Ok Folks, how do I plan on implementing 'authentic' assesment? Never! That is, if the definition of 'authentic' is as nebulous and unfocused as presented here!
In an environment where a greater number of students are encountered each year, the individual attention required to assess each one 'authentically' is not possible - there is not sufficient time or one-on-one interaction to make subjective 'authentic' assessments.
So, quantifiable objective measures will continue to be employed, as well as pass/fail assignment grades. The final grades also include a general 'feel' of student understanding, but are mostly based on testing and assignment evaluations.
Now, a graduate level assesment would be much less exam focused, but those students are the least reliant on technological ease.
