Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy

Abstract

PurposeThe purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments.Design/methodology/approachThis paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs).FindingsReinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy.Practical implicationsAuthentic assessments prepare students for the new world of work through a more focused scaffolding of their learning.Originality/valueStimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Design and validation of an assessment rubric of relevant competencies for employability

“…The process and the results are summarized in this visual thinking (Figure 1). The use of a rubric to assess competencies for employability becomes a support tool for real assessment and it has been confirmed that this favours the expression of competencies for professional activity (Boud, 2020), as well as the inclusion of different people (Akbari et al, 2022). Having assessment tools in vocational training which are also open, stress-free, adapted to the style of learning of students, as indicated by Ibarra-Sáiz et al (2020), Boud, (2020 and Knight and Drysdale (2020), may make it more likely for graduates to adapt to the emerging economy.…”

“…Having assessment tools in vocational training which are also open, stress-free, adapted to the style of learning of students, as indicated by Ibarra-Sáiz et al (2020), Boud, (2020 and Knight and Drysdale (2020), may make it more likely for graduates to adapt to the emerging economy. This is particularly significant in the midst of the volatility which has marked the global economy following the COVID-19 pandemic, as is also highlighted by Mahajan et al, (2022) and Akbari et al (2022). However, the benefits offered by this rubric to assess competencies for employability are not enough to overcome the problems regarding the differences between syllabuses and corporate demands (Senan & Sulphey, 2022;Olo et al, 2022;Mahajan et al, 2022).…”

“…Traditional assessment systems are seldom able to demonstrate these skills. A real assessment must measure the competencies of students, in addition to giving relevant guidance on their integration into the world of work (Canossa, 2019;Brown, 2015;Akbari, Nguyen, McClelland & Van Houdt, 2022;Knight & Drysdale, 2020).…”

Implementing a strategic campus-wide approach to authentic assessment: considerations and recommendations for implementation

“…Within higher education, academic staff members with teaching qualifications or training are not the majority, so when they are tasked with improving the student learning experience, there is a need for academic development to enable transformation in assessment design and implementation (Akbari et al, 2021;Maclellan, 2004). According to Sadler and Reimann (2018), research into academics' conceptualisation of assessment indicates it is complex, in part due to the dual purposes of assessment; that is, the requirement for it to be for learning as well as of learning.…”

“…Within higher education, academic staff members with teaching qualifications or training are not the majority, so when they are tasked with improving the student learning experience, there is a need for academic development to enable transformation in assessment design and implementation (Akbari et al. , 2021; Maclellan, 2004).…”