Toward achieving authentic assessment of learning in the practical physiology classroom

Abstract

Introduction: From the point of view of authentic assessment, learning assessment should be conceived as a dynamic, flexible, motivating, holistic process that allows exploring students' performance in situations similar to those they will face in their professional life, occurs in parallel to the teaching process and favors learning. The practical classroom is an ideal scenario for the implementation of authentic assessment, this type of assessment has become a paradigm when it comes to assessing learning, but is the assessment of learning that we use really authentic? Objective: Analyze the learning assessment in the physiology practical class as an authentic assessment tool. Methods: A analytical-explanatory study with a mixed approach was carried out. Two instruments were used: a survey and a checklist that was constructed based on the theoretical references of the subject. Results: From the student's perception, the evaluative activity of the practical class meets their expectations and can be considered authentic; the use of the checklist showed that it meets the necessary characteristics of an evaluation to be considered authentic. Conclusions: In order to consider an assessment of learning as authentic, it must be based on situated learning and must be an assessment for learning and not of learning; therefore, it must propose activities in accordance with the context in which the student and future professional lives and develops.