In as much as you are encouraged to design authentic learning activities for your open school learners, you should equally design authentic assignment tasks for the learners. As highlighted above, in authentic assessment, the learner uses the knowledge gained in the learning process to solve a real life problem or problems. Assignment tasks are authentic if they are realistic, require judgement and innovation and assess students’ ability to effectively use their knowledge or skills to complete a real life task. Wiggins, G. (2014) argues that in “a real-world” authentic assignment, there may or may not be mere writing or a hands-on writing task, but the assignment is meant to focus on the impact of one’s work in real or realistic contexts. A real-world task requires the learner to deal with the messiness of real or simulated settings.

For more detailed information on authentic assessment or assignment tasks, refer to the COL resource on the following link: (https://www.researchgate.net/publication/310549918_Guidelines_for_online_assessment_for_educators)

Learning activity 4

You will need 30 minutes to complete this exercise if you are familiar with policy processes in your context. If you are not, you will need more time to consult colleagues and other relevant people before you can do the activity.

1. This is an example of an authentic assignment task.
2. Read through the example task carefully. When you have read it, you will analyse it to check which key features of an authentic assessment task it shows.

Example: Geography – Poster of South Pacific Physical Features

Background

Because of their location, South Pacific Island countries are known for their massive water bodies and beautiful beaches.

Your textbook gives a description of the unique geographical features of these small island countries. To express the majestic beauty of your country, your friend advises you that “a picture is worth a thousand words.” Pictures make it easier to understand what different geographical features look like.

Objectives of the task

• Identify the unique geographical features of your country that may be of interest to tourists.
• Show how features like geographical location, climate, winds, elevation, and culture affect tourism.

Task

In order to provide tourists from other countries with information about attractions in your country (and even in the Pacific region as a whole), create a poster that conveys an understanding of the main attractions of the country (region). Include drawings, maps, illustrations, photos, or other graphic images (including graphs and charts) that show the natural features and ways of living in your country (or region).

Audience: Tourists from other countries.

Suggested time: 8 hours over a two- week period.

What you will need (Here, try to have items easily accessed by learners)

• Markers
• Paper or cardboard
• Pencils/crayons
• Research materials
• Ruler
• Computer (optional)
• Internet access (optional)

Guidelines for drawing the poster:

1. Refer to the criteria in the assessment rubric (below) to help you plan your project.
2. Research the geographical features of your country and region. You must go beyond what is in your textbook/Study Guide. Use the Internet, library, or other resources for your research.
3. Sketch the components of your poster.
4. Design the layout of your poster. Collect photos, illustrations, or other pictorial images that you wish to use for your poster (including graphs or diagrams that may provide relevant information)
5. Share your designs with a study buddy (if you can) and get suggestions for improvement.
6. Make revisions.

Assessment

1. Use the assessment rubric to make sure that you have included all of the required elements.
2. Add any missing elements or improve existing elements.
3. Create your final poster.
4. Perform a final self-assessment on your poster, and share with your colleague outside this course. You do not have to submit the poster for marking.

Table 3 gives an assessment rubric for a Geographic Poster.

Table 3: Assessment rubric for a Geographic Poster

Assessment criteria	Possible marks	Learner	Teacher	Final mark (consensus mark)
The main theme is clear at first glance. A title helps to identify the theme.	3
Appropriate and accurate main ideas support the theme.	5
There is a wholeness (coherence) about the poster. It does not seem like a random collection of information.	5
The information in the poster is accurate and shows that the learner thoroughly understands the features of their environment.	10
Space, shapes, textures, and colours help provide information and add to the overall effectiveness of the poster.	4
Diagrams and graphs contain accurate information and illustrations, photographs, drawings add to the overall effectiveness of the poster.	10
The format of the poster is appropriate to the task and to the audience for which it is intended.	5
The poster accomplishes its purpose with its intended audience.	3
The poster is neat, presentable, creative, and interesting.	5
TOTAL	50

Source: Adapted from Wagenen, L., Larkins, B. and Lewbel, S. (Contributors) Geography and Cultures Authentic Assessment and Rubrics. Glencoe/McGraw Hill. Columbus, Ohio. (Undated) Fair use.

You can also find more detailed information on authentic assignment and assessment tasks in the COL resource on the following link: (https://www.researchgate.net/publication/310549918_Guidelines_for_online_assessment_for_educators)

3. Copy and complete the Table 4 to show the authentic attributes of this example assessment task.

Table 4: Authentic attributes of my assessment task

Authentic Attribute	Strongly agree	Agree	Disagree	Strongly disagree
Example promotes critical thinking
Example encourages development of problem solving skills
Example calls for application of knowledge
Example relates to real life issues
The guidelines provided are good
The rubric provides objective assessment
The example clearly shows how an authentic assignment can be designed
The task given is clear and unambiguous