Assessment of Authentic Learning Rubric


This rubric focuses on the areas of agency and authenticity: concepts derived from the Students as Producers and Social Pedagogies frameworks (see references to frameworks below).

It consists of five areas: learning tasks, learning process, social core, learning assessments, and lifelong learning. Each of the five areas contains statements that course designers can use to evaluate their course/s. Instructors may elect to use the rubric as a self-evaluation tool or might elect to work through it with support from an instructional designer. The rubric can be used for course taught in a variety of modalities including online, hybrid, and face-to-face.

Learning Goals

In this area, learning goals and tasks engage learners in solving authentic, difficult problems to achieve deep conceptualized learning.

Learners complete authentic learning assignments.
Learners work with peers (internal or external group learning).
Learners create new understanding about course concepts.
Learners are presented with open ended problems to solve.
Learners are encouraged to take responsibility for organizing their peer learning groups.
Learners have opportunities to direct their learning process with support from a tutor or instructor.

Learning Process

In this area, the learning process encourages acquisition of flexible knowledge in open ended contexts.

Learners reflect and refine their own their ideas over time.
Learners communicate their growing knowledge and ideas for an external audience.
Learners work with ambiguous information; they may not immediately have all of the answers to a problem/question/idea.
Learners receive training from staff on effective information literacy and research skills.
Learners engage in real research projects, or projects which replicate the process of research in their discipline.
Learners are given opportunity for the management and delivery of their own learning.
Learners are introduced to and choose from a wide range of technology tools (blog, wiki, personal website, etc) in order to appropriately manage their educational tasks.
Learners practice digital scholarship: use digital, networked, open methodologies and technologies in their learning and research.

Social Core

In this area, learners represent knowledge for an authentic audience and develop a voice and purpose specific to their field or area of study.

Learners work with peers to create a collaborative project.
Learners receive peer-feedback on their work.
Learners share their work and/or engage with the community outside of the campus.

Learning Assessments

In this area, learners participate in an intellectual community where they give and receive feedback from multiple perspectives.

Learners communicate with external audiences to discuss topics of personal/professional interest or topics pertaining to the course content.
Learners are involved in the process of grading.
Learners are involved in designing assessments.

Lifelong Extensions

In this area, learners develop a personal and intellectual significance in their field of study and become lifelong contributors and learners in their field of study.

Learners regularly reflect on their learning.
Learners network and collaborate within the class group AND outside of the class group.
Learners work collaboratively on learning projects.
Learners work at a distance, both synchronously and asynchronously.


This rubric is based on the Students as Producers and Social Pedagogies frameworks. Please see the Student as producer report ( and the Social pedagogies white paper ( for background readings on each of the frameworks.

Sharing & Adaptation

This rubric is licensed as CC BY-NA-SA. You are encouraged to adapt the rubric for your instructional needs in accordance with the license terms.

If you use the rubric for your course design projects, share it with colleagues, or adapt it for your context, please get in touch with the authors. We welcome your feedback on the rubric and would enjoy hearing how it might be useful for you.

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