Using principles of authentic assessment to redesign written examinations and tests

Villarroel, Verónica ORCID: https://orcid.org/0000-0002-3000-2248 , Boud, David, Bloxham, Susan, Bruna, Daniela ORCID: https://orcid.org/0000-0001-7424-2959 and Bruna, Carola (2019) Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 57 (1). pp. 38-49.

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Abstract

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.

Item Type:	Article
Journal / Publication Title:	Innovations in Education and Teaching International
Publisher:	Taylor & Francis (Routledge)
ISSN:	1470-3300
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Depositing User:	Anna Lupton
Date Deposited:	10 Jan 2019 10:46
Last Modified:	13 Jan 2024 08:16
URI:	https://insight.cumbria.ac.uk/id/eprint/4330

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