Authentic Assessment for Student Learning: An ontological conceptualisation

By Thuy Vu, Gloria Dall’Alba. 2014

100 citations recorded by the source corpus.

Abstract Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/71dc046a8b006d2b76c5cb05f421c570f7d5f978

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In Education

Citations in the corpus

Using principles of authentic assessment to redesign written examinations and tests (2019, background): “Anticipation of assessment has a strong in ﬂ uence on what and how learners study, frames what students do (Boud, 2010), and drives the learning process (Vu & Dall ’ Alba, 2014).”