Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity

In vocational education and training (VET) in the Netherlands, learning and working are integrated from the start. Authentic assessments are used during competence-based VET curricula to achieve correspondence between learning and working. The premise behind this study is that authenticity is subjec...

Full description

Saved in:
Bibliographic Details
Published in:Journal of vocational education & training 2008-12, Vol.60 (4), p.401-412
Main Authors: Gulikers, Judith T.M., Bastiaens, Theo J., Kirschner, Paul A., Kester, Liesbeth
Format: Article
Language:English
Subjects:
Assessment
authentic assessment
Authenticity
College Students
curriculum
Educatie- en competentiestudies
Education and Competence Studies
Education and Learning Sciences
Educational Environment
Educational Practices
Foreign Countries
Higher Education
MGS
Netherlands
Onderwijs- en leerwetenschappen
Perception
Perceptions
Performance Based Assessment
Social Work
Student Attitudes
student perception
Students
teacher perception
teacher professionalisation
Teacher Student Relationship
Teachers
Vocational Education
vocational education and training
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In vocational education and training (VET) in the Netherlands, learning and working are integrated from the start. Authentic assessments are used during competence-based VET curricula to achieve correspondence between learning and working. The premise behind this study is that authenticity is subjective and that perceptions of assessment authenticity influence student learning for the assessments. It examines whether students and teachers differ in their perceptions of the authenticity of various assessment characteristics. Subsequently this study investigates whether freshman and senior students, who differ in their amount of practical experience, differ in their perceptions of assessment authenticity. The main findings were that teachers rated most assessment characteristics as more authentic than students did, while freshman and senior students did not differ in their perception of authenticity. Implications deal with communicating about and developing authentic assessment in the eyes of both students and teachers to stimulate students' professional skills development during a VET curriculum
ISSN:1363-6820
1747-5090
DOI:10.1080/13636820802591830