Empirical Investigation of Authentic Assessment Theory: An Application in Online Courses Using Mimetic Simulation Created in University Learning Management Ecosystems

Autor/inn/en	Way, Kïrsten A.; Burrell, Lisa; D'Allura, Louise; Ashford-Rowe, Kevin
Titel	Empirical Investigation of Authentic Assessment Theory: An Application in Online Courses Using Mimetic Simulation Created in University Learning Management Ecosystems
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 1, S.17-35 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Way, Kïrsten A.) ORCID (Ashford-Rowe, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1740647
Schlagwörter	Performance Based Assessment; Online Courses; Integrated Learning Systems; Simulation; Graduate Students; Outcomes of Education; Student Behavior; Affordances; College Faculty; Student Evaluation; Business Administration Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Leistungsermittlung; Online course; Online-Kurs; Simulation program; Simulationsprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Student behaviour; Schülerverhalten; Fakultät; Schulnote; Studentische Bewertung; Ausland; Australien
Abstract	Authentic assessment has theorised benefits for student outcomes in higher education. More needs to be done, however, to empirically test relationships between the critical elements of authenticity and student outcomes, particularly in online learning environments. In this paper we examine whether an online simulation-based learning and assessment design, developed using the tools and functionality within the available university online ecosystem, has measurable 'authenticity' in a postgraduate course. In addition, we assess whether the simulation is associated with improvements in student learning behaviours and outcomes. We analyse qualitative data from lecturer and student interviews and student work submitted online, as well as data analytics from the learning management system in both control and experimental conditions. Seven critical elements of authentic assessment were identified including new aspects of authenticity relating to simulation-specific affordances (e.g. emotional content, temporal dimensions and unpredictability). Students watched lecture videos and participated in online discussion more frequently in the online simulation than in the control condition and indicated perceived mastery of, and confidence in, the learning outcomes. These findings make important contributions to authentic assessment theory and have practical implications for simulations built in online ecosystems available in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01