Authenticity in assessment tasks: a heuristic exploration of academics' perceptions

Maclellan, Effie (2004) Authenticity in assessment tasks: a heuristic exploration of academics' perceptions. Higher Education Research and Development, 23 (1). pp. 19-33. ISSN 0729-4360 (http://dx.doi.org/10.1080/0729436032000168478)

[thumbnail of strathprints005513]
Preview
 Text. Filename: strathprints005513.pdf
Accepted Author Manuscript
Download (76kB)| Preview

Abstract

This study was an exploration of the extent to which higher education tutors' perceptions of assessment were consistent with the construct of authenticity. Depth interviews with twelve academics sought views on what might constitute desirable assessment tasks and scoring methods to use with students. Summaries of transcribed interviews suggested that assessment should focus on real world problems and have some meaning to a real world audience. However, analysis of the interviews using Newmann's (1997) criteria for authentic assessment showed that, collectively, interviewees' conceptualisation of authenticity was incomplete. The results are discussed in terms of constructivist perspectives on learning

CORE (COnnecting REpositories)