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Authentic assessment – key to learning

Chapter


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Abstract


  • One of the distinctive characteristics of the millennial generation is the desire

    for continuous feedback on their performance (Meister & Willyerd,

    2010). As Wilson and Gerber (2008) note, millennial students have grown

    up with video games from which they constantly receive feedback and rewards

    for achievement, and they continue to seek feedback both in their

    studies and in the workplace. However, Wilson and Gerber also note that

    many of these students are prone to overestimate their own performance.

    They need guidance to help them accurately self-assess. This chapter explores

    the issues of assessment and feedback and proposes approaches that

    can be used effectively with a wide range of adult learners. The chapter

    begins with a discussion of our aims and objectives, which is followed by a

    description of the context in which the example assessment tasks are used.

    The chapter then discusses the approaches we have found useful in both the

    design and conduct of assessment and feedback and includes a discussion

    of student feedback on assessment and feedback. The chapter concludes

    with a discussion of the applicability of the approaches outlined to other

    discipline areas.

Publication Date


  • 2013

Edition


  • 1

Citation


  • McCarthy, G. (2013). Authentic assessment – key to learning. In E. Doyle, P. Buckley & C. Carroll (Eds.), Innovative Business School Teaching – Engaging the Millennial Generation (pp. 81-92). United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780415533997

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1204&context=buspapers

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/202

Book Title


  • Innovative Business School Teaching – Engaging the Millennial Generation

Start Page


  • 81

End Page


  • 92

Place Of Publication


  • United Kingdom

Abstract


  • One of the distinctive characteristics of the millennial generation is the desire

    for continuous feedback on their performance (Meister & Willyerd,

    2010). As Wilson and Gerber (2008) note, millennial students have grown

    up with video games from which they constantly receive feedback and rewards

    for achievement, and they continue to seek feedback both in their

    studies and in the workplace. However, Wilson and Gerber also note that

    many of these students are prone to overestimate their own performance.

    They need guidance to help them accurately self-assess. This chapter explores

    the issues of assessment and feedback and proposes approaches that

    can be used effectively with a wide range of adult learners. The chapter

    begins with a discussion of our aims and objectives, which is followed by a

    description of the context in which the example assessment tasks are used.

    The chapter then discusses the approaches we have found useful in both the

    design and conduct of assessment and feedback and includes a discussion

    of student feedback on assessment and feedback. The chapter concludes

    with a discussion of the applicability of the approaches outlined to other

    discipline areas.

Publication Date


  • 2013

Edition


  • 1

Citation


  • McCarthy, G. (2013). Authentic assessment – key to learning. In E. Doyle, P. Buckley & C. Carroll (Eds.), Innovative Business School Teaching – Engaging the Millennial Generation (pp. 81-92). United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9780415533997

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1204&context=buspapers

Ro Metadata Url


  • http://ro.uow.edu.au/buspapers/202

Book Title


  • Innovative Business School Teaching – Engaging the Millennial Generation

Start Page


  • 81

End Page


  • 92

Place Of Publication


  • United Kingdom