Experience with authentic assessment techniques in an introductory statistics course

In an effort to align evaluation with new instructional goals, authentic assessment techniques (see, e.g., Archbald and Newman, 1988, Crowley, 1993, and Garfield, 1994) have recently been introduced in introductory statistics courses at the University of the Pacific. Such techniques include computer lab exercises, term projects with presentations and peer reviews, take-home final exam questions, and student journals. In this article, I discuss the University of the Pacific's goals and experiences with these techniques, along with strategies for more effective implementation.