A Holistic Approach to Authentic Assessment
Keywords:Authentic Assessment, Skills, Teaching and Learning, Business Education, Academic Integrity, Higher Education
Authentic assessments require students to use the same skills, knowledge and attributes that they would use in a workplace context. Such assessments have positively affected the quality and depth of student learning, skills development, employability, and workplace readiness. Authentic assessments have also been heralded as a potential solution to minimise academic integrity issues caused by artificial intelligence software such as ChatGPT. Despite these benefits, substantial barriers exist to implementing authentic assessments in higher education. This article discusses the critical elements of authentic assessments and the steps involved in planning authentic assessments. This article is based on the author's professional experiences and reflections on implementing an authentic assessment initiative at a business school in a New Zealand University. Further information was obtained from document analysis, observations and informal conversations with colleagues. The article recommends that it is essential to develop a holistic approach at the programme level when designing authentic assessments.
Association to Advance Collegiate Schools of Business (AACSB). (2020, September 2). Business Standards. https://www.aacsb.edu/accreditation/standards/business
Ali, I., Narayan, A. K., & Gedera, D. (2022). Transforming assessment in accounting education to align with online learning. Pacific Accounting Review, 34(4), 536–547.
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education 32(3), 347-364.
Boud, D. (2006). Creating the space for reflection at work. In D. Boud, P. Cressey, & P. Docherty (Eds.), Productive Reflection at Work (pp. 158-169). London: Routledge.
Chartered Practising Accountants (CPA). (2023 September 27). Assessment requirements. https://www.cpaaustralia.com.au/become-a-cpa/academic-institution-support/international-accreditation-guidelines/section-5-frequently-asked-questions
Lodge, J. M. (2023, January 30). ChatGPT consistently fails (most parts of) the assessment tasks I assign my students. Here's why. [Post]. LinkedIn. Available from https://www.linkedin.com/pulse/chatgpt-consistently-fails-mostparts-assessment-tasks-jason-m-lodge/?trackingId=9bH9vE2mJLhHni4367%2FGEg%3D%3D
Clarke, M. G. F., Horn, C. L., & Ramos, M. A. (2000). Retrospective on educational testing and assessment in the 20th century. Journal of Curriculum Studies, 32(2), 159-181. https://doi.org/10.1080/002202700182691
Equis. (2019). Standards and criteria. https://efmdglobal.org/wp-content/uploads/EFMD_Global-EQUIS_Standards_and_Criteria.pdf
Gonzales, N. A. P. (2020). 21st Century Skills in Higher Education: Teaching and Learning at Ifugao State University, Philippines. Asian Journal of Assessment in Teaching and Learning, 10(2), 72-81. https://doi.org/10.37134/ajatel.vol10.2.8.2020.
Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational technology research and development, 52(3), 67-86.
Ifelebuegu, A. (2023). Rethinking online assessment strategies: Authenticity versus AI chatbot intervention. Journal of Applied Learning and Teaching, 6(2).
Kholidi, M. A., Parmjit Singh, & Anita. (2023). Students' Perspective of Open Book versus Closed Book Examinations in Higher Education Institutions during COVID-19 Pandemic in Indonesia. Asian Journal of Assessment in Teaching and Learning, 13(1), 15–23. https://doi.org/10.37134/ajatel.vol126.96.36.1993.
Ketonen, L., Körkkö, M., & Pöysä, S. (2023). Authentic assessment as a support for student teachers' reflection. European Journal of Teacher Education, 1-22.
Mueller, J. (2006). Authentic assessment toolbox. http://jonathan.mueller.faculty.noctrl.edu/toolbox/.
New Zealand Council for Legal Education (NZCLE). (2020). Moderation procedures guidelines for NZCLE moderators and university examiners 2020. https://nzcle.org.nz/about_us.html
Oraison, H., Konjarski, L., & Howe, S. (2019). Does university prepare students for employment?: Alignment between graduate attributes, accreditation requirements and industry employability criteria. Journal of Teaching and Learning for Graduate Employability, 10(1), 173-194.
Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research, and Evaluation, 13(4). https://doi.org/10.7275/0qpc-ws45
Pang, T., Kootsookos, A., Fox, K., & Pirogova, E. (2022). Does an assessment rubric provide a better learning experience for undergraduates in developing transferable skills?. Journal of University Teaching & Learning Practice, 19(3). https://ro.uow.edu.au/jutlp/vol19/iss3/03
Pham, B. T., Luu, C., Van Phong, T.,Nguyen, H. D., Van Le, H., Tran, T. Q., & Prakash, I. (2021). Flood risk assessment using hybrid artificial intelligence models integrated with multi-criteria decision analysis in Quang Nam Province, Vietnam. Journal of Hydrology, 592, 125815.
Poikela, E. (2004). Developing criteria for knowing and learning at work: towards context‐based assessment. Journal of Workplace Learning, 16(5), 267-274. DOI:10.1108/13665620410545543
Reeves, T. C. (2000). Alternative assessment approaches for online learning environments in higher education. Journal of Educational Computing Research, 23(1), 101-111.
Sambell, K., McDowell, L., & Montgomery, C. (2012). Assessment for learning in higher education. London: Routledge.
Singh, P., Thambusamy, R. X., & Ramly, M. A. (2014). Fit or unfit? Perspectives of employers and university instructors of graduates' generic skills. Procedia-Social and Behavioral Sciences, 123, 315-324.
Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030. https://doi.org/10.1016/j.stueduc.2021.101030
Strampel, K., & Oliver, R. (2007). Using technology to foster reflection in higher education. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/strampel.pdf
Sotiriadou, P., Logan, D., Daly, A. and Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132-2148.
Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433-449.
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854.
Vos, L. (2015). Simulation games in business and marketing education: How educators assess student learning from simulations. The International Journal of Management Education, 13(1), 57-74.
Wiewiora, A., & Kowalkiewicz, A. (2019). The role of authentic assessment in developing authentic leadership identity and competencies. Assessment & Evaluation in Higher Education, 44(3), 415-430.
Wiggins, G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.
Wiggins, G., (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.
World Economic Forum. (2020 October). The future of jobs report 2020. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
How to Cite
Copyright (c) 2023 Dilani Gedera
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.