Measuring and mapping authentic assessment with a novel quantitative typology

Abstract

ABSTRACT Authentic assessments are seen as a promising response to many of the challenges currently facing Higher Education. Studies have identified shared characteristics of authentic assessments, but it is also argued that the term is vague and subjective. Drawing on existing frameworks we have established a standardised measure to evaluate authenticity in the axes of product and process allowing graphical representation and mapping across programmes. We have mapped the assessments on two programmes in our institution. We show an appropriate increase of authenticity of assessment year-on-year in one programme and have identified assessments which have been altered to increase their authenticity in the other. Our tool will allow educators to estimate authenticity on their academic programmes, guide discussions and identify areas for improvement. A balanced mix of assessments in a programme ensures both skills development and knowledge requirements are fulfilled, with sustainability of assessment enabling increasingly authentic assessments over time.