Designing the digital in authentic assessment: is it fit for purpose?

Figures & data

Figure 1. The PRISMA diagram.

Table 1. Inclusion and exclusion criteria.

Criteria	Inclusion	Exclusion
Phenomenon	Studies depicting authentic assessment as a form of classroom assessment as the primary phenomenon of the study	Studies with a tangential role of classroom assessment (e.g. studies on authentic practises, work-integrated learning) Studies about other types of assessment and evaluation (e.g. learning analytics, teacher evaluations)
Role of the digital in the assessment design	Central role	Peripheral or unclear role No mention
Type of record	English Peer-reviewed journal articles Full text available The study needed to include a description of an authentic assessment design (either empirical or conceptual) Original studies Studies with sufficient descriptive information about the assessment design	Not in English Non-peer-reviewed articles, guidebooks, theses, books, book chapters No full text available Conceptual studies without a description of an authentic assessment design Secondary reviews Studies with insufficient information about the assessment design
Population	Higher education, under- and post-graduate students	Other educational settings (e.g. primary and secondary education, workplace learning)

Figure 2. The number of studies published in 5-year intervals. The last interval only represents the timescale from 2020 to August 2021.