Abstract
Purpose – The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology – Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings – The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance – The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students.
Highlights
Research has indicated high expectations of university graduates when joining the job market in terms of matching knowledge learned to the real world (James & Casidy, 2018; Oliver, 2015; Tout, Pancini, & Mccormack 2014; Reid & Fitzgerald, 2011)
One important element that this study has shown is that designing authentic assessments requires instructors to be more productive
Authentic assessment is an effective measure of intellectual achievement or ability because it requires students to demonstrate their in-depth understanding, higher-order thinking, and complex problem-solving through the performance of exemplary tasks (Koh, 2017)
Summary
Research has indicated high expectations of university graduates when joining the job market in terms of matching knowledge learned to the real world (James & Casidy, 2018; Oliver, 2015; Tout, Pancini, & Mccormack 2014; Reid & Fitzgerald, 2011). Higher education institutions have paid greater attention toward reforming and altering the present practices of assessment (Crocker, 2013) in a way to encourage learners to utilize the knowledge gained to question, discuss and solve real world problems (Kinay & Bagceci, 2016). Regardless of its exceptional popularity in higher education worldwide, there are still misconceptions regarding the meaning and application of authentic assessment among educators (Frey, Schmidt & Allen, 2012) It needs to be more meaningful (Mueller, 2011) where students can act as participant designers in the creation and implementation of such assessments
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