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The Authenticity of 'Authentic' Assessment: Some Faculty Perceptions
Robert Gordon Univ, Sch Comp Sci & Digital Media, Aberdeen, Scotland.
Robert Gordon Univ, Sch Comp Sci & Digital Media, Aberdeen, Scotland.
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems. (UpCERG)
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science. (UpCERG)ORCID iD: 0000-0003-0513-9338
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2017 (English)In: 2017 IEEE Frontiers in Education Conference (FIE): Proc. 47th ASEE/IEEE Frontiers in Education Conference, Piscataway, NJ: IEEE Press, 2017Conference paper, Published paper (Refereed)
Abstract [en]

The attempt to embed Authenticity within the learning process in higher education has been a driving principle within many pedagogical approaches to Higher Education developed over the past three decades. The desire to allow students to learn in a manner that closely resembles the way in which expertise is developed outside the academic environment is a central element of problem-based, inquiry-based and project-based learning. Exploring the implications of authenticity for student achievement and the ways in which this should be assessed has led to innovative teaching methods and ways of evaluating student performance. Unfortunately, authenticity, and authentic assessment in particular, are concepts which are open to a range of interpretations, not least in an educational context where they may be used by both teachers and students with a variety of meanings. This paper investigates the working definitions of authentic assessment used by teaching staff within a Computing department in one U.K. university. We begin by giving an overview of some relevant aspects of authentic learning, which, historically, draws on pedagogies such as situated learning and social learning theory. We then focus on authenticity in the assessment process and describe a number of models which have been used to identify elements that contribute to this range of meaning. We analyse the descriptions of authentic assessment given by academic staff in terms of these concepts and suggest a framework which can be used to integrate the responses and characterise staff understanding of the authenticity. We then briefly compare these findings with other work investigating student responses to the same question and draw conclusions concerning the relevance of these factors on curriculum development, the use of assessment to drive learning and the role of staff development in promoting positive change in these areas. Finally, we make suggestions for further work.

Place, publisher, year, edition, pages
Piscataway, NJ: IEEE Press, 2017.
Series
Frontiers in Education Conference, ISSN 0190-5848
National Category
Educational Sciences Computer and Information Sciences
Identifiers
URN: urn:nbn:se:uu:diva-333186DOI: 10.1109/FIE.2017.8190604ISI: 000426974900171ISBN: 978-1-5090-5920-1 (electronic)OAI: oai:DiVA.org:uu-333186DiVA, id: diva2:1155492
Conference
FIE 2017, October 18–21, Indianapolis, IN, USA
Available from: 2017-12-14 Created: 2017-11-08 Last updated: 2018-08-09Bibliographically approved

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Daniels, MatsNylén, AlettaPears, Arnold

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