Contextualising Authentic Assessment

Joy Cumming · Graham S. Maxwell

197 citations0/0 files storedAssessment in Education Principles Policy and Practice

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Student Assessment and Feedback Educational Assessment and Pedagogy Educational and Psychological Assessments

Abstract

The term 'authentic assessment' has recently gained widespread use in education. This paper explores various ways in which authentic assessment is being interpreted and the relationship between these different interpretations and the original focus of authenticity in learning. The paper explores briefly the ways in which implicit and explicit beliefs about the nature of learning and knowledge formation direct the ways in which authentic assessment is interpreted and used. Educational issues that arise from some implementations of authentic assessment, identified as camouflage, simulation and abstraction, are discussed. The need for authentic assessment to be contextualised through a coherent teaching, learning and assessment domain is stressed.

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References

1989Situated Cognition and the Culture of Learning 1989Educational measurement, 3rd ed.2018Knowing, Learning, and Instruction 1952Educational Measurement 1996Situated Learning and Education 1994The Interplay of Evidence and Consequences in the Validation of Performance Assessments 1989Are Cognitive Skills Context-Bound?1989Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon

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2020Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature 2006RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME 2001Portfolios as a method of student assessment 2006Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework 2008Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity 2017Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design

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