Defining and measuring authentic assessment: a case study in the context of tertiary science

This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferabl...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2022-01, Vol.47 (1), p.77-94
Main Authors: Schultz, Madeleine, Young, Karen, K. Gunning, Tiffany, Harvey, Michelle L.
Format: Article
Language:English
Subjects:
Authentic assessment
Career preparation
Career Readiness
College Faculty
College Science
Context
Educational evaluation
employability
Foreign Countries
graduate learning outcomes
Higher education
industry engagement
Performance Based Assessment
Problem solving
Scientific Concepts
Self evaluation
Self Evaluation (Individuals)
STEM education
Student Attitudes
Student Evaluation
Students
Teacher Attitudes
Thinking Skills
Undergraduate Students
University graduates
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Summary:This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered 'authentic' for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2021.1887811