Authentic Assessment

There is evidence that more authentic assessment and teaching can change student outcomes. For example, in a study of more than 2,000 students in 23 restructured schools, most of them in urban areas, Newmann, Marks, and Gamoran (1995) found much higher levels of achievement on complex performance tasks for students who experienced what these researchers termed “authentic pedagogy” – instruction focused on active learning in real-world contexts calling for higher-order thinking, consideration of alternatives, extended writing, and an audience for student work. A recent analysis of national data found that students in restructured schools where “authentic instruction” was widespread experienced greater achievement gains on conventional tests (Lee, Smith, & Croninger, 1995).

Source:  http://schoolredesign.net/srn/server.php?idx=225