Authentic assessment and alternative assessment are terms that may not be frequently used in some higher education environments. However, it is becoming increasingly incumbent on colleges and universities to develop assessment methodologies which will accurately measure a learner’s ability to use skills and knowledge gained during the learning process. This requirement is especially critical in online teaching and learning environments where learners and instructors (or facilitators) may not actually see each other face-to-face.

Development of the Internet and the World Wide Web just a few years ago gave birth to new learning environments such as electronic distributed education. Neither early attempts to transfer traditional scientific assessment models to an online learning environment, nor efforts to transpose more modern alternative or authentic assessment practices have been highly successful. There remains little evidence that an ideal model for assessing learners in an online learning environment has emerged, particularly in an introductory computer science, information technology or similar computer applications course. The theoretical basis for the study derives from the current multitude of challenges to the problem of authentic assessment in online learning environments. Practice has shown that simply transferring face-to-face classroom assessment tools and methods to an online environment is inadequate and that such methodologies do not constitute authentic assessment in the online instructional environment. A close analysis of methodologies currently in use in online assessment provided the basis for developing a model for authentic assessment in an online introductory computer science course. In order to build an authentic assessment model, this study sought to identify assessment methodologies used in an online learning environment that truly measure learning, engage the learner, are integrated into the learning process, and promote further learning. The study was conducted during the spring of 2003, and the final report was written for publication in the fall of 2003. Because this study is recent, the findings should be of interest to all instructors who currently teach hybrid or online courses, to those who contemplate teaching in an online environment, and to administrators who are toiling with decisions regarding the initiation of online instruction at their universities.