Abstract
Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the learning experience. This was complemented with an eight-element framework that contributed to create an authentic assessment. Two surveys explored subjective authenticity as perceived by students and stakeholders. The results revealed that students find it hard to value their performance at the higher level that stakeholders do. While the use of models and frameworks in the design of authentic assessment is valuable, academics’ efforts need to be concentrated on further developing student’s metacognitive skills in order to provide relevancy and value to the knowledge, skills and attitudes developed in undergraduate tertiary education.
Highlights
The topic of authentic learning and assessment has been a strong focus of attention in higher education in the last two decades. (Ashford-Rowe et al, 2014; Meyers & Nulty, 2009) It is believed that authentic learning and assessment provide learners with engaging and meaningful learning experiences that connect their learning and performance to real world work environments
It is essential to recognise that the design of authentic assessment requires a course approach and needs to be supported by a pedagogical framework that aligns with the industry expectations.(Ashford-Rowe et al, 2014) Higher education practice has been significantly influenced by the constructivist learning theory and the instructional design literature. (Biggs, 1996) This lines of thinking, are usually combined into one approach referred as “Constructive alignment” that brings together instruction, learning and assessment. (Biggs, 1996) (Gulikers, Bastiaens, & Kirschner, 2004)
Work integrated learning (WIL) plays a crucial role in this teaching approaches and is internationally recognised as “a strategy for ensuring students are exposed to authentic learning experiences” (Ferns, Campbell, & Zegwaard, 2014)
Summary
The topic of authentic learning and assessment has been a strong focus of attention in higher education in the last two decades. (Ashford-Rowe et al, 2014; Meyers & Nulty, 2009) It is believed that authentic learning and assessment provide learners with engaging and meaningful learning experiences that connect their learning and performance to real world work environments. (Ashford-Rowe et al, 2014; Meyers & Nulty, 2009) It is believed that authentic learning and assessment provide learners with engaging and meaningful learning experiences that connect their learning and performance to real world work environments. These experiences provide the students with conceptual connections that contribute to learner’s readiness and employability in the work environment. It is essential to recognise that the design of authentic assessment requires a course approach and needs to be supported by a pedagogical framework that aligns with the industry expectations.(Ashford-Rowe et al, 2014) Higher education practice has been significantly influenced by the constructivist learning theory and the instructional design literature. WIL experiences provide the students with the opportunity to apply theoretical concepts to practice-based tasks, enhancing graduate employability (Knight & Yorke, 2004) (Peach & Matthews, 2011)
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