Investigating the correlation between students’ perception of authenticity in assessment and their academic achievement in the associated assessment tasks

Abstract

The objective of this research was to investigate the factors of assessment that students undergoing authentic assessment perceived to be significant regarding their academic achievement. This project advanced past research by the authors which found that the academic achievement of seafarer students was significantly higher in a formatively implemented authentic assessment compared with a summative traditional assessment. The academic achievement (assessment scores) was based on the students’ performance in analysing information presented in a real-world context (authentic assessment) as opposed to the analysis of information presented devoid of a real-world context (traditional assessment). Using the data obtained from students undergoing the authentic assessment, this project correlated their perceptions of authenticity for factors of assessment to their scores in the associated task. Stage 1 focused on deriving the factors conceptually from the definition of the authentic assessment by the authors, based on which a perception survey questionnaire was designed. Stage 2 extracted new factors through a factor analysis conducted using the software SPSS. Both stages of investigation found that the factor of transparency of criteria was a significant predictor of the students’ academic achievement.

Inclusivity and diversity of navigation services

“…These findings are of importance in human-computer interface designs for information display under vibration conditions. Ghosh et al (2020) looked at student performance and assessment factors, and Iftikhar et al (2020) studied cultural elements in the design and visual preference of signage information. They explored the variance in design and visual preferences of wayfinding signage at a university and its influencing elements and conducted a survey among 170 university students and visitors.…”

Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

“…Authentic assessment may appear meaningful to the instructors and the learners if is perceived positively (Aliningsih & Sofwan, 2015;Imansyah et al, 2018;Muin et al, 2021), however, if is perceived negatively it might not bring the intended achievement (Ghosh et al, 2021). This may be due to the fact that the way authentic assessment is perceived tends to facilitate teaching and learning processes which may lead to improvement of learning experience (Sokhanvar et al, 2021) hence competence acquisition among them.…”

Formative Use of Authentic Assessment in Competencies Acquisition Among Undergraduate Science Students in Higher Education Institutions in Tanzania

“…Formative use of authentic assessment has been an area of concern by scholars worldwide towards quality education provision in Higher Education Institutions (HEIs) (Akbari et al, 2022;Ghosh et al, 2021;Gunasekara & Gerts, 2017;Karunanayaka & Naidu, 2021;Villarroel et al, 2018). Formative use of authentic assessment involves the use for the sake of improvement of teaching and learning processes (Falchikov, 2005;Irons, 2008).…”

“…It involves tasks such as projects, independent study, portfolios, fieldwork, and practical work. It is an area of concern for the provision of quality education by actively engaging students in performing different tasks as they learn hence the acquisition of competencies (Ghosh et al, 2021;Hortigüela Alcalá et al, 2019;Koh et al, 2019). The acquisition of competencies is well demonstrated through the formative use of authentic assessment (Firdausi & Supinah, 2021;Miller & Konstantinou, 2022;Nicol et al, 2019).…”