A case Study on the Authentic Learning and Assessments in the University Education

Abstract

Demands of industry and the professions in the innovative world challenge universities to refine the education structure including learning and assessment methods to enhanced graduate employability, including the development of transferable practical skills. Adopting authentic learning environment and assessment methods university education is the major key to fulfill this demand. The present paper examines the effects of authentic learning and assessments through experimental research approach by means of mixed-method approach. Two comparable groups of university students were selected based on the results of the pretest. Authentic learning environment was created for selected topics in mathematics in Engineering: Projectiles, Circular motion and simple harmonic motion and the Fibonacci sequence with golden ratio. The learning environment includes physical demonstrations with practical, simulations, and examples in industry and real world as entertaining activities. Moreover the authentic assessments were created, capturing the learning outcomes. The results discovered that the differences were significant at 0.01 levels in the attainment of higher order thinking skills. Moreover, learning outcomes subjected to the study of two comparable groups were also significantly different at p< 0.05 level. The research depicted that the students benefitted by authentic Leaning and significant favor on assessment methods in students’ achievements. Further the authentic instruction and assessments bring a positive effect on higher order thinking abilities. Authentic approach provides opportunities to the students to develop the 21st century skills beside the mathematical knowledge and skills. We suggest that the research can be extended to engineering core subjects.