ABSTRACT
This chapter focuses on the intersection of the Community of Inquiry framework with authentic assessment by detailing in practical and theoretical terms the nature of authentic assessment and Community of Inquiry's provision for its use as an integral process in online teaching and learning. It proposes that while assessment may have traditionally been labeled as a responsibility of the teacher, or Teaching Presence, the increasing comfort with and understanding of the need for and importance of the constructivist philosophical approach in online venues serves to align authentic assessment squarely with both the notions of Cognitive Presence and Social Presence as well. The nature of the Community of Inquiry's three presences is explored in this context; the contributing theoretical concepts of constructivism, connectivism, and collaborative processes are also outlined. The issue of equity and inclusion is raised as a final theoretical concern; and for design purposes and practical implementation, a number of tools and strategies are presented.
