Defining and Measuring Authentic Assessment: A Case Study in the Context of Tertiary Science

Autor/inn/en	Schultz, Madeleine; Young, Karen; K. Gunning, Tiffany; Harvey, Michelle L.
Titel	Defining and Measuring Authentic Assessment: A Case Study in the Context of Tertiary Science
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 1, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schultz, Madeleine) ORCID (Young, Karen) ORCID (K. Gunning, Tiffany) ORCID (Harvey, Michelle L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1887811
Schlagwörter	Performance Based Assessment; College Science; Foreign Countries; Career Readiness; Undergraduate Students; College Faculty; Student Attitudes; Teacher Attitudes; Student Evaluation; Self Evaluation (Individuals); Australia + Suchen Sie Ihr Suchwort? Leistungsermittlung; Ausland; Fakultät; Schülerverhalten; Lehrerverhalten; Schulnote; Studentische Bewertung; Australien
Abstract	This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered 'authentic' for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01