Teachers’ Perceptions about Authentic Assessment in Higher Education

A University Case Study

Abstract

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Recently, there has been a shift in the assessment paradigm in higher education (HE), moving away from traditional evaluation systems towards authentic assessment (AA). AA ensures profound and high-quality learning outcomes, diverging from the standardized, memory-centric approaches often found in traditional assessment systems. This qualitative study aimed to explore the perceptions of university teachers regarding AA. The researchers purposively selected participants from nine departments of the Faculties of Arts & Humanities and Law & Social Sciences at Hazara University Mansehra, Pakistan. These participants were practicing AA and were willing to provide rich information. Through semi-structured interviews, the perceptions of 14 university teachers were analyzed through thematic analysis. The findings highlighted that university teachers distinguish AA, which emphasizes real-world relevance and practical application, from traditional assessment, which relies on paper-pencil tests and multiple-choice questions that promote rote memorization. They unanimously agreed that AA requires evaluating students' abilities, skills, and current knowledge to prepare them for the future. University teachers also emphasized the importance of assessing behavioral, problem-solving, and professional skills relevant to students' respective disciplines. The study recommends universities integrate AA methods to better prepare students for real-world challenges and professional environments, ensuring they possess the necessary competencies for their future careers.