ABSTRACT
This chapter follows the discussion of outcomes by describing the kind of evidence that demonstrates that students have achieved the outcome. The concept of authentic assessment that has evolved from the dissatisfaction with traditional assessment calls for processes that are embedded in relevant and real-world activities for professionals in the disciplines. Authentic assessment provides students with opportunities to integrate their personal experiences with their academic learning. Traditional assessment would have asked those students to respond to a particular question of human behavior in an essay exam. Within the concept of diversity of learning are two theories that are useful for thinking about learning and how to support learners: Gardner’s theory of multiple intelligences, and Kolb’s learning styles. Portfolios have appealed to faculty and students alike as an attractive alternative to comprehensive exams.
