Goals

1. Understand how authentic assessments can support anti-racism and anti-oppressive teaching practices.
2. Building awareness and capacity of instructors for sourcing additional tools to create authentic assessments from an anti-racism and anti-oppressive lens.

Context & Background

Authentic assessments are good for anti-racism, anti-oppression, and JEDI (justice, equity, diversity, and inclusion) practices because they allow for a more holistic evaluation of a person’s knowledge, skills, and attitudes (KSAs), rather than relying solely on standardized tests or assessments that may be biased or discriminatory.

Authentic assessments are designed to evaluate a person’s KSAs in real-world contexts, such as in solving problems or completing tasks that are like those they would encounter in their daily lives or in their future professions. Examples such as problem-based and project-based learning (PBL), ePortfolios, and reflective journals, are all types of authentic assessments. This approach can help to mitigate the effects of systemic biases and discrimination that can potentially arise from traditional assessments, which may be designed with a more narrow or homogeneous view of what constitutes “correct” knowledge or skills, as well as who is responsible for making that determination.

In the context of anti-racism, anti-oppression, and JEDI, authentic assessments can also help to highlight and value a diversity of perspectives and experiences, rather than privileging certain ways of knowing or doing (or maintaining it because it is the “status quo”). This can lead to more equitable and inclusive evaluations of people’s abilities and potential, which can in turn support greater opportunities for advancement and success across a range of fields and industries.

Furthermore, authentic assessments can provide opportunities for individuals to showcase their strengths and talents in ways that may not be captured by traditional assessments. This can be particularly important for individuals from historically marginalized or underrepresented and equity-denied groups, who may have unique skills or knowledge that are not well-represented in traditional assessments. By providing a more accurate and inclusive picture of a person’s abilities and potential, authentic assessments can help to support greater equity and justice in our society as a whole.

Brookfield (2018) notes that traditional forms of assessment, such as multiple-choice tests, tend to measure only a narrow range of skills and knowledge and can be biased against students from equity-denied groups. Authentic assessments, on the other hand, require students to apply their learning in real-world situations that reflect the complexities and diversity of society. By designing assessments that are culturally relevant and inclusive, educators can help promote JEDI and challenge dominant narratives that perpetuate inequality.

Brookfield (2018) also emphasizes that authentic assessments can help students develop critical thinking skills and empower them to challenge systemic oppression. By providing opportunities for students to analyze and critique societal issues, educators can help foster a sense of agency and activism among their students. Authentic assessments, therefore, play a crucial role in creating a more just and equitable society by promoting JEDI and empowering students to become agents of change.