Empirical investigation of authentic assessment theory: An application in online courses using mimetic simulation created in university learning management ecosystems

Abstract

Authentic assessment has theorised benefits for student outcomes in higher education. More needs to be done, however, to empirically test relationships between the critical elements of authenticity and student outcomes, particularly in online learning environments. In this paper we examine whether an online simulation-based learning and assessment design, developed using the tools and functionality within the available university online ecosystem, has measurable ‘authenticity’ in a postgraduate course. In addition, we assess whether the simulation is associated with improvements in student learning behaviours and outcomes. We analyse qualitative data from lecturer and student interviews and student work submitted online, as well as data analytics from the learning management system in both control and experimental conditions. Seven critical elements of authentic assessment were identified including new aspects of authenticity relating to simulation-specific affordances (e.g. emotional content, temporal dimensions and unpredictability). Students watched lecture videos and participated in online discussion more frequently in the online simulation than in the control condition and indicated perceived mastery of, and confidence in, the learning outcomes. These findings make important contributions to authentic assessment theory and have practical implications for simulations built in online ecosystems available in higher education.

Keywords:

• Online
• simulation
• authentic assessment
• mimetic
• occupational safety

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by a Teaching Development Grant awarded to the first author and funded by the Australian Catholic University.

Notes on contributors

Kïrsten A. Way

Kïrsten Way is a Senior Lecturer and Program Director, Centre for Business and Organisational Psychology, The University of Queensland, Australia. Her research focuses on learning technologies, supervisors, conflict and safety.

Lisa Burrell

Lisa Burrell was a Senior Educational Designer at Australian Catholic University and now Androgogic, an educational technology services provider. She supports a range of clients in the design and development of online courses.

Louise D’Allura

Louise D’Allura received a BAppSci and Grad Dip in Occupational Health at Queensland University of Technology. She holds strategic, policy, and research positions in government and academic institutions. Her research interests are in the relationship between work and health.

Kevin Ashford-Rowe

Kevin Ashford-Rowe is a full Professor and institutional lead for digital learning at Queensland University of Technology (QUT). He leads the Digital Learning Portfolio located within the Learning and Teaching Unit. His research interests relate to authentic assessment and digital learning.