18,204
Views
182
CrossRef citations to date
0
Altmetric
Original Articles

Authentic assessment: creating a blueprint for course design

ORCID Icon, , ORCID Icon, &

References

  • Andrews, J., and H. Higson. 2008. “Graduate Employability, ‘Soft Skills’ versus ‘Hard’ Business Knowledge: A European Study.” Higher Education in Europe 33 (4): 411–422. doi:10.1080/03797720802522627.
  • Andrews, J., and H. Higson. 2014. “Is Bologna Working? Employer and Graduate Reflections of the Quality, Value and Relevance of Business and Management Education in Four European Union Countries.” Higher Education Quarterly 68 (3): 267–287. doi:10.1111/hequ.12054.
  • Archbald, D. A., and F. M. Newmann. 1988. Beyond Standardized Testing: Assessing Authentic Academic Achievement in the Secondary School. Reston, VA: National Association of Secondary School Principals Assessment.
  • Archer, W., and J. Davison. 2008. Graduate Employability: What Do Employers Think and Want?. London: CIHE.
  • Ashford-Rowe, K., J. Herrington, and C. Brown. 2014. “Establishing the Critical Elements That Determine Authentic Assessment.” Assessment & Evaluation in Higher Education 39 (2): 205–222. doi:10.1080/02602938.2013.819566.
  • Avery, P., and C. Freeman. 2002. “Developing Authentic Instruction in the Social Studies.” Journal of Research in Education 12 (1): 50–56.
  • Avery, P. G., C. Freeman, and D. Carmichael. 2012. “Developing Authentic Instruction in the Social Studies.” Journal of Research in Education 12 (1): 50–56.
  • Baeten, M., K. Struyven, and F. Dochy. 2013. “Student-centred Teaching Methods: Can They Optimise Students’ Approaches to Learning in Professional Higher Education?” Studies in Educational Evaluation 39 (1): 14–22. doi:10.1016/j.stueduc.2012.11.001.
  • Benner, P., M. Sutphen, V. Leonard, and L. Day. 2009. Educating Nurses: A Call for Radical Transformation. San Francisco, CA: Jossey-Bass. doi:10.3928/01484834-20120402-01.
  • Beyaztas, D. I., and N. Senemoglu. 2015. “Learning Approaches of Successful Students and Factors Affecting Their Learning Approaches.” Education and Science 40 (179): 193–216.
  • Biggs, J., and C. Tang. 2011. Teaching for Quality Learning at University: What the Student Does. Maidenhead: Open University Press.
  • Birenbaum, M. 2003. “New Insights into Learning and Teaching and Their Implications for Assessment.” In Optimizing New Modes of Assessment. in Search of Qualities and Standards, edited by Mien Segers, Filip Dochy and E. Cascallar, 13–36. Dordrecht: Kluwer Academic Publishers. doi:10.1007/0-306-48125-1.
  • Bloom, B., B. Masia, and D. Krathwohl. 1964. Taxonomy of Educational Objectives. New York: McKay.
  • Bloxham, S. 2015. “Assessing Assessment: New Developments in Assessment Design, Feedback Practices and Marking in Higher Education.” In A Handbook for Teaching and Learning in Higher Education, edited by H. Fry, S. Ketteridge, and S. Marshall, 107–122. 4th ed. Abingdon: Routledge.
  • Bloxham, S., and P. Boyd. 2007. Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead: Open University Press.
  • Bosco, A. M., and S. Ferns. 2014. “Embedding of Authentic Assessment in Work-integrated Learning Curriculum.” Asia-Pacific Journal of Cooperative Education 15 (4): 281–290.
  • Boud, D. 2010. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151–167. doi:10.1080/713695728.
  • Boud, D., and N. Falchikov. 2006. “Aligning Assessment with Long‐term Learning.” Assessment and Evaluation in Higher Education 31 (4): 399–413. doi:10.1080/02602930600679050.
  • Boud, D., and E. Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. doi:10.1080/02602938.2012.691462.
  • Boud, D., and D. Walker. 1990. “Making the Most of Experience.” Studies in Continuing Education 12 (2): 61–80. doi:10.1080/0158037900120201.
  • Brown, S. 2005. “Assessment for Learning.” Learning and Teaching in Higher Education 1: 81–89.
  • Brush, T., and J. Saye. 2008. “The Effects of Multimedia-Supported Problem-based Inquiry on Student Engagement, Empathy, and Assumptions about History.” Interdisciplinary Journal of Problem-Based Learning 2 (1): 21–56. doi:10.7771/1541-5015.1052.
  • Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 395–407.10.1080/03075071003642449
  • Carless, D., and M. Yang. 2013. “The Feedback Triangle and the Enhancement of Dialogic Feedback Processes.” Teaching in Higher Education 18 (3): 285–297.
  • Cummings, J., and G. Maxwell. 1999. “Contextualising Authentic Assessment.” Assessment in Education: Principles, Policy & Practice 6 (2): 177–194. doi:10.1080/09695949992865.
  • Dacre Pool, L., and P. Sewell. 2007. “The Key to Employability: Developing a Practical Model of Graduate Employability.” Education + Training 49 (4): 277–289. doi:10.1108/00400910710754435.
  • Dawson, P., D. Boud, J. Tai, R. Ajjawi and E. Panadero 2017. Building Courses to Develop ‘Evaluative Judgement’: Learning to Make Decisions about Quality Work. Assessment in Higher Education conference. Manchester, UK, June.
  • Deeley, S. J., and C. Bovill. 2017. “Staff Student Partnership in Assessment: Enhancing Assessment Literacy through Democratic Practices.” Assessment & Evaluation in Higher Education 42 (3): 463–477.10.1080/02602938.2015.1126551
  • Dochy, F., and L. McDowell. 1997. “Assessment as a Tool for Learning.” Studies in Educational Evaluation. 23 (4): 279–298. doi:10.1016/S0191-491X(97)86211-6.
  • Elliott, N., and A. Higgins. 2005. “Self and Peer Assessment – Does It Make a Difference to Student Group Work?” Nurse Education in Practice 5: 40–48. doi:10.1016/j.nepr.2004.03.004.
  • Ellström, E., and P. E. Ellström. 2014. “Learning Outcomes of a Work-based Training Programme.” European Journal of Training and Development 38 (3): 180–197. doi:10.1108/EJTD-09-2013-0103.
  • Endedijk, M. D., and J. D. Vermunt. 2013. “Relations between Student Teachers’ Learning Patterns and Their Concrete Learning Activities.” Studies in Educational Evaluation 39 (1): 56–65. doi:10.1016/j.stueduc.2012.10.001.
  • Fraile, J., E. Panadero, and R. Pardo. 2016. “The Effect of Co-Created Rubrics on Self-regulation, Performance and Self-efficacy.” Paper presented at the 8th Biennial Conference of EARLI SIG 1: Assessment & Evaluation, Munich.
  • Frey, B., V. Schmitt, and J. Allen. 2012. “Defining Authentic Classroom Assessment.” Practical Assessment, Research & Evaluation 17 (2): 1–18.
  • Gielen, S., F. Dochy, and S. Dierick. 2003. “Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, including the Pre-, Post-and True Assessment Effects”. In Optimising New Models of Assessment: In Search of Qualities and Standards, edited by M. Segers, F. Dochy and E. Cascallar, 37–54. Dordrecht: Kluwer Academic Publishers. doi:10.1007/0-306-48125-1_3.
  • Gulikers, J., T. Bastiaens, and P. Kirschner. 2004. “A Five-dimensional Framework for Authentic Assessment.” Educational Technology Research and Development 52 (3): 67–86. doi: 10.1007/BF02504676.
  • Gulikers, J., T. Bastiaens, and P. Kirschner. 2006. “Authentic Assessment, Student and Teacher Perceptions: The Practical Value of the Five Dimensional Framework.” Journal of Vocational Education and Training 58 (3): 337–357. doi:10.1080/13636820600955443.
  • Gulikers, J., T. Bastiaens, P. Kirschner, and L. Kester. 2008. “Relation between Student Perceptions of Assessment Authenticity, Study Approaches and Learning Outcome.” Studies in Educational Evaluation 32: 381–400. doi:10.1016/j.stueduc.2006.10.003.
  • Handley, K., and L. Williams. 2011. “From Copying to Learning: Using Exemplars to Engage Students with Assessment Criteria and Feedback.” Assessment & Evaluation in Higher Education 36 (1): 95–108.10.1080/02602930903201669
  • Hart, C., S. Hammer, P. Collins, and T. Chardon. 2011. “The Real Deal: Using Authentic Assessment to Promote Student Engagement in the First and Second Years of a Regional Program.” Legal Education Review 21 (1): 97–121.
  • Hounsell, D., V. McCune, J. Hounsell, and J. Litjens. 2008. “The Quality of Guidance and Feedback to Students.” Higher Education Research and Development. 27 (1): 67.
  • Ken, T., and Y. Chean. 2012. “Business Graduates’ Competences in the Eyes of the Employers: An Exploratory Study in Malaysia.” World Review of Business Research 2 (2): 176–190.
  • Kennedy, D. 2007. Writing and Using Learning Outcomes. Dublin: Watermans Printers.
  • Kreber, C., M. Klampfleitner, V. McCune, S. Bayne, and M. Knottenbelt. 2007. “What Do You Mean by ‘Authentic’? A Comparative Review of the Literature on Conceptions of Authenticity in Teaching.” Adults Education Quarterly 58 (1): 22–43. doi:10.1177/0741713607305939.
  • Marzano, R., and J. Kendall. 2008. Designing and Assessing Educational Objectives: Applying the New Taxonomy. Thousand Oaks, CA: Corwin Press.
  • Maxwell, T. 2012. “Assessment in Higher Education in the Professions: Action Research as an Authentic Assessment Task.” Teaching in Higher Education 17 (6): 686–696. doi:10.1080/13562517.2012.725220.
  • McCabe, A., and U. O’Connor. 2014. “Student-centred Learning: The Role and Responsibility of the Lecturer.” Teaching in Higher Education 19 (4): 350–359. doi:10.1080/13562517.2013.860111.
  • Meisels, S. J., X. Wen, and K. Beachy-Quick. 2010. “Authentic Assessment for Infants and Toddlers: Exploring the Reliability and Validity of the Ounce Scale.” Applied Developmental Science 14 (2): 55–71. doi:10.1080/10888691003697911.
  • Moon, T. R., C. M. Brighton, C. M. Callahan, and A. Robinson. 2005. “Development of Authentic Assessments for the Middle School Classroom.” Journal of Secondary Gifted Education 16 (2–3): 119–133.10.4219/jsge-2005-477
  • NACE. 2016. Job Outlook 2016: The Attributes Employers Want to See on New College Graduates’ Resumes. Bethlehem, PA: NACE. Accessed October, 2017. http://www.naceweb.org/career-development/trends-and-predictions/job-outlook-2016-attributes-employers-want-to-see-on-new-college-graduates-resumes/
  • Newman, F., A. Bryk, and J. Nagaoka. 2001. Authentic Intellectual Work and Standardized Test: Conflict or Coexistence?. Chicago, IL: Consortium on Chicago School Research.
  • Newmann, F., B. King, and D. Carmichael. 2007. Authentic Instruction and Assessment. Common Standards for Rigor and Relevance in Teaching Academic Subjects. Document Prepared for the Iowa Department of Education.
  • Nicol, D., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi:10.1080/03075070600572090.
  • Nicol, D., A. Thomson, and C. Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122. doi:10.1080/02602938.2013.795518.
  • O’donovan, B., M. Price, and C. Rust. 2004. “Know What I Mean? Enhancing Student Understanding of Assessment Standards and Criteria.” Teaching in Higher Education 9 (3): 325–335.10.1080/1356251042000216642
  • O’Donovan, B., M. Price, and C. Rust. 2008. “Developing Student Understanding of Assessment Standards: A Nested Hierarchy of Approaches.” Teaching in Higher Education 13 (2): 205–217.10.1080/13562510801923344
  • Ohaja, M., M. Dunlea, and K. Muldoon. 2013. “Group Marking and Peer Assessment during a Group Poster Presentation: The Experiences and Views of Midwifery Students.” Nurse Education in Practice 13 (5): 466–470. doi:10.1016/j.nepr.2012.11.005.
  • Palmer, S. 2004. “Authenticity in Assessment: Reflecting Undergraduate Study and Professional Practice.” European Journal of Engineering Education 29 (2): 193–202. doi:10.1080/03043790310001633179.
  • Panadero, E., G. T. L. Brown, and J. W. Strijbos. 2016. “The Future of Student Self-assessment: A Review of Known Unknowns and Potential Directions.” Educational Psychology Review 28 (4): 803–830. doi:10.1007/s10648-015-9350-2.
  • Panadero, E., and M. Romero. 2014. “To Rubric or Not to Rubric? The Effects of Self-assessment on Self-regulation, Performance and Self-efficacy.” Assessment in Education: Principles, Policy and Practice 21 (2): 133–148.10.1080/0969594X.2013.877872
  • Pintrich, P. 2000. “Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Self-Regulated Learning and Achievement.” Journal of Educational Review 92: 544–555. doi:10.1037/0022-0663.92.3.544.
  • Plump, C. 2010. “Dealing with Problem Employees: A Legal Guide for Employers.” Business Horizons 53: 607–618. doi:10.1016/j.bushor.2010.07.003.
  • Randolph, J. 2009. “A Guide to Writing the Dissertation Literature Review.” Practical Assessment, Research & Evaluation 14 (13): 2–13.
  • Rawson, K., J. Dunlosky, and S. Sciartelli. 2013. “The Power of Successive Relearning: Improving Performance on Course Exams and Long-term Retention.” Educational Psychology Review 25: 523–548. doi:10.1007/s10648-013-9240-4.
  • Raymond, J., C. Homer, R. Smith, and J. Gray. 2013. “Learning through Authentic Assessment. An Evaluation of a New Development in the Undergraduate Midwifery Curriculum.” Nurse Education in Practice 13 (5): 471–476. doi:10.1016/j.nepr.2012.10.006.
  • Rust, C., M. Price, and B. O’donovan. 2003. “Improving Student’ Learning by Developing Their Understanding of Assessment Criteria and Processes.” Assessment and Evaluation in Higher Education 28 (2): 147–164.10.1080/02602930301671
  • Sadler, D. Royce. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18: 119–144. doi:10.1007/BF00117714.
  • Sadler, D. Royce. 2005. “Interpretations of Criteria-based Assessment and Grading in Higher Education.” Assessment & Evaluation in Higher Education 30 (2): 175–194. doi:10.1080/0260293042000264262.
  • Sadler, D. Royce. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550. doi:10.1080/02602930903541015.
  • Sambell, K., L. McDowell, and C. Montgomery. 2013. Assessment for Learning in Higher Education. London: Routledge.
  • Saye, J. 2013. “Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-mandated Tests.” Theory & Research in Social Education 41: 89–132. doi:10.1080/00933104.2013.756785.
  • Segers, M., F. Dochy, and E. Cascallar. 2003. Optimising New Models of Assessment: In Search of Qualities and Standards. Dordrecht: Kluwer Academic Publishers. doi:10.1007/0-306-48125-1.
  • Shepard, L. 2000. “The Role of Assessment in a Learning Culture.” Educational Researcher 29 (7): 4–14.10.3102/0013189X029007004
  • Singh, P., R. Thambusamy, and M. Ramly. 2014. “Fit or Unfit? Perspectives of Employers and University Instructors of Graduates’ Generic Skills.” Social and Behavioral Sciences 123: 315–324. doi:10.1016/j.sbspro.2014.01.1429.
  • Swaffield, S. 2011. “Getting to the Heart of Authentic Assessment for Learning.” Assessment in Education: Principles, Policy and Practice. 18 (4): 433–449. doi:10.1080/0969594X.2011.582838.
  • Swan, K., and M. Hofer. 2013. “Examining Student-Created Documentaries as a Mechanism for Engaging Students in Authentic Intellectual Work.” Theory & Research in Social Education 41: 133–175. doi:10.108.0/00933104.2013.758018.
  • Tai, J., B. J. Canny, T. P. Haines, and E. K. Molloy. 2016. “The Role of Peer-assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.” Advances in Health Sciences Education 21: 659–676.10.1007/s10459-015-9659-0
  • Torrance, H. 1995. Evaluating Authentic Assessment. Buckingham: Open University Press.
  • Vanaki, Z., and R. Memarian. 2009. “Professional Ethics: Beyond the Clinical Competency.” Journal of Professional Nursing 25: 285–291. doi:10.1016/j.profnurs.2009.01.009.
  • Watkins, D., B. Dahlin, and M. Ekholm. 2005. “Awareness of the Backwash Effect of Assessment: A Phenomenographic Study of the Views of Hong Kong and Swedish Lecturers.” Instructional Science 33: 283–309. doi:10.1007/s11251-005-3002-8.
  • Wiggins, G. 1990. “The Case for Authentic Assessment.” Practical Assessment, Research & Evaluation 2 (2): 28–37.
  • Wiggins, G. 1993. Assessing Student Performance. San Francisco, CA: Jossey-Bass.
  • Wiggins, G., and J. McTighe. 2006. “Examining the Teaching Life.” Educational Leadership. 63 (6): 26–29.
  • Wiliam, D. 2007. “Keeping Learning on Track: Formative Assessment and the Regulation of Learning.” In Second Handbook of Mathematics Teaching and Learning, edited by F. K. Lester, 1053–1098. Greenwich, CT: Information Age.
  • Wiliam, D., C. Lee, C. Harrison, and P. Black. 2004. “Teachers Developing Assessment for Learning: Impact on Student Achievement.” Assessment in Evaluating 11 (1): 49–65. doi:10.1080/0969594042000208994.
  • Wu, X., M. Heng, and W. Wang. 2015. “Nursing Students’ Experiences with the Use of Authentic Assessment Rubric and Case Approach in the Clinical Laboratories.” Nurse Education Today 35: 549–555. doi:10.1016/j.nedt.2014.12.009.
  • Wyatt-Smith, C., and V. Klenowski. 2012. “Explicit, Latent and Meta-criteria: Types of Criteria at Play in Professional Judgement Practice.” Assessment in Education: Principles, Policy and Practice 20 (1): 35–52.
  • Yorke, M. 2010. “Employability: Aligning the Message, the Medium and Academic Values.” Journal of Teaching and Learning for Graduate Employability 1 (1): 2–12.10.21153/jtlge2010vol1no1art545
  • Yorke, M., and P. T. Knight. 2004. Embedding Employability into the Curriculum. York: HEA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.