Authentic Assessment for a More Inclusive History

Autor/inn/en	Forsyth, Hannah; Evans, Jedidiah
Titel	Authentic Assessment for a More Inclusive History
Quelle	In: Higher Education Research and Development, 38 (2019) 4, S.748-761 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsyth, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1581140
Schlagwörter	Performance Based Assessment; History Instruction; Inclusion; Historical Interpretation; College Students; Student Attitudes; Scaffolding (Teaching Technique); Foreign Countries; Church Related Colleges; Catholics; Employment Potential; Oral History; Place Based Education; Authentic Learning; Immigrants; Australia + Suchen Sie Ihr Suchwort? Leistungsermittlung; History lessons; Geschichtsunterricht; Inklusion; Historische Interpretation; Collegestudent; Schülerverhalten; Ausland; Kirchliche Hochschule; Katholik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Oral tradition; Mündliche Überlieferung; Immigrant; Immigrantin; Immigranten; Australien
Abstract	Practitioners and theorists in higher education have explored authentic assessment as a mechanism to better connect student work to real-world practice. This article considers the possibilities for authentic assessment in teaching history as a discipline and professional field at university, considering how 'real-world practice' might be expanded to include the understanding and practice of inclusive or participatory history. This article explores student survey responses related to three authentic assessment tasks, designed and delivered over a three-year history curriculum. This survey was designed to understand the efficacy of authentic assessment for scaffolding historical practice at university, and to also evaluate its possibilities for helping to transform the practice of history, which in recent decades has sought, with limited success, more inclusive epistemologies and pedagogies. In this article we suggest that authentic assessment is likely to successfully connect history students to real-world activities, but that it is necessary to consider "whose" authenticity is at stake if the discipline of history is to succeed in its wider aims. Drawing on student comments, we conclude that authentic assessment can contribute to student becoming, but that it also helps build a similar kind of 'becoming' for the discipline and practice of history itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01