Using principles of authentic assessment to redesign written examinations and tests

Villarroel, Verónica; Boud, David; Bloxham, Susan; Bruna, Daniela; Bruna, Carola

doi:10.1080/14703297.2018.1564882

Cited by 90 publications

(100 citation statements)

References 52 publications

(47 reference statements)

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“…That learning activities need to be more authentic and work-oriented was recognised during the mid-1980s. Over the past decades, authenticity has been identified as a way to support knowledge re-and de-contextualisation (Ashford-Rowe, Herrington, and Brown 2014;Herrington and Oliver 2000;Ursin and Paloniemi 2019;Villarroel et al 2019). According to Gulikers et al (2008) authenticity is defined and determined by the extent to which professional situations, reassembled in a learning environment, are relevant to the learner.…”

Section: Authenticity As Pillar Of the Marc Modelmentioning

confidence: 99%

“…However, designing authentic learning environments seems to be challenging with many barriers impeding successful transfer of learning and effective learning processes (Tynjälä, Välimaa, and Sarja 2003;Villarroel et al 2019). In Table 2, critical elements from the Authenticity pillar of the model are described with respect to the review study's findings on facilitating more experiential learning.…”

Section: Authenticity As Pillar Of the Marc Modelmentioning

confidence: 99%

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The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

Radović

Hummel

Vermeulen

2021

Teaching in Higher Education

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The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re-and decontextualisation (both directions of Kolb's learning cycle). This article aims to provide more insight into the process of creating and redesigning experiential learning environments and to better understand the complex relationship that exists between the learning environments and experiential learning (considering underlying learning theories). We will present and discuss mARC (more Authentic, Reflective and Collaborative), a threecomponent instruction model with a set of instructional elements proved to facilitate the re-and de-contextualisation of knowledge. This article ends with practical guidelines for using the mARC model to support students in linking learning experience to academic knowledge development within higher education.

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Section: Authenticity As Pillar Of the Marc Modelmentioning

confidence: 99%

Section: Authenticity As Pillar Of the Marc Modelmentioning

confidence: 99%

The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

Radović

Hummel

Vermeulen

2021

Teaching in Higher Education

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“…Cognitive challenge refers to the need to measure higher order cognitive abilities, mobilizing students to use and transfer their knowledge. Finally, the aim of evaluative judgement is that students develop and incorporate quality criteria so they can judge their own, and their peers´ work, reflecting on the improvements that they might have (Villarroel, Boud, Bloxham, Bruna, & Bruna, 2020).…”

Section: Authentic Assessment Movementmentioning

confidence: 99%

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

Villarroel¹,

Bruna²,

Brown³

et al. 2021

INT J INSTRUCTION

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This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.

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“…Teaching students transferable skills, such as information skills and behaviors, supports the professional curricula to transition students from the classroom to the workplace [26]. Therefore, library instruction can be scaffolded across professional programs that require similar information skills and behaviors, such as evaluating information.…”

Section: Figure 3 Categorizing Analytic Coding Of Action Verbsmentioning

confidence: 99%

Identifying information literacy skills and behaviors in the curricular competencies of health professions

Waltz

Moberly

Carrigan

2020

jmla

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Objective: This research identified the presence of information skill and behaviors components of information literacy in curricular competencies to inform a medical sciences library’s instructional schema for five different professional programs at Texas A&M University: College of Medicine, College of Nursing, College of Veterinary Medicine and Biomedical Sciences, Irma Lerma Rangel College of Pharmacy, and School of Public Health.Methods: Curricular competency documents were collected from each program and reviewed. Coding categories were identified from the curricular competencies of professional health curricula using data-driven qualitative coding. To guide the identification and coding of competency categories, we developed a seven-category rubric from the coding categories. Three researchers used this rubric to independently code the categories of all of the included professional health curricular competencies. An additional researcher used a revised version of the rubric to identify action verbs in each competency.Results: Competencies for four of the five professional health curricula explicitly stated information skills and behaviors. Each of the five curricula included several competencies that depended on information-specific skills and behaviors. The most common verb used to describe implicit or explicit competencies was “evaluate.”Conclusions: The representation of information skills and behaviors aligns with the drive behind the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Both underpin the importance of evidence-based medicine methodology.

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Using principles of authentic assessment to redesign written examinations and tests

Cited by 90 publications

References 52 publications

The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines

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

Identifying information literacy skills and behaviors in the curricular competencies of health professions

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