Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning

Abstract

Current forms of marketisation in university systems create pressures towards purely ends-focused expectations among students and have implications for learning and assessment processes. The potential harm that these trends have on 'learning' should be resisted by educators and students alike. Critical Pedagogy approaches offer one way of conceptualising and implementing such resistance in the interests of 'authenticity' in learning. However, the issue becomes sharpest at the point of assessment. Here, the ideals of Critical Pedagogy can collide with student expectations of final degree success. By addressing the question of 'authenticity' for assessment in relation to Critical Pedagogy, this article explores the challenges posed by this conundrum and draws upon interviews conducted with module leaders who apply recognisably (although not explicitly) Critical Pedagogy principles in their teaching and in the types of assessment they use. The themes that emerged present a picture of the kinds of potential that Critical Pedagogy influenced forms of assessment have for supporting authenticity in learning, as well as the difficulties involved in its application. It also helps to trace out the possible boundaries for further inquiry.

Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program

“…Authentic assessment is an approach that assures the achievement of in-depth and quality learning in contrast to standardized memory-focused items (Martinez, O´Brien, Roberts, & Whyte, 2018). The idea of authenticity in assessment is that students use knowledge to show effective and creative performance, achieving a situated learning that mimics he complexity and contradictions that students are likely to face in the real world (Kearney, 2013;Munandar, Maryani, Rohmat, & Ruhimat, 2020;Saye, 2013).…”

Using principles of authentic assessment to redesign written examinations and tests

“…It has an impact on the quality and depth of learning achieved by the student and the development of higher-order cognitive skills (Ashford-Rowe, Herrington, & Brown, 2014). It can support students' growth in personal confidence (Martinez, O´Brien, Roberts, & Whyte, 2018) and autonomous practice (Raymond, Homer, Smith & Gray, 2012). Moreover, it can improve academic engagement (Kearney & Perkins, 2014), motivation (Nicol, Thomson & Breslin, 2014), self-regulation (Ling Lau, 2013), and metacognition (Vanaki & Memarian, 2009).…”

Learning through practice: Collaborative policing partnerships in teaching in higher education

“…By embracing the potential values of such collaborations, namely the promise of knowledge transfer, shared dialogues and common ground, collaborations were developed to provide commitment from the module coordinator shown through good innovative practice within teaching and learning. The role that students play in their learning, within the context of a highly marketised system of higher education, has been discussed by Serrano et al (2018) in their evaluation of authenticity in learning. Such critical pedagogical reflections are relevant to this case study placing students as core to the continued development of this module, its learning outcomes and meeting the challenges of creating greater authenticity for creative forms of learning and assessment.…”

“…By embracing the potential values of such collaborations, namely the promise of knowledge transfer, shared dialogues and common ground, collaborations were developed to provide commitment from the module coordinator shown through good innovative practice within teaching and learning. The role that students play in their learning, within the context of a highly marketised system of higher education, has been discussed by Serrano et al . (2018) in their evaluation of authenticity in learning.…”