A five-dimensional framework for authentic assessment

By Judith T. M. Gulikers, Theo J. Bastiaens, Paul A. Kirschner. 2004

801 citations recorded by the source corpus.

Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional framework for designing authentic assessments with professional practice as the starting point. Then, we present the results of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framework, along with important issues that need to be considered when designing authentic assessments.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/584ec854f1763f92716412a837dbab9614488e7b

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Citations in the corpus

Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity (2008, background): “The objective authenticity based on the five dimensions of assessment authenticity (Gulikers et al. 2004).”
Contract cheating and assessment design: exploring the relationship (2018, background): “While authenticity has long been recognised as a feature of good assessment design (Wiggins 1990; Newmann and Archbald 1992; Gulikers, Bastiaens, and Kirschner 2004; Herrington and Herrington 2006, 2007), its role in nurturing academic integrity has not been adequately explored.”
Does authentic assessment assure academic integrity? Evidence from contract cheating data (2020, background): “…elsewhere (Bretag et al., 2018), one of the challenges of authentic assessment is that it centres on realistic, professionally focussed and complex tasks (Gulikers et al., 2004; J. A. Herrington & Herrington, 2006), which may be unfamiliar to many academically and linguistically diverse students.”
Authentic assessment in business education: its effects on student satisfaction and promoting behaviour (2018, methodology): “To better capture and measure the aspects of authenticity in assessment design, Gulikers, Bastiaens, and Kirschner (2004) have developed and tested a fivedimensional framework (5DF) of authentic assessments comprising the following dimensions: (1) assessment task, (2) physical context, (3) social…”
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks (2007, background): “…2002; Brown, 2004; Benett, 1993; Birenbaum, 1996; Cronbach et al., 1997; Crooks & Kane, 1996; Dunbar et al., 1991; Frederiksen & Collins, 1989; Gulikers et al., 2004; Haertel, 1991; Hambleton, 1996; Kane, 1992, 2004; Linn et al., 1991; Martin, 1997; McDowell, 1995; Prodromou, 1995; Uhlenbeck,…”
Authentic assessment, student and teacher perceptions: the practical value of the five‐dimensional framework (2006, background): “This article focuses on authenticity operationalised as a correspondence between the assessment situation and the working or professional practice situation (Messick, 1994 ; Gulikers et al , 2004 ).”
Authentic assessment: creating a blueprint for course design (2018, background): “In this way, researchers began to talk about authentic assessment as a strategy to relate learning and work, creating a correspondence between what is assessed in the university and what students need to do in the workplace (Gulikers, Bastiaens and Kirschner 2004).”
RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME (2006, positive): “…resemble what students will encounter in their future jobs are expected to stimulate and motivate 6 Student perceptions of assessment authenticity students to employ more deep learning and develop the competencies relevant for their future working lives (Boud, 1990; 1995; Gulikers et al., 2004).”
The Wheel of Competency Assessment: Presenting Quality Criteria for Competency Assessment Programs. (2006, background): “A CAP should assess those competencies needed in the future workplace (Gulikers et al., 2004).”
The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes (2008, methodology): “If assessment authenticity is defined by the degree of correspondence between the assessment and the professional practice situation it is purported to reflect (Gulikers et al., 2004), then the influence of an authentic assessment on student learning depends on how a student perceives the resemblanc”
Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? (2022, positive): “A potential way to address this is to refer to authentic assessment practices (Gulikers, Bastiaens, & Kirschner, 2004).”
Authentic feedback: supporting learners to engage in disciplinary feedback practices (2020, methodology): “Context is key to realism, and is divided into physical and social contexts (Gulikers, Bastiaens, and Kirschner 2004).”