Designing Authentic Online Distance Learning Assessments in Teaching Asian History

Abstract

Authentic assessments are known to provide evidence of skills application because these mirror tasks in real world situations. This study attempts to address the question: How can designing authentic online distance learning assessments improve student performance in an Asian History class? Primary research data was obtained by selecting one Grade 7 intact class (N=38) with lesson on “Physical Features of Asia”. A learning guide and learning playlist were designed with authentic assessments using G Suite for Education applications. Thereafter, formal class sessions were facilitated to validate curriculum preparation and assessment design, where content processing and feedback-giving were carried out in a virtual classroom setting. The action research study employed the mixed-method approach. Quantitative data were analyzed using descriptive statistics while descriptive data were analyzed using thematic analysis. The results of this study show that authentic assessments enabled students to apply their skills in performing authentic tasks. They demonstrated learning based on their high assessment scores, high self-assessment ratings, and highly positive perception on how the lesson was delivered. Teachers also reflected on the relevance of what they teach, affirming that such tasks increased student engagement and motivated them to demonstrate what they have learned. The implications of this study help students develop their 21st century skills and make them future ready.