In all classrooms around the United States, the classroom is created by the state standards for content and context. Assessments must take place in the classroom and have to be consistent with the curriculum that is taught. Not only do assessments need to be fair but the students’ achievement and opportunity has to be assessed as well. Educators must collect formative and summative assessment in order to evaluate the students’ achievement in the classroom.

Authentic assessment shows students with real world challenges that require them to apply their relevant skills and knowledge. (Funderstanding, 2008) The teacher in the classroom must evaluate accurately on the information the students have learned and calculate the students’ communal capabilities of the knowledge of the students. This requires the students to develop responses. This option provides higher order of thinking that is connected to the basic skills they have already obtained. Samples of the students work can be contained in portfolios and can be used as authentic assessments over an extensive period of time. This type of assessment is considered to be criterion-reference instead of the normal reference. This will show the students strengths and weaknesses in the classroom. (Funderstanding)

An authentic assessment will consist of an assignment for the students to complete and a rubric in order to evaluate their presentation on the assignment for evaluation. Standards in the classroom will be given for the students and the educators to understand the lesson that will be performed. Tasks should be created and shared with the students to provide the assignment that must be completed. Once the assignment is completed, the educator can collect the work and begin a portfolio to evaluate or assess the students’ work throughout the year. This provides documentation not only for the parents to see but for the educators to monitor the progress of the students. (Mueller, 2008)

Authentic assessments are very different from the traditional assessments that have taken place for many years. Such traditional assessments as fill-in-the-blanks and true-false answers have remained in the classroom setting in past times. Students will choose an answer from the remembered information so the assessment can be completed. Some of the tests are standardized while other are state wide or locally administered tests. Traditional assessments are primarily done to develop the students into the productive citizens most school seek out for. Once the school teaches the information and dexterity of the curriculum, the school must test the students and traditional assessments are then created to perform these tasks. (Mueller, 2008)

Authentic assessments also help model the students to become productive citizens in the community. This means that the students must be able to perform significant tasks in the outside world so it is the job of the educators to help the students perform these tasks before graduation. In order to find achievement in this area, the school implements the tasks of finding out if the students can perform the tasks and provides real life challenges to see if the students are competent of success. This type of assessment drives above the curriculum for the students and will build basic skills and knowledge for years to come.

There are negative aspects of authentic assessment that educators often face. There are certain cases in which these types of assessment do not sustain the different ways the students are learning. Authentic assessment will, at times, cost more than the tests that are standardized. As this is the case, the forms of tests can be somewhat unreliable as other forms of assessments are available for educators. With authentic assessment, the educators may have to be educated through professional development to perform these tests to the students to gain a better understanding of what is expected. Finally, one important negative aspect of authentic assessment is that there has shown to be bias on the assessor’s part for the students creating an incorrect score for the students. (Mueller, 2008)

There must be a variety of different and imaginative way to assess a student to find out the knowledge that has been learned. There are numerous ways that this can be done but it must be implemented to fit each child’s needs within the classroom. Once the educator finds the correct way to assess their students, the success rate of learning and skills can go hand in hand with one another. Once the achievement rate has been set, the educators and the students can obtain a classroom of learning and fun for the entire school year.