Introduction
Over the past two years, students in Internet Studies, Curtin University studying the BA (Internet Communications) and related courses have been doing a lot of authentic assessment involving online activities. These assignments are authentic in that they are ‘true’ to the content of their studies (that is, aligned with the outcomes), ‘ real’ within the likely fields of employment for graduates, and ‘natural’ for the the emerging dominance of knowledge networking in society. More on these three variations on authenticity in a moment.
Not all assessments fit this pattern (nor should they), but we have seen significant improvements in the motivation of students to complete and exceed the requirements of assignments, as well as a greater degree of creativity and expression suggesting deeper engagement with learning. It has also, we think, improved students’ attention to more scholarly traditional assignments (such as essays) because of the variety we engendered across all assignment tasks. (And, it should be noted: essays are authentic – to the lifeworld of academic which also remains important as well as work and elsewhere).
Much of what makes these assessment approaches authentic is that they are public. Here, then, are some examples which suggest some of the value of embracing public knowledge networking as the basis for assessment, at least in courses that involve digital media and communications but, most likely, in any course where students need to work with, communicate and reflect on knowledge and, in doing so, become producers, not just receivers.
