One way in which universities can close the gap between graduate skills and industry demand is to assess students’ learning more authentically. Authentic assessments are based on tasks that require students to demonstrate practices, behaviours and skills that are required of practitioners in their careers (Larkin 2014; James; 2018). Forms of authentic assessments include: inquiry-based reports, oral presentations, role-playing, case studies, performances and portfolios to name a few.
Using research evidence this workshop aims to 1) develop a shared understanding of the characteristics and value of authentic assessment and 2) how authentic assessment can be incorporated into the curriculum. Examples of authentic assessment from a variety of disciplinary contexts will be explored.
66% of programme directors expressed an interest in authentic assessment, and 71% preferred to explore the topic in a group workshop.
This event will be of interest to:
programme teams who are reviewing assessment strategies with a view to enhancing NSS results in learning opportunities.
By successfully engaging with this event, the participant will be able to:
- Identify the evidence-base for using authentic assessment with students in HE
- Review dimensions of authenticity in assessment design and how this can be put into practice
- Reflect on the authenticity of their assessment practice, identifying opportunities for enhancement
Gulikers, J., Bastiaens,J. and Kirschner, P. (2004). A Five-Dimensional Framework for Authentic Assessment. Educational Technology Research and Development. 52 (3): 67-85.
James, L. and Casidy, R. (2018) Authentic assessment in business education: its effects on student satisfaction and promoting behaviour, Studies in Higher Education, 43 (3): 401-415.
Larkin, T. (2014) The Student Conference: A Model of Authentic Assessment. International Journal of Engineering Pedagogy, 4(2): 36-46.
UK Professional Standards Framework (HEA, 2011) outlines the core Activities (A), Knowledge (K) and Values (V) that underpin teaching and learning activity in HE. This event supports:
- A1: Design and plan learning activities and/or programmes of study
- A3: Assess and give feedback to learners
- V2: Promote participation in higher education and equality of opportunity for learners
- V3: Use evidence informed approaches and the outcomes from research, scholarship and continuing professional development
If this session has already taken place, please contact email@example.com to be added to a waiting list for a second run.
All workshop resources (including Panopto recordings) will be available online. Details will be given in due course.