Determining characteristics of authentic assessment

    GRADUATE STUDENT RESEARCHERS IN AUTHENTIC LEARNING AND DESIGN-BASED RESEARCH

 

Kevin Ashford-Rowe

A heuristic framework for the determination of the critical elements in authentic assessment






 

ABSTRACT:

This study was developed with the purpose of identifying from the literature, and then to codify into an applicable framework, the critical elements that would determine an assessment as being authentic. The study took as its starting point the importance, in the current educational context, of being able to determine the elements that define an educational experience as being an authentic one. The research commenced with a review of the literature to identify and collate those elements that had been identified by previous researchers in the field. Next these elements, once refined iteratively in practice, were developed into a framework that could be applied by the designer of instruction and assessment, in order to ascertain whether such a framework could be used to support the design of a more authentic assessment experience. This framework was then applied in practice and the student’s response to the learning and assessment designed according to these elements was evaluated, and the elements were further reviewed and revised upon the basis of this data. Thus the study was conducted in four phases, in the first of which the researcher explored the problem, in the second the researcher sought the development of a solution, and in the third phase this solution was implemented and evaluated, the findings were presented in the final phase.

The findings of this study suggest that not only is it possible to codify those elements critical to the determination of authenticity into such a framework, but moreover, it is possible to systematically apply them in the design of assessment activity. Thus the implication of this research for educators and educational designers who seek to meet a requirement for workplace relevance in the design of their education and assessment activities is that they will have a better opportunity to both identify and then apply specific design principles that will assist them in the better development of assessment outcomes with a clearer workplace applicability.


THESIS DOWNLOAD:

Download pdf of complete thesis: A heuristic framework for the determination of the critical elements of authentic learning


PUBLICATIONS reLated to research:

  1. BulletAshford-Rowe, K.,  Herrington, J., & Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. (Pre-published online).





 

ABOUT KEVIN

Name

Kevin Ashford-Rowe
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Location

Sydney, Australia







Kevin’s STUDY

Degree

Doctor of Education

Supervisors

Jan Herrington

Christine Brown

University

University of Wollongong

Research approach


Word cloud created in Wordle using text from Kevin’s’ thesis (Wordle.net)

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