Authentic Assessment Approach Research Articles

Interactive oral assessment case studies: An innovative, academically rigorous, authentic assessment approach

ABSTRACT Assessment is a central feature of teaching and learning. It is both complex and challenging in ordinary times, and these aspects are magnified in an online learning environment. Given its central role, it is crucial that its design and purpose is rigorous and robust. This paper presents justification for using interactive oral assessment as an online, innovative, authentic assessment approach that prepares students for professional life, combats plagiarism and promotes academic integrity. It shares findings through four brief case study examples of using interactive oral assessments in computing, education, French literature, and aviation. This study also demonstrates the value of a Community of Practice in developing expertise, confidence, and resources to support the effective application of interactive oral assessment.

Interactive Oral Assessment Case Studies: An innovative, academically rigorous, authentic assessment approach

Interactive Oral Assessment Case Studies: An innovative, academically rigorous, authentic assessment approach

A Competency-Based Curriculum for Kenyan Primary Schools: Learning From Theory.

The main focus of this paper is placed on how competent each student is in the subject and not how much knowledge they have acquired in the subject. A competency-based curriculum for Kenyan primary schools. Competency-based curriculum (CBC) is designed with a view to help learners acquire desired knowledge, skills, values and attitudes to enable them cope with life challenges. CBE adopts a learner-centered pedagogy, formative and authentic assessment approaches that emphasize the development of competencies and application of knowledge in real life context. This paper is based on library research and seeks to review literature concerning the CBC in order to come up with various lessons to help in the Kenyan education. A brief analysis of Kenyan adoption of CBC under the system of 2-6-3-3 unveiled in 2017 to replace the current 8-4-4 system which has served Kenya for the last 32 years has been done. The adoption of 2-6-3-3 has received attention because it provides an opportunity to reflect on the end of an Era in Kenyan education system where examination has been the center of the sector. The paper will focus on the potential and prospects of CBC for Kenya based on the experiences of CBC in other countries. Illustrations from some countries will be used to point out why CBC will be useful in the development of the Kenyan education.

Crowdsourcing: A novel tool to elicit the student voice in the curriculum design process for an undergraduate diagnostic radiography degree programme

IntroductionStakeholder participation in healthcare curriculum design is an important aspect of higher education with stakeholders including students, staff members, clinical partners, healthcare organisations, patients and members of the public. Significantly, student co-creation, of the curriculum, has become increasingly important. Yet there is limited research which addresses how to engage this group in design processes. MethodsThis paper represents the first phase of a three stage action research spiral whereby the authors evaluated the use of a novel tool for curriculum design processes, anonymised crowdsourcing. This initial phase was open to all students enrolled on an undergraduate diagnostic radiography programme in the UK. To confirm the reliability of the crowdsource design an established eight point crowdsourcing verification tool was applied. ResultsTwenty-three unique ideas were generated by participants, 40 comments made and 173 votes cast. Inductive analysis of the comments generated five themes. These included: the role of technology enhanced learning; simulation activities; patient focused curriculum; mental wealth (resilience) authentic assessment approaches. An evaluation of those who had and had not engaged highlighted areas of improvement for the administration of the second and third iterations which will include a wider pool of participants. ConclusionThis study from a single programme offers lessons for others wishing to adopt and develop this approach elsewhere. Implications for practiceSeveral ideas elicited by the crowdsource have been considered by the curriculum design team and will be implemented in the 2020 curriculum thus demonstrating the impact on local education practice of this research approach.

Evaluación de Competencias en Educación Superior: Experiencias en el Contexto Mexicano

A balance of the rapprochement of the competency approach in Mexican higher education during the last decades in relation to different tendencies and processes of appropriation is offered. Based on the sociocultural current and the authentic assessment approach, the teaching and evaluation of professional competences is discussed. Likewise, two examples of good practice in the Mexican context are offered: a model of electronic portfolio for teacher training and an objective structured clinical examination (OSCE) system in dentistry. In both cases, the understanding and appropriation of the approach in the educational communities was achieved and changes in the curricular management processes that favored its concretion were promoted. This paper concludes with a series of assumptions and conditions associated with the appropriate establishment of systems for authentic assessment of competences at higher level education.

Application of The Problem Based Learning Method Trought Authentic Assessment Approach to Improving the Habits of Mind

The purpose of this study is to improve the Habits of mind of students through the problem-based learning (PBL) model based on the otetic assessment of mathematics learning. The study was conducted on 39 students of class X. The research method used was an pre-experiment method. with One group pretest-posttest design. Data analysis carried out was Normality Test, Homogeneity Test, t Test, and N gain Test. The results of this study indicate that the application of authentic assessment-oriented PBL method can improve students' habit of mind in mathematics learning. This can be seen from the increasing results of assessment of creative thinking, and student self-regulated. the results of the creative thinking assessment are N-Gain values of 0.47 or included in the medium criteria and the results of the hypothesis test state that the significance is smaller than the reference sig it can be said that there are significant differences between the pretest and posttest values. The results of the assessment of self regulation, show the value of N gain 0.59 in the medium category so that it is said there is an increase between the value of the pretet results and the value of the posttest results.

The Analysis of Physics Learning in Senior High School of Semarang Based on The Scientific Approach and Assessment

Physics Learning in Curriculum of 2013 is closely related to the implementation of scientific approach and authentic assessment in learning. This study aims to analyze the implementation of scientific approaches and authentic assessment in physics learning, as well as to analyze the constraints of scientific approach and authentic assessment in physics learning. The data collection techniques used in this study are questionnaires, observations, interviews, and documentation. The calculation results used are percentage techniques and analyzed by using qualitative descriptive approach. Based on the results of research and discussion, the implementation of physics learning based on the scientific approach goes well with the percentage of 84.60%. Physical learning activity based on authentic assessment also goes well with the percentage of 88%. The results of the percentage of scientific approaches and authentic assessment approaches are less than 100%. It shows that there are obstacles to the implementation of the scientific approach and the constraints of authentic assessment. The obstacles to the implementation of scientific approach include time, heavy load of material, input or ability of learners, the willingness of learners in asking questions, laboratory support, and the ability of students to process data. While the obstacles to the implementation of authentic assessment include the limited time for carrying out of authentic assessment, the components of the criteria in carrying out the authentic assessment, the lack of discipline in administering the administration, the difficulty of changing habits in carrying out the assessment from traditional assessment to the authentic assessment, the obstacle to process the score in accordance with the format Curriculum of 2013.

Open book exams: A potential solution to the “full curriculum”?

In this Personal View article, as curriculum designers, we consider whether there is a place for open book exams in Medical School curricula. Specifically, at a time when medical teachers complain about the difficulties of delivering a full curriculum, we propose that open book assessment approaches may help to free up the curriculum as learners become less reliant on memorizing facts. Moreover deeper learning of higher level outcomes can be achieved and more authentic assessment approaches undertaken. We also look at the recent literature and consider reasons, both for and against open book exams, at theoretical and practical levels. Though there are potential challenges with delivering an open book exam, we conclude that the benefits appear to outweigh these difficulties. As part of a balanced assessment strategy it may be necessary and timely to adopt open book exams.

Prospective educators as consumers of empirical research: an authentic assessment approach to make their competencies visible

BackgroundEducators today have to be able to make current empirical research results usable for everyday practice. Consequently, there are increasing endeavors to develop and assess competencies in consuming empirical research (CCER) on an academic level. However, problems with regard to recruiting and motivating test participants—rooted in the prevalence of low-stakes testing conditions—could limit confidence in the validity of the findings. The current study presents a structure and proficiency level modeling for CCER under high-stakes conditions.MethodThe sample comprises N = 155 bachelor students of Human Resource Education and Management. The assessment design of the 26 items complied with demanding standards for designing tests (such as Evidence-Centered Design and authenticity).ResultsThe results are as follows: (1) We were able to confirm our expected structural model which consists of two dimensions (‘conceptual competencies’ and ‘statistical competencies’) instead of one overarching dimension. (2) The test items are of a high quality. (3) Three levels of CCER could be defined according to two task characteristics (cognitive processes and complexity) which explain nearly 100% of the prospective educators’ CCER abilities.ConclusionThe results of the study show that we succeeded in designing a reliable and valid test instrument for assessing (prospective) VET-educators’ competencies in consuming empirical research.

The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers’ Problem-Solving Skills

<p class="apa">The<strong> </strong>purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.</p>

Evidence-based instruction:

This paper presents the findings of a study carried out by librarians in Champlain College who developed a two-pronged authentic assessment approach to measure the information literacy (IL) levels and determine the information seeking habits of students while conducting research for academic purposes. Librarians devised and developed an IL rubric and a citation analysis checklist for the assessment of first-year annotated bibliography assignment papers. This paper illustrates the merits of rubric-based, citation analysis assessment measures using authentic student coursework as a highly effective method of determining student outcomes assessment and information seeking habits while engaging in academic research. Findings from this study also suggest that authentic assessment is an extremely useful tool for instruction librarians to identify areas of IL that require further instructional support. This study is of importance to librarians wishing to adopt rubric-based and citation analysis authentic methods for student outcomes assessment.

Cross-Cultural Adaptation of Developmental Criteria for Young Children: A Preliminary Psychometric Study

Authentic assessment approach applies naturalistic observation method to gather and analyse data about children’s development that are socio-culturally appropriate to plan for individual teaching and learning needs. This article discusses the process of adapting an authentic developmental instrument for children of 3-6 years old. The instrument consists of 217 criteria of development for children between the ages of 36-72 months; grouped under six domains, which are fine motor, gross motor, adaptive, cognitive, socio-communication, and social. It is a criterion measurement tool, which was developed for the American context. This instrument needed to be adapted into the Malay socio-cultural context before it could be applied in local setting. The adaptation process involved directly translating the items; investigating the items/criteria’s score format; examining the items by a panel of experts; observing the real setting to investigate the score patterns and calculating observer agreement index. 103 children from the Malay ethnic group aged between 36-72 months, six field experts, and twelve observers were involved as participants. The researcher and an editor translated all the criteria for development; novice observers carried out a pilot study to test the suitability of score format; six children’s specialists examined the translated criteria; and lastly, the researcher observed activities in the preschool setting to score the criteria in naturalistic manner. The translated criteria, checklists; and developmental scores were analysed through visual and descriptive statistics. Content analyses showed that most of the developmental criteria were suitable to be applied in the research context. However, there are a few criteria considered as not appropriate and scores between observers indicated low agreement on how they interpreted the criteria.

PENGOPTIMALAN KOMPETENSI MAHASISWA JURUSAN BAHASA DAN SASTRA INDONESIA FBS UNNES DALAM MEMBUAT MEDIA PEMBELAJARAN BAHASA INDONESIA MENGGUNAKAN ELEMEN AUTHENTIC ASSESSMENT

The learning-media subject aims for students to have the competence of makinga variety of instructional media. In fact, the student‟s competences in designing, creating, and displaying the instructional media are not maximized since the media made by students is often not discussed in the class. A comprehensive measurement of aspects of learning; covering aspects of the process, performance, and product; can be done using authentic assessment approaches. The results show that the contextual elements of authentic assessment approach can improve students' competence in designing, creating, and displaying graphics media. It also change their attitudes and interests from negative to positive. it is suggested that lecturers discuss the students‟ project in the lecture. Unnes is expected to improve the facilities of learning media that can lead students to be more creative and innovative in creating instructional media. Keywords : competence, instructional media, elements of authentic assessment

Poster sessions as an authentic assessment approach in an open-Ended University general chemistry laboratory

The purpose of this study is to explore the views of Pre-service Science Teachers (PSTs) on their posters as an authentic assessment tool in an open-ended chemistry laboratory course. Forty-three PSTs set up their research questions, designed and performed laboratory investigations, obtained results of their experiments and prepared their posters as an alternative to traditional laboratory reports. They engaged in the process of assessment in the course as both self and peer evaluators. At the end of each laboratory session, each group of the PSTs presented posters of their laboratory investigations to their peers and instructors. Results of the PSTs’ interview analyses indicated that most PSTs expressed many benefits to the presentation of laboratory investigations using posters in comparison to the traditional laboratory reports.

¿Quién Soy? Finding My Place in History: Personalizing Learning through Faculty/Librarian Collaboration

Using an authentic assessment approach, two California State University, Fullerton, faculty members developed instructional strategies in support of an assignment that requires students to situate their families within a historical framework. We describe our efforts to provide students with there-search skills to successfully complete the assignment. We used, among other methods, reflective writing assignments to measure the growth of students’ intercultural understanding.

Young Children's Block Construction Activities: Findings From 3 Years of Observation

The purpose of this study was to explore the development of the complexity of block constructions of preschool children and to determine the effects of various factors on the children's block play. Sixty-five children were observed a total of 421 times, over the course of 3 years. Hierarchical linear modeling was used to determine the effects of disability, gender, and time the child was involved with block construction activity on the developmental complexity of block constructions. Results indicate that (a) the complexity of children's block constructions increase with chronological age, (b) time the child was involved with block construction activity has a positive effect on block construction complexity, and (c) gender did not influence block construction complexity. Implications of findings are discussed in relation to increasing understanding of children's development and to authentic assessment approaches.