<\/h3>\n<div id=\"h5p-133\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-133\" class=\"h5p-iframe\" data-content-id=\"133\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Reflection as Learning\"><\/iframe><\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Reflection &#8211; Applying Your Knowledge<\/h2>\n<\/header>\n<div class=\"textbox__content\">Now that you have reviewed some online authentic assessment ideas, return back to your brainstorming notes <a href=\"\/chapter\/designing-authentic-online-assessments\/\">from the beginning of this section<\/a>. Look at your five examples of industry and community tasks and identity an online authentic assessment idea that can support this industry\/community task.<\/p>\n<div id=\"h5p-134\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-134\" class=\"h5p-iframe\" data-content-id=\"134\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Applying your Knowledge\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-418-1\">Muller, J. (2018). <a href=\"http:\/\/jfmueller.faculty.noctrl.edu\/toolbox\/whatisit.htm#similar\">Authentic Assessment Toolbox<\/a>. <a href=\"#return-footnote-418-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-418-2\">Authentic Assessments. (2021). Seneca College Teaching and Learning Centre.  <a href=\"#return-footnote-418-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-418-3\">Adapted from Mueller, J. (2012)<a href=\"http:\/\/jfmueller.faculty.noctrl.edu\/toolbox\/whatisit.htm#similar\"> Authentic Assessment Toolbox<\/a> and <a href=\"https:\/\/cfdev.senecacollege.ca\/tl\/nutshell\/s20\/module11\/\">Seneca College Authentic Assessment Nutshell<\/a> <a href=\"#return-footnote-418-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-418-4\">Preston, J. P. &amp; Claypool, T. (2021, July 16). <a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2021.679972\/full\">Analyzing assessment practices for Indigenous students<\/a>. <a href=\"#return-footnote-418-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-418-5\">Stommel, J. (2021, June 11). <a href=\"https:\/\/www.jessestommel.com\/ungrading-an-introduction\/\">Ungrading: An Introduction<\/a>. JessieStommel.com. <a href=\"#return-footnote-418-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":2,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by"},"chapter-type":[49],"contributor":[],"license":[53],"class_list":["post-418","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by"],"part":405,"_links":{"self":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/418\/revisions"}],"predecessor-version":[{"id":436,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/418\/revisions\/436"}],"part":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/parts\/405"}],"metadata":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/418\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/media?parent=418"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapter-type?post=418"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/contributor?post=418"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/license?post=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}