Defining and measuring authentic assessment: a case study in the context of tertiary science

Abstract

This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered ‘authentic’ for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates.

Keywords:

• Authentic assessment
• graduate learning outcomes
• employability
• industry engagement

Acknowledgements

We thank our academic staff colleagues and students who participated in surveys and interviews. We acknowledge the efforts of Natalie Gasz (project officer) and Carine Chan Moi Fat (intern), who assisted with administrative aspects of the project. We are also grateful to Stuart Palmer, who acted as critical friend. We acknowledge the Faculty of Science, Engineering and Built Environment for a teaching and learning project grant.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Madeleine Schultz

Madeleine Schultz is Senior Lecturer in the School of Life and Environmental Sciences, Faculty of Science, Engineering and Built Environment at Deakin University. She is a recognised authority in the area of chemistry education, including concept development, laboratory experiences and assessment. Her current interest is the incorporation of sustainability throughout the chemistry curriculum.

Karen Young

Karen Young is Senior Lecturer in the Science, Engineering and Built Environment Faculty at Deakin University, Australia, where she is Academic Director, Work Integrated Learning (WIL). Karen leads an academic team to support the strategic and operational curriculum innovations associated with good practice embedded WIL approaches in a range of undergraduate and postgraduate programs. As a WIL practitioner, she applies a scholarly, action-research approach to the continual improvement of placement-based WIL innovations. Her research focus is WIL curriculum and assessment.

Tiffany K. Gunning

Tiffany K. Gunning is Lecturer in the Faculty of Science, Engineering and Built Environment at Deakin University and leads the Teaching and Learning - Special Projects Team. She combines her scientific background (PhD), expertise in secondary and tertiary education (BEd) with her interest in the development and implementation of e-Learning tools, to provide online solutions to Higher Education teaching challenges. Her current research focuses on the application of online self-and peer-assessment strategies to support the development of students’ teamwork skills.

Michelle L. Harvey

Michelle L. Harvey is Associate Head of School (Curriculum) in the School of Life and Environmental Sciences, Faculty of Science, Engineering and Built Environment at Deakin University. She has been an academic since 2006, teaching and leading courses in forensic science. Her research centres around medical entomology with a specific focus on blowfly biology.