Citations (54)
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Qian Wang, Hanlihui Ma, Xiaojun Zhang, Jiyao Xun & Jian Chen. (2023) The impact of the future time perspective on student learning motivation and autonomous learning behaviours in the context of a work-based program. Asia Pacific Journal of Education 43:3, pages 790-804.
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Jason I. Pallant, Jessica L. Pallant & Ryan Jopp. (2022) The case for scaling authentic learning across undergraduate and postgraduate research skills courses. Teaching in Higher Education 0:0, pages 1-18.
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Slaviša Radović, Olga Firssova, Hans G. K. Hummel & Marjan Vermeulen. (2021) Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation. Studies in Higher Education 46:12, pages 2710-2725.
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Janne Elo & Michaela Pörn. (2021) Challenges of implementing authenticity of tandem learning in formal language education. International Journal of Bilingual Education and Bilingualism 24:6, pages 771-784.
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Sue Ashley, Harmen Schaap & Elly de Bruijn. (2021) Exploring differences between international business undergraduates’ conceptual understanding. Studies in Higher Education 46:6, pages 1041-1054.
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Gideon Dishon. (2021) The new natural? Authenticity and the naturalization of educational technologies. Learning, Media and Technology 46:2, pages 156-173.
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K. Mallery Keenan & A. Gillian Stewart-Wells. (2021) Moving Beyond Comprehensive Exams: Implementing Authentic Assessments to Enhance Doctoral Student Learning. Christian Higher Education 20:1-2, pages 69-86.
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Rachael Hains-Wesson, Vikki Pollard, Friederika Kaider & Karen Young. (2020) STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach. Studies in Higher Education 45:9, pages 1797-1808.
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Hannah Forsyth & Jedidiah Evans. (2019) Authentic assessment for a more inclusive history. Higher Education Research & Development 38:4, pages 748-761.
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Chloe Marsh. (2017) Poetry and assessment: an investigation into teachers' perceptions of the impact of closed book examinations on teaching and learning at GCSE. English in Education 51:3, pages 275-293.
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Sue Ashley, Harmen Schaap & Elly de Bruijn. (2017) Revealing conceptual understanding of international business. Assessment & Evaluation in Higher Education 42:5, pages 690-704.
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Beth Twomey. (2015) Authentic Assessments: Praxis for the Distance Librarian. Journal of Library & Information Services in Distance Learning 9:1-2, pages 170-178.
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Greet
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J.G. van Merriënboer. (2012) Drawing students’ attention to relevant assessment criteria: effects on self-assessment skills and performance. Journal of Vocational Education & Training 64:2, pages 185-198.
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Fiona McSweeney. (2012) Student, Practitioner, or Both? Separation and Integration of Identities in Professional Social Care Education. Social Work Education 31:3, pages 364-382.
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Sebastian Stuppan, Katrin Bölsterli Bardy, Andrea Maria Schmid & Markus Wilhelm. (2023) Überschätzen die Lehrmittelautor:innen den authentischen Lebensweltbezug von MINT-Aufgaben? Eine Studie zur LernendenperspektiveDo Authors of Teaching Materials Overestimate the Authenticity of STEM Tasks’ Relationship to Daily Life? A Study From the Learner Perspective. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
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Dorothy Duchatelet, Frank Cornelissen & Monique Volman. (2023) Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review. Journal of Experiential Education.
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Daniela Schriebl, Andreas Müller & Nicolas Robin. (2022) Modelling Authenticity in Science Education. Science & Education 32:4, pages 1021-1048.
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María-Jesús Martínez-Argüelles, Dolors Plana-Erta & Àngels Fitó-Bertran. (2022) Impact of using authentic online learning environments on students’ perceived employability. Educational technology research and development 71:2, pages 605-627.
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Sally Brown & Kay Sambell. 2023. Formative and Shared Assessment to Promote Global University Learning. Formative and Shared Assessment to Promote Global University Learning
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Lourdes Guàrdia, Marcelo Maina, Federica Mancini & Montserrat Martinez Melo. (2023) Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective. Applied Sciences 13:4, pages 2450.
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Valentina Nachtigall, David Williamson Shaffer & Nikol Rummel. (2022) Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. Educational Psychology Review 34:3, pages 1479-1516.
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Laura Schmidt, Desiderio J. García-Almeida & Celine Chang. (2022) Career Change of Young Talent and the Influence of Knowledge Transfer on Vocational Commitment: a Study of Hospitality Apprentices in Bavaria (Germany). Vocations and Learning 15:2, pages 261-283.
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Oskar Hagvall Svensson, Tom Adawi & Anders Johansson. (2021) Authenticity work in higher education learning environments: a double-edged sword?. Higher Education 84:1, pages 67-84.
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Sylvia Manto Ramaligela. 2022. Research Anthology on Vocational Education and Preparing Future Workers. Research Anthology on Vocational Education and Preparing Future Workers
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Nithiananthini Kumarawel & Farrah Dina Yusop. 2022. Alternative Assessments in Malaysian Higher Education. Alternative Assessments in Malaysian Higher Education
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Kaja Reegård. (2020) Når lærlingen møter arbeidslivets vurderingslogikk: Yrkessosialisering i det norske salgsfaget. Nordic Journal of Vocational Education and Training 10:3, pages 67-82.
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Enrique Barra, Sonsoles López-Pernas, Álvaro Alonso, Juan Fernando Sánchez-Rada, Aldo Gordillo & Juan Quemada. (2020) Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era. Sustainability 12:18, pages 7451.
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Nandita Gurjar. (2020) Leveraging Social Networks for Authentic Learning in Distance Learning Teacher Education. TechTrends 64:4, pages 666-677.
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M Syaifuddin. (2019) The effect of students’ perception on classroom assessment to students’ attitudes. Journal of Physics: Conference Series 1280:4, pages 042027.
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Youn Seon Lim. (2019) Students’ Perception of Formative Assessment as an Instructional Tool in Medical Education. Medical Science Educator 29:1, pages 255-263.
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Viola Deutscher & Esther Winther. 2019. Handbook of Vocational Education and Training. Handbook of Vocational Education and Training
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Viola Deutscher & Esther Winther. (2018) Instructional sensitivity in vocational education. Learning and Instruction 53, pages 21-33.
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Anouk van der Gijp, Cécile J. Ravesloot, Corinne A. Tipker, Kim de Crom, Dik R. Rutgers, Marieke F. van der Schaaf, Irene C. van der Schaaf, Christian P. Mol, Koen L. Vincken, Olle Th.J. ten Cate, Mario Maas & Jan P.J. van Schaik. (2017) Increasing Authenticity of Simulation-Based Assessment in Diagnostic Radiology. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 12:6, pages 377-384.
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Roger McDermott, Mark Zarb, Mats Daniels, Aletta Nylen, Arnold Pears, Ville Isomottonen & Michael Caspersen. (2017) The authenticity of ‘authentic’ assessment some faculty perceptions. The authenticity of ‘authentic’ assessment some faculty perceptions.
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Samrat Ghosh, Marcus Bowles, Dev Ranmuthugala & Ben Brooks. (2015) Authentic assessment in seafarer education: using literature review to investigate its validity and reliability through rubrics. WMU Journal of Maritime Affairs 15:2, pages 317-336.
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Harmen Schaap, Liesbeth Baartman & Elly de Bruijn. (2011) Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review. Vocations and Learning 5:2, pages 99-117.
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