In the summer of 2008, I returned to graduate school to pursue a doctorate degree in education from Utah State University. From the beginning, I brought an interest in student-oriented pedagogy and a desire to stress essential learning outcomes in my teaching efforts. My educational interests and research focus are in the fields of Adult and Higher Education, and I am particularly interested in effective teaching methods, adult learning theories and authentic assessment practices.
Authentic assessment refers to assessment tasks that measure competency in the knowledge, skills and behaviors needed in the "real" world. It aims to assess many different kinds of abilities in contexts that closely resemble actual situations in which those abilities are used. Furthermore, authentic assessment values the thinking behind the learning outcome as much as the learning outcome itself.
Authentic assessment practices often include the use of rubrics to measure learning related to concepts such as critical thinking, creativity, writing and global competency. Examples of these types of rubrics have been developed by the American Association of Colleges and Universities and are available for educators to download. Additional authentic assessment practices include the use of electronic portfolios (e-portfolios) to measure student learning over a period of time. I have developed a presentation on the research-based benefits of electronic portfolios as well as the conditions necessary for successful implementation of an e-portfolio initiative. This presentation can be accessed through the sidebar.