Using principles of authentic assessment to redesign written examinations and tests

ABSTRACT

Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.

KEYWORDS:

• Assessment
• authentic assessment (AA)
• authenticity
• testing

Acknowledgements

This work was supported by the Agencia Nacional de Investigación y Desarrollo (ANID) under Grant named Fondecyt de Inicio No. 11180799.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Verónica Villarroel

Verónica Villarroel has PhD in Psychology. She works as a teacher and researcher at the Faculty of Psychology in Universidad del Desarrollo in Chile. She is the Director of The Center for Research and Improvement of Education (CIME), of the same Faculty and university.

David Boud

David Boud has a PhD in Education. He has been involved in the research of higher education topics, for more than 30 years. He is an Emeritus Professor of the School of Education in the University of Technology, Sydney. He is also the founder, and Director, of the Centre for Research in Assessment and Digital Learning, of the University of Deakin in Melbourne, Australia.

Susan Bloxham

Susan Bloxham has a PhD in Educational Research. She is currently an Emeritus Professor in the Faculty of Arts, Business and Science and the Research Institute for Professional Learning in Education (RIPLE) following her retirement from the post of Director of the centre in the University of Cumbria, England.

Daniela Bruna

Daniela Bruna has a PhD in Psychology. She works as a teacher and researcher at the Faculty of Psychology of Universidad del Desarrollo in Chile. And, also research in the Center for Research and Improvement of Education (CIME), which belongs to the same faculty.

Carola Bruna

Carola Bruna has a PhD in Biological Sciences. She works as a teacher and researcher of the Biochemistry and Molecular Biology Department, of the Faculty of Biological Sciencies, in Universidad de Concepción, Chile.