Authentic and conventional assessment in Singapore schools: an empirical study of teacher assignments and student work

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Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “Extant micro-level research has examined teachers’ knowledge and competence regarding assessment (Koh & Luke, 2009), assessment-related efficacy beliefs (Dixon & Haigh, 2009) and views about student learning (Wang, Kao, & Lin, 2010), for example.”
Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State-Mandated Tests (2013, background): “…primarily on relationships between assessment tasks and student work, this international research has produced consistent findings of positive associations between higher scoring tasks and higher quality authentic student work (Koh & Luke, 2009; Ladwig, Smith, Gore, Amosa, & Griffiths, 2007).”