Using principles of authentic assessment to redesign written examinations and tests

Villarroel, V; Boud, D; Bloxham, S; Bruna, D; Bruna, C

Using principles of authentic assessment to redesign written examinations and tests

Villarroel, V Boud, D

Bloxham, S Bruna, D Bruna, C

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Publication Type:: Journal Article
Citation:: Innovations in Education and Teaching International, 2020, 57 (1), pp. 38 - 49
Issue Date:: 2020-01-02

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Field	Value	Language
dc.contributor.author	Villarroel, V	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Bloxham, S	en_US
dc.contributor.author	Bruna, D	en_US
dc.contributor.author	Bruna, C	en_US
dc.date.available	2020-07-02T19:01:51Z
dc.date.issued	2020-01-02	en_US
dc.identifier.citation	Innovations in Education and Teaching International, 2020, 57 (1), pp. 38 - 49	en_US
dc.identifier.issn	1470-3297	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137213
dc.description.abstract	© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.	en_US
dc.relation.ispartof	Innovations in Education and Teaching International	en_US
dc.relation.isbasedon	10.1080/14703297.2018.1564882	en_US
dc.subject.classification	Education	en_US
dc.title	Using principles of authentic assessment to redesign written examinations and tests	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	57	en_US
utslib.for	130103 Higher Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	57	en_US

Abstract:

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.

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http://hdl.handle.net/10453/137213