Journal article
Establishing the critical elements that determine authentic assessment
Assessment & Evaluation in Higher Education, Vol.39(2), pp.205-222
2014
Abstract
This study sought to determine the critical elements of an authentic learning activity, design them into an applicable framework and then use this framework to guide the design, development and application of work-relevant assessment. Its purpose was to formulate an effective model of task design and assessment. The first phase of the study identified from the literature critical elements that determined assessment as being authentic, and presented these to practitioners and experts for feedback. In phase two, it codified the elements into a framework that was then applied to the redesign of assessments in an army course. Phase three involved student evaluation of the redesigned assessment activities. This led to further review and revision of elements in phase four. The study outcomes suggest that it is possible, by identifying and codifying individual elements, to determine the ways in which the authenticity of an individual assessment activity might be enhanced. The paper concludes with a literature update on the framework elements that lead to suggestions for further research.
Details
- Title
- Establishing the critical elements that determine authentic assessment
- Authors/Creators
- K. Ashford-Rowe (Author/Creator)J. Herrington (Author/Creator)C. Brown (Author/Creator)
- Publication Details
- Assessment & Evaluation in Higher Education, Vol.39(2), pp.205-222
- Publisher
- Routledge, part of the Taylor & Francis Group
- Identifiers
- 991005540482507891
- Copyright
- 2013 Taylor & Francis
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
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- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general