The validity of using authentic assessments to insure the attainment of learner outcomes in secondary mathematics courses

The purpose for conducting this study was to answer questions concerning the validity of authentic assessments used in the classrooms as well as to document their effects on classroom instruction. Qualitative methods were used to produce three case studies. A cross case analysis was used to determine that students viewed the assessment as an authentic task requiring them to use their mathematical skills in order to produce the desired product; teachers were positive about the assessment as an evaluation tool; and significant mathematical skills were embedded in the assessment. Two areas of concern were that students need to be instructed in all of the skills needed to successfully complete the assessment including the use of technology, and students should have the opportunity to see what an exemplary product looks like. A supplemental study found that specific instruction including appropriate technology did improve student performance although more time was needed than had been expected. A set of criteria for judging validity is provided