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Establishing the critical elements that determine authentic assessment

Journal Article


Abstract


  • This study sought to determine the critical elements of an authentic learning activity, design them into an applicable framework and then use this framework to guide the design, development and application of work-relevant assessment. Its purpose was to formulate an effective model of task design and assessment. The first phase of the study identified from the literature critical elements that determined assessment as being authentic, and presented these to practitioners and experts for feedback. In phase two, it codified the elements into a framework that was then applied to the redesign of assessments in an army course. Phase three involved student evaluation of the redesigned assessment activities. This led to further review and revision of elements in phase four. The study outcomes suggest that it is possible, by identifying and codifying individual elements, to determine the ways in which the authenticity of an individual assessment activity might be enhanced. The paper concludes with a literature update on the framework elements that lead to suggestions for further research.

UOW Authors


  •   Ashford-Rowe, Kevin (external author)
  •   Herrington, Jan A. (external author)
  •   Brown, Christine

Publication Date


  • 2014

Citation


  • Ashford-Rowe, K., Herrington, J. & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39 (2), 205-222.

Scopus Eid


  • 2-s2.0-84890855833

Ro Metadata Url


  • http://ro.uow.edu.au/asdpapers/442

Has Global Citation Frequency


Number Of Pages


  • 17

Start Page


  • 205

End Page


  • 222

Volume


  • 39

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • This study sought to determine the critical elements of an authentic learning activity, design them into an applicable framework and then use this framework to guide the design, development and application of work-relevant assessment. Its purpose was to formulate an effective model of task design and assessment. The first phase of the study identified from the literature critical elements that determined assessment as being authentic, and presented these to practitioners and experts for feedback. In phase two, it codified the elements into a framework that was then applied to the redesign of assessments in an army course. Phase three involved student evaluation of the redesigned assessment activities. This led to further review and revision of elements in phase four. The study outcomes suggest that it is possible, by identifying and codifying individual elements, to determine the ways in which the authenticity of an individual assessment activity might be enhanced. The paper concludes with a literature update on the framework elements that lead to suggestions for further research.

UOW Authors


  •   Ashford-Rowe, Kevin (external author)
  •   Herrington, Jan A. (external author)
  •   Brown, Christine

Publication Date


  • 2014

Citation


  • Ashford-Rowe, K., Herrington, J. & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39 (2), 205-222.

Scopus Eid


  • 2-s2.0-84890855833

Ro Metadata Url


  • http://ro.uow.edu.au/asdpapers/442

Has Global Citation Frequency


Number Of Pages


  • 17

Start Page


  • 205

End Page


  • 222

Volume


  • 39

Issue


  • 2

Place Of Publication


  • United Kingdom