Teaching is a constantly morphing mixture of science and humanistic creativity. However, the pressure placed by the general public and government entities, especially, disrupt the natural course education should take—where assessment and instruction exist and operate in genuine unity (Diaz-Rico, 2008, p. 79). Authentic assessment, unlike traditional measures, seeks real world validation and usefulness beyond regurgitation and display of knowledge. This has deep implications for instructors because the real world is dynamic and pedagogical hierarchies do not dictate who holds knowledge. Standard assessments do not always fit student-centered learning. However, authentic assessments’, and that of other forms of non-standard practices, reliability is questioned at times because of the lack replicability and comparability of student performance (Hay and Macdonald, 2008, p154). Ironically struggling learners who could reap great long-term benefits from an educational paradigm where their voice and authentic assessment are followed, it tends to be pupils who have proven that they meet standardized measures who benefit from learning-centered curriculum and practices.
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