Although authentic assessments for online courses may not seem as authentic because they are not hands on exercises in a physical classroom, technology affords the same depth of learning for online assessments. Example Authentic Assessments for online courses include:
Biology - Demonstrate a microscopy technique or perform a virtual dissection using Labster virtual lab software.
Education - Create a lesson plan and rubric based on Common Core standards using the Common Curriculum Lesson Planner Google extension.
Nursing - Watch a YouTube video of a patient care scenario and create a plan to execute the patient's plan of care.
Accounting - Create a budget spreadsheet using Excel or Google Sheets for a small business.
History - Create a virtual timeline of events describing the Civil War.
Online students can create a website, using free creation sites such as Wix , Weebly, or Google Sites, to showcase their best work for portfolio assessment. Online portfolios can contain multiple forms of media to demonstrate learning. Learners can show a video of physical models or other creations, publish a lab report, upload pictures of artwork or other visuals, and publish podcasts to demonstrate their learning.
ePortfolios also give online instructors insights into the way students interpret and complete assignments. Reviewing ePortfolios helps instructors gauge students’ knowledge acquisition, and consequentially adjust their curricula accordingly (Eynon, Gambino, & Torok, 2014).
Derek Herrmann Meyers and Ryan Smith of Illinois State University describes strategies for implementing portfolio assessments in their presentation entitled Developing Portfolios to Assess Learning and Development.
Benefits of Rubrics for Online Classes include (Davis, 2018):
Rubrics help make feedback timely
Rubrics familiarize students with the highest level of achievement
Rubrics encourage critical thinking
Rubrics facilitate communication about the assessment
Rubrics help refine teaching skills
Bass, R. (2014). Social Pedagogies in ePortfolio Practices: Principles for Design and Impact. Catalyst for Learning EPortfolio Resources and Research. Retrieved from http://c2l.mcnrc.org/wp-content/uploads/sites/8/2014/01/Bass_Social_Pedagogy.pdf
Davis, G. (2018, March 29). The Benefits of Rubrics in Online Classes - Center for Teaching and Learning: Wiley Education Services. Retrieved December 7, 2019, from https://ctl.learninghouse.com/the-benefits-of-rubrics/.
Eynon, B., Gambino, L. M., & Török, J. (2014). What Difference Can ePortfolio Make? A Field Report from the Connect to Learning Project. International Journal of EPortfolio, 4(1), 95–114. Retrieved from http://www.theijep.com/pdf/IJEP127.pdf
Herrmann Meyers, D., & Smith, R. (2017, March 1). Developing Portfolios to Assess Learning and Development. from https://assessment.illinoisstate.edu/about/workshops/session-2-portfolios-3-1-2017-presentation.pdf
Johns Hopkins Engineering for Professionals. (2019, October 25). Assessing Student Learning Online. Retrieved December 7, 2019, from https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/assessing-student-learning-online.
Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment . Online Learning, 22(1). doi: 10.24059/olj.v22i1.1092
Shaw, A. (2019, March 26). Authentic Assessment in Online Learning - Center for Teaching and Learning: Wiley Education Services. Retrieved December 7, 2019, from https://ctl.learninghouse.com/authentic-assessment-in-the-online-classroom/.
University of Hawaii. (2017, August 29). Creating and Using Rubrics. Retrieved December 7, 2019, from http://manoa.hawaii.edu/assessment/howto/rubrics.htm.