Building a framework for determining the authenticity of instructional tasks within teacher education programs

Authentic Assessment Design in Accounting Courses: A Literature Review

“…Undoubtedly, a meaningful and authentic learning experi-ence is closely associated with real-life experience (Patrick et al, 2008); however, there is clear a difference between the work of creating and promoting the real-life experience with the task of assessing and indicating the learning outcomes of students through authentic learning tasks (De Bruijn & Leeman, 2011). From a student's point of view, the term "authenticity" pertains to the learning experience and endeavors to reflect the achievement of that professional experience (Iverson, Lewis, & Talbot, 2008). Furthermore, Gulikers, Kester, Kirschner, and Bastiaens (2008) claim that students' learning could be influenced by two factors: their perception of authentic assessment and the association of this authenticity to the real-world practice.…”

“…Even though research has scrutinized detailed illustrations of assessment tasks as illustrations of WIL's authenticity (Koh, Tan, & Ng, 2012;Mackaway, Winchester-Seeto, Coulson, & Harvey, 2011;McNamara, Larkin, & Beatson, 2009;Staehr, Martin, & Chan, 2014;Welch et al, 2012), little is known about the adoption of authentic assessment in curriculums. Iverson et al (2008) suggested a framework for assessing the authenticity of instructional tasks utilized amongst educational programs. According to their study, the theoretical codes compiled from the numerous studies were formed with practical activities which framed the foundation of the instructional task framework.…”

Using iPads as the Digital Tool to Integrate Authentic Assignments into a Teacher Preparation Program

“…In an effort to reduce this knowledge gap our goal should be to integrate authentic experiences and activities into our teacher training programs in an attempt to provide ease of transferring this knowledge to the community of practice. According to Iverson, Lewis, and Talbot (2008), "increased authenticity of activities, tasks and assessments will improve teacher education programs and, consequently, teacher candidates' learning experiences" (p. 291).…”

“…Although a teacher candidate may have grasped theoretical knowledge, this does not ensure that they will be successful when implementing this practice in the field. It is for this reason that educational researchers promote the use of authentic assignments that are representative of those evidence-based practices currently in use (Darling-Hammond, Ancess, & Falk, 1995;Wiggins, 1999;Newmann, Secada, & Wehlage, 1995;Iverson, et al, 2008). According to Neumann, Secada, and Wehlage (1995), authentic tasks should "address a concept, problem or issue that is similar to one that they have encountered or are likely to encounter in life beyond the classroom" (p. 24).…”

“…According to Neumann, Secada, and Wehlage (1995), authentic tasks should "address a concept, problem or issue that is similar to one that they have encountered or are likely to encounter in life beyond the classroom" (p. 24). If this is accomplished, the result should provide context to theory and practice and increase the teacher candidates' ability to apply theory to pedagogical situations experienced in the field (Iverson et al, 2008).…”