Authentic assessment training for university teachers

References

• Akbari, M., Nguyen, H. M., McClelland, R., & van Houdt, K. (2022). Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy. Education + Training, 64(1), 69–88. https://doi.org/10.1108/ET-04-2021-0121
   Web of Science ®Google Scholar
• Allen, T. L., & Parks, M. A. (2018). Improving student learning through assessment: A mixed-methods study of the impact of exam wrappers in a large undergraduate course. Teachers & Teaching, 24(5), 530–547. https://doi.org/10.1080/13540602.2017.142190
   Google Scholar
• Barton, G., Baguley, M., Kerby, M., & MacDonald, A. (2020). Investigating the assessment practices within an initial teacher education program in an Australian university: Staff perceptions and practices. Australian Journal of Teacher Education, 45(3), 34–47. https://doi.org/10.14221/ajte.2020v45n3.3
   Web of Science ®Google Scholar
• Boud, D., & Brew, A. (2013). Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development, 18(3), 208–221. https://doi.org/10.1080/1360144X.2012.671771
   Google Scholar
• Brown, M., Nomikoudis, M., Bouilheres, F., Nkhoma, C., & Akbari, M. (2022). Implementing a strategic campus-wide approach to authentic assessment: Considerations and recommendations for implementation. Higher Education, Skills & Work-Based Learning, 12(5), 914–927. https://doi.org/10.1108/HESWBL-05-2021-0100
   Web of Science ®Google Scholar
• Brush, T., & Saye, J. (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. https://doi.org/10.7771/1541-5015.1052
   Google Scholar
• Campbell, M., Cooper, B., Rueckert, C., & Smith, J. (2019). Reimagining student employability: A case study of policy and practice transformation. Journal of Higher Education Policy and Management, 41(5), 500–517. https://doi.org/10.1080/1360080X.2019.1646379
   Web of Science ®Google Scholar
• Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally.
   Google Scholar
• Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963–976. https://doi.org/10.1007/s10734-014-9816-z
   Web of Science ®Google Scholar
• Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46, 81–91. https://doi.org/10.1016/j.stueduc.2015.02.002
   Web of Science ®Google Scholar
• Constantinou, F. (2020). Examination questions as a form of communication between the examiner and the examinee: A sociolinguistic perspective on assessment practice. Cambridge Journal of Education, 50(6), 711–728. https://doi.org/10.1080/0305764x.2020.1761293
   Web of Science ®Google Scholar
• Davey, G., de Lian, C., & Higgins, L. (2007). The university entrance examination system in China. Journal of Further and Higher Education, 31(4), 385–396. https://doi.org/10.1080/03098770701625761
   Google Scholar
• Deneen, C., & Boud, D. (2014). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education, 39(5), 577–591. https://doi.org/10.1080/02602938.2013.859654
   Web of Science ®Google Scholar
• Dunn, L., & Sambell, K. (2018). Bridging the gap: A review of assessment literacy in higher education. Teachers & Teaching, 24(3), 297–308. https://doi.org/10.1080/13540602.2017.1413031
   Google Scholar
• Endedijk, M., & Vermunt, J. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39(1), 56–65. https://doi.org/10.1016/j.stueduc.2012.10.001
   Web of Science ®Google Scholar
• Fletcher, A., Kickbusch, S., & Huijser, H. (2022). Authentic learning using mobile applications and contemporary geospatial information requirements related to environmental science. Journal of Geography in Higher Education, 46(2), 185–203. https://doi.org/10.1080/03098265.2020.1850657
   Web of Science ®Google Scholar
• Garraway, J., & Christopher, L. (2020). Change laboratories between university and work in emergency medical care. Studies in Continuing Education, 42(2), 196–212. https://doi.org/10.1080/0158037X.2019.1703668
   Web of Science ®Google Scholar
• Garraway, J., Wickham, S., & Bronkhorst, J. (2015). Between college and work in the further education and training college sector. South African Journal of Education, 35(1), 1–8. https://doi.org/10.15700/201503070028
   Web of Science ®Google Scholar
• Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4–14. https://doi.org/10.1080/1360144X.2013.751691
   Google Scholar
• Hobbins, J., Kerrigan, B., Farjam, N., Fisher, A., Houston, E., & Ritchie, K. (2021). Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity. Assessment & Evaluation in Higher Education, 47(8), 1259–1273. https://doi.org/10.1080/02602938.2021.2009439
   Web of Science ®Google Scholar
• Hood, C., & Houston, D. (2016). Evaluation of longitudinal impact from a university teacher preparation program. In M. Davis & A. Goody (Eds.), Research and development in higher education: The shape of higher education (Vol. 39, pp. 106–116). Fremantle.
   Google Scholar
• Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2021). The quality of assessment tasks as a determinant of learning. Assessment and Evaluation in Higher Education, 46(6), 943–955. https://doi.org/10.1080/02602938.2020.1828268
   Web of Science ®Google Scholar
• Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., Boud, D., Rotsaert, T., Brown, S., Salinas Salazar, M. L., & Rodríguez Gómez, H. M. (2020). The future of assessment in higher education. Revista Electrónica de Investigación y EvaluaciónEducativa, 26(1). https://doi.org/10.7203/relieve.26.1.17323
   Google Scholar
• İlhan-Beyaztaş, D., & Senemoğlu, N. (2015). Learning approaches of successful students and factors affecting their learning approaches. Education and Science, 40(179), 193–216. https://doi.org/10.15390/EB.2015.4214
   Web of Science ®Google Scholar
• Jackson, D., Fleming, J., & Rowe, A. (2019). Enabling the transfer of skills and knowledge across classroom and work contexts. Vocations and Learning, 12(3), 459–478. https://doi.org/10.1007/s12186-019-09224-1
   Web of Science ®Google Scholar
• Jessop, T., & Tomas, C. (2017). The implications of programme assessment patterns for student learning. Assessment & Evaluation in Higher Education, 42(6), 990–999. https://doi.org/10.1080/02602938.2016.1217501
   Web of Science ®Google Scholar
• Karunanayaka, S., & Naidu, S. (2021). Impacts of authentic assessment on the development of graduate attributes. Distance Education, 42(2), 231–252. https://doi.org/10.1080/01587919.2021.1920206
   Web of Science ®Google Scholar
• Kaynardağ, A. (2019). Pedagogy in HE: Does it matter? Studies in Higher Education, 44(1), 111–119. https://doi.org/10.1080/03075079.2017.1340444
   Web of Science ®Google Scholar
• Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. Journal of Research in Science Teaching, 55(10), 1393–1418. https://doi.org/10.1002/tea.21457
   Web of Science ®Google Scholar
• Lipnevich, A. A., Guskey, T. R., Murano, D., & Smith, J. K. (2020). What do grades mean? Variation in grading criteria in American college and university courses. Assessment in Education Principles, Policy & Practice, 27(5), 480–500. https://doi.org/10.1080/0969594X.2020.1799190
   Web of Science ®Google Scholar
• MacLellan, E. (2001). Assessment for learning: The differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307–318. https://doi.org/10.1080/02602930120063466
   Google Scholar
• Mak, P. (2019). Impact of professional development programme on teachers’ competencies in assessment. Journal of Education for Teaching, 45(4), 481–485. https://doi.org/10.1080/02607476.2019.1639266
   Web of Science ®Google Scholar
• Matos, D. A. S., Cirino, S. D., & Brown, G. T. L. (2009). Students’ conceptions of assessment in higher education in Brazil. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 235–253). Information Age Pub Inc.
   Google Scholar
• Mawa, B., Ali, M., & Haque, M. (2019). Level of learning assessed through written examinations in social science courses in tertiary education: A study from Bangladesh. Journal of Teacher Education and Research, 14(1), 09–14. https://doi.org/10.36268/jter/1413
   Google Scholar
• Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J. (2020). Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education, 45(8), 1222–1240. https://doi.org/10.1080/02602938.2020.1729696
   Web of Science ®Google Scholar
• Montenegro, H., & González, C. (2013). Análisis factorial confirmatorio del cuestionario: Enfoques de Docencia Universitaria (ApproachestoTeachingInventory, ATI). Estudios pedagógicos (Valdivia), 39(2), 213–230. https://doi.org/10.4067/S0718-07052013000200014
   Google Scholar
• Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A. (2019). Spanish university assessment practices: Examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44(3), 379–397. https://doi.org/10.1080/02602938.2018.1512553
   Web of Science ®Google Scholar
• Pereira, D., Flores, M. A., & Niklasson, L. (2016). Assessment revisited. A review of research in assessment and evaluation in higher education. Assessment and Evaluation in Higher Education, 41(7), 1008–1032. https://doi.org/10.1080/02602938.2015.1055233
   Web of Science ®Google Scholar
• Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56(1), 29–43. https://doi.org/10.1007/s10734-007-9087-z
   Web of Science ®Google Scholar
• Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the approaches to teaching inventory. British Journal of Educational Psychology, 76(2), 405–419. https://doi.org/10.1348/000709905X43571
   PubMed Web of Science ®Google Scholar
• Sambell, K., Brown, S., & Bovill, C. (2020). Assessment for learning in higher education: Challenges and opportunities amidst change. Higher Education, 81(2), 209–227. https://doi.org/10.1007/s10734-020-00504-6
   Google Scholar
• Serrano, M. M., O’Brien, M., Roberts, K., & Whyte, D. (2018). Critical pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning. Active Learning in Higher Education, 19(1), 9–21. https://doi.org/10.1177/1469787417723244
   Web of Science ®Google Scholar
• Stemler, S. E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating inter-rater reliability. Practical Assessment, Research & Evaluation, 9(4). https://doi.org/10.7275/96jp-xz07
   Google Scholar
• Stes, A., Coertjens, L., & van Petegem, P. (2013). Instructional development in higher education: Impact on teachers’ teaching behaviour as perceived by students. Instructional Science, 41(6), 1103–1126. https://doi.org/10.1007/s11251-013-9267-4
   Web of Science ®Google Scholar
• Struyven, K., & Devesa, J. (2016). Students’ perceptions of novel forms of assessment. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 129–144). Routledge.
   Google Scholar
• Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–424. https://doi.org/10.1007/s10648-004-0007-9
   Web of Science ®Google Scholar
• Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
   Web of Science ®Google Scholar
• van der Pol, J., Mattick, K., & Bloxham, S. (2020). Exploring the impact of assessment for learning workshops on academics’ assessment design practices. Assessment & Evaluation in Higher Education, 45(2), 233–247. https://doi.org/10.1080/02602938.2019.1643394
   Google Scholar
• Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2017). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840–854. https://doi.org/10.1080/02602938.2017.1412396
   Web of Science ®Google Scholar
• Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2019). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 57(1), 38–49. https://doi.org/10.1080/14703297.2018.1564882
   Web of Science ®Google Scholar
• Villarroel, V., Bruna, D., Brown, G. T. L., & Bustos, C. (2021). Changing the quality of teacher’s written tests by implementing an authentic assessment teachers’ training program. International Journal of Instruction, 14(2), 987–1000. https://doi.org/10.29333/iji.2021.14256a
   Web of Science ®Google Scholar
• Whittle, R., Benson, A., Ullah, S., & Telford, A. (2018). Investigating the influence of question type and cognitive process on academic performance in VCE physical education: A secondary data analysis. Educational Research & Evaluation, 24(8), 504–522. https://doi.org/10.1080/13803611.2019.1612256
   Google Scholar
• Yan, Z., & Boud, D. (2021). Conceptualising assessment-as-learning. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 11–24). Routledge.
   Google Scholar