Three Criteria: Autonomy, Authenticity, and Achievement 

To create meaningful assessments, I rely on three criteria: 

• Autonomy – Does the assessment provide learners with choice or agency? 
• Authenticity – Does the assessment mirror real-world applications of the content? 
• Achievement – Does the assessment clearly demonstrate growth to the learner and others? 

When assessment is rooted in autonomy, authenticity, and achievement, it acknowledges learners as their own funds of knowledge— the rich intellectual and cultural resources students bring to learning environments (Moll, et al., 1992). This perspective shifts assessment from being something done to the learner to something done with them, fostering motivation and meaningful engagement.These criteria are rooted in learner-centered design. My beliefs about learner-centered design are largely informed by adult learning theory (Knowles), sociocultural theory (Vygotsky) and culturally relevant pedagogy (Ladson-Billings). You can read more about this on my page Theory of Learning. 

In particular, the focus on authenticity draws on principles of andragogy, or adult learning theory. According to Knowles (1984), adult learners are most motivated when they see the practical relevance of what they are learning. Assessments that simulate real-world tasks or mirror the environments in which learners will apply their skills are more likely to generate engagement, ownership, and transfer of knowledge. 

These criteria and questions serve as a launching point because they act as a balancing force for design. For example, if a learning task lacks clarity around what achievement looks like, designers can revisit the authenticity of the task or introduce more learner autonomy so that the markers of achievement become apparent. These adjustments help maintain alignment with learner-centered principles and ensure the experience holds value for the learner, facilitator, and organization alike.