Establishing the critical elements that determine authentic assessment

Ashford-Rowe, Kevin; Herrington, Jan; Brown, Christine

doi:10.1080/02602938.2013.819566

Cited by 244 publications

(222 citation statements)

References 9 publications

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“…Nonauthentic assessments require students to simply study facts and prepare for their assessments via rote learning instead of building and applying the concepts (Gulikers et al, 2004;Scouller & Prosser, 1994). On the contrary, authentic assessments are based on different kinds of tasks assessing higherordered thinking with a demonstration of knowledge that can be applicable to real-life contexts (Ashford-Rowe et al, 2014).…”

Section: What Is Authentic Assessment?mentioning

confidence: 99%

“…Authentic assessment is built on tasks that encourage students to use their scientific knowledge in real contexts and show skills and competencies needed to navigate critical situations in professional life (Ashford-Rowe, Herrington, & Brown, 2014;Gulikers et al, 2004;Larkin, 2014;Sridharan & Mustard., 2015). Types of authentic assessment include portfolios, study and reflective journals, presentations, discussions, and performance assessment, just to mention a few.…”

Section: What Is Authentic Assessment?mentioning

confidence: 99%

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Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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Section: What Is Authentic Assessment?mentioning

confidence: 99%

Section: What Is Authentic Assessment?mentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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“…Authentic learning is used in this article as one of the aspects of REAL environment. An authentic context provides a meaningful and situated and anchors learning to real world (Ashford-Rowe, Herrington, & Brown, 2014). REAL provides the learners with a context to solve problem that occur naturally or study cases that were recorded from events.…”

Section: Realmentioning

confidence: 99%

The evaluation of human computer interface design of learning management systems: problems and perspectives

Gachie¹,

Govender²

2017

Problems and Perspectives in Management

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With increasing demand for integrating learning management systems (LMS) into teaching and learning, a well-designed LMS is crucial. User interface evaluation has become a critical quality of interactive LMS intended to meet the requirements of users. This article investigates the effect of the interaction on the user and assesses the extent of system functionality. It further seeks to evaluate the interface’s success within the framework of fundamental human computer interface principles under a constructivist learning approach. Using an LMS assumes that when learners are engaged in a social learning context they actively construct knowledge; therefore, the resource is considered a tool to support learning and not an end in itself. The research investigates use of the LMS by two sets of users: staff members (module creators) and learners (module consumers), using semi-structured questionnaires and interviews. The research indicates that use of an LMS supports collaborative and authentic activities in learning, serving as an intrinsic motivation to most users. Some problems/concerns that were highlighted included; attention should be given to the tools and elements that should be added to the system, for example the image management tools; some users expressed the desire for more autonomy in terms of the peer review window. It is also recommended that the use of graphics should have a purpose that is either purely functional or contributes more subtly to the page content. Finally, there were requests for more customization of the themes, colors and icons in the design of LMS.

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“…The salient features of 'authenticity' include mimicking a real world professional; producing a valuable, polished product; integrating higher order thinking skills, reflection and self-assessment; completing the task using resources available in the workplace and under realistic conditions; allowing students to collaborate, exercise judgment, choose sub-tasks, and provide diverse responses (Ashford-Rowe, Herrington & Brown, 2014;Herington & Herrington, 1998, 2006Herrington, Oliver & Reeves, 2002). These features underpin the Authentic Assessment Framework, which offers legal educators a means of measuring the authenticity of an assessment task and identifies areas for improving the authenticity of an assessment task (Burton, 2011).…”

Section: Integrating Reflective Practice Into a Court Report To Impromentioning

confidence: 99%

Using A Reflective Court Report To Integrate And Assess Reflective Practice In Law

Burton

2016

JLD

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Establishing the critical elements that determine authentic assessment

Abstract: Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39(2), 205-222. http://dx.doi.org/10.1080/02602938.2013.819566 Establishing the critical elements that determine authentic assessment

Cited by 244 publications

References 9 publications

Authentic Assessment Design in Accounting Courses: A Literature Review

Authentic Assessment Design in Accounting Courses: A Literature Review

The evaluation of human computer interface design of learning management systems: problems and perspectives

Using A Reflective Court Report To Integrate And Assess Reflective Practice In Law

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