Teachers’ Perceptions About Authentic Assessment in Higher Education
A University Case Study
DOI:
https://doi.org/10.58329/criss.v3i2.136Abstract
Abstract Views: 175
Recently, there has been a shift in the assessment paradigm in higher education (HE), moving away from traditional assessment 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 Social Sciences at Hazara University Mansehra, Pakistan. Through semi-structured interviews, the perceptions of 14 university teachers were analyzed through thematic analysis. The five main themes emerged as 1)deviating from traditional assessment methods, 2)connected to the real world, 3) abilities and skills, 4)connected to the future, and 5)updated knowledge. Three sub-themes for a primary theme, abilities, and skills also emerged: i)assessing professional skills, ii)behavioral skills, and iii)problem-solving skills. The findings highlighted that AA requires assessing students' abilities, skills, and current knowledge to prepare them for the future. University teachers also emphasized the importance of determining 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.
Keywords:
Authentic assessment, Case study, Higher education, Perceptions, Traditional assessment
References
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2023). From authentic assessment to authenticity in assessment: broadening perspectives. Assessment & Evaluation in Higher Education, 49(4), 499–510. https://doi.org/10.1080/02602938.2023.2271193
Akbari, M., Nguyen, H. M., McClelland, R., & van Houdt, K. (2022). Design, implementation, and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy. Education + Training, 64(1), 69–88. https://doi.org/10.1108/ET-04-2021-0121
Azim, S., & Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314–320. http://ecommons.aku.edu/pakistan_ied_pdcc/11
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
Constantinou, F. (2020). Examination questions as a form of communication between the examiner and the examinee: A sociolinguistic perspective on assessment practice. Cambridge Journal of Education, 50(6), 711–728. https://doi.org/10.1080/0305764x.2020.1761293
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. (3rd ed.). Sage Publications.
Creswell, J., W. & Creswell, J. David. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5-6), 523-545. https://doi.org/10.1016/S0742-051X(00)00015-9
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: a balance of relationship and rigour. Family Medicine and Community Health, 7(2), e000057. https://doi.org/10.1136/fmch-2018-000057
Eddy, P. L., & Lawrence, A. (2013). Wikis as platforms for authentic assessment. Innovative Higher Education, 38, 253-265. https://doi.org/10.1007/s10755-012-9239-7
Endedijk, M. D., & Vermunt, J. D. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39(1), 56–65. http://dx.doi.org/10.1016/j.stueduc.2012.10.001
Fook, C. Y., & Sidhu, G. K. (2010). Authentic assessment and pedagogical strategies in higher education. Journal of Social Sciences, 6(2), 153–161. https://doi.org/10.3844/jssp.2010.153.161
Gay, L. R. Mills, G. E., & Airasian, P. (2016). Education research: Competencies for analysis and applications (11th ed.). Pearson.
Gleason, N. W. (2018). Singapore's higher education systems in the era of the fourth industrial revolution: Preparing lifelong learners. In N. W. Gleason (Ed.), Higher education in the era of the fourth industrial revolution. Palgrave Macmillan. https://doi.org/10.1007/978-981-13-0194-0_7
Grant, K., Fedoruk, L., & Nowell, L. (2021). Conversations and reflections on authentic assessment. Imagining SoTL, 1, 146-162. https://doi.org/10.29173/isotl532
Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86. https://doi.org/10.1007/BF02504676
Gunasekara, C., & Gerts, C. (2017). Enabling authentic assessment: The essential role of information literacy. Journal of the Australian Library and Information Association, 66(4), 393-405. https://doi.org/10.1080/24750158.2017.1399014
Haynes, K. (2010). Critical reflections on authentic teaching: A personal account. Reflective Practice, 11(3), 299–306. https://doi.org/10.1080/14623943.2010.487369
Hazara University Mansehra. (2017). Hazara University Mansehra, semester rules (revised). http://www.hu.edu.pk/newsite/downloads/53
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2021). The quality of assessment tasks is a determinant of learning. Assessment and Evaluation in Higher Education, 46(6), 943–955. https://doi.org/10.1080/02602938.2020.1828268
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., Boud, D., Rotsaert, T., Brown, S., Salinas Salazar, M. L., & Rodríguez Gómez, H. M. (2020). The future of assessment in higher education. Revista Electrónica de Investigación y EvaluaciónEducativa RELIEVE, 26(1). https://doi.org/10.7203/relieve.26.1.17323
Jackson, D. (2018). Challenges and strategies for assessing student workplace performance during work-integrated learning. Assessment & Evaluation in Higher Education, 43(4), 555-570. https://doi.org/10.1080/02602938.2017.1378618
James, L. T., & Casidy, R. (2016). Authentic assessment in business education: Its effects on student satisfaction and promoting behavior. Studies in Higher Education, 43(3), 401–415. https://doi.org/10.1080/03075079.2016.1165659
Karunanayaka, S. P., & Naidu, S. (2021). Impacts of authentic assessment on the development of graduate attributes. Distance Education, 42(2), 231–252. https://doi.org/10.1080/01587919.2021.1920206
Kearney, S. (2012). Improving engagement: The use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875–891. https://doi.org/10.1080/02602938.2012.751963
Kinash, S., McGillivray, L., & Crane, L. (2018). Do university students, alumni, educators, and employers link assessment and graduate employability? Higher Education Research & Development, 37(2), 301-315. https://doi.org/10.1080/07294360.2017.1370439
Koh, K. (2017). Authentic assessment. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.22
Le Thi Viet, H., & Bouilheres, F. (2017). Authentic assessment to prepare students for employability skills. In Proceedings of the SEAMEO RETRAC in collaboration with British Columbia Council for International Education (BCCIE) Annual International Conference (July 27-28, 2017, pp. 1-10.), Ho Chi Minh City, Vietnam.
Maniram, R. (2022). Enabling students critical thinking dispositions in hospitality financial management. Journal of Teaching in Travel & Tourism, 4(10), 1-17. https://doi.org/10.1080/15313220.2022.2096173
McArthur, J. (2023). Rethinking authentic assessment: Work, well-being, and society. Higher Education, 85(1), 85-101. https://doi.org/10.1007/s10734-022-00822-y
Morosan, C., Dawson, M., & Whalen, E. A. (2017). Using active learning activities to increase student outcomes in an information technology course. Journal of Hospitality & Tourism Education, 29(4), 147–157. https://doi.org/10.1080/10963758.2017.1382369
Mueller, J. (2005). The authentic assessment toolbox: enhancing student learning through online faculty development. Journal of Online Learning and Teaching, 1(1), 1-7.
Munandar, A., Maryani, E., Rohmat, D., & Ruhimat, M. (2020). Establishing the professionalism of geography teacher through authentic assessment field study. International Journal of Instruction, 13(2), 797-818. https://doi.org/10.29333/iji.2020.13254a
Nieminen, J. H., Bearman, M., & Ajjawi, R. (2022). Designing the digital in authentic assessment: is it fit for purpose?. Assessment & Evaluation in Higher Education, 4(8), 529-543. https://doi.org/10.1080/02602938.2022.2089627
Nkhoma, C., & Nkhoma, M. (2019). A research-led approach to authentic assessment design for an introductory accounting course. In B. Tynan, T. McLaughlin, A. Chester, C. Hall-van den Elsen, & B. Kennedy (Eds), Transformations in tertiary education. The scholarship of engagement at RMIT University (pp. 199-211). Springer.
Sambell, K., & Brown, S. (2021). Covid-19 assessment collection. https:// sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/
Serrano, M. M., O’Brien, M., Roberts, K., & Whyte, D. (2018). Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning. Active Learning in Higher Education, 19(1), 9-21. https://doi.org/10.1177/1469787417723244
Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030. https://doi.org/10.1016/j.stueduc.2021.101030
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2019). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 57(1), 38–49. https://doi.org/10.1080/14703297.2018.1564882
Wiewiora, A., & Kowalkiewicz, A. (2019). The role of authentic assessment in developing authentic leadership identity and competencies. Assessment & Evaluation in Higher Education, 44(3), 415-430. https://doi.org/10.1080/02602938.2018.1516730
Winarso, W. (2018). Authentic assessment for academic performance: Study on the attitudes, skills, and knowledge of grade 8 mathematics students. Malikussaleh Journal of Mathematics Learning, 1(1), 1–8. https://doi.org/10.29103/mjml.v1i1.579
Wootton, A. J. (2021). Authentic assessment: A foundation year case study. Journal of the Foundation Year Network, 4, 75-85.
Wu, X. V., Heng, M. A., & Wang, W. (2015). Nursing students’ experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35(4), 549–555. https://doi.org/10.1016/j.nedt.2014.12.009
Yan, Z., & Boud, D. (2021). Conceptualising assessment-as-learning. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 11–24). Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 CARC Research in Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
