Authentic Assessment Research Articles

Optimizing Assessment for Learning in Islamic Education through Authentic and Diagnostic Assessment : A Systematic Literature Review

This study aims to provide a comprehensive overview of research trends in authentic and diagnostic assessments, analyze the factors that influence their implementation and effectiveness, and the potential for optimizing both assessments to improve the quality of Islamic learning. Using the Systematic Literature Review method with Watase Uake and Publish or Perish tools, this study screened 825 articles according to PRISMA guidelines. After identifying, screening, and eligibility, 46 articles Scopus Indexed, Sinta 1, and Sinta 2 were selected for further mapping and thematic analysis. The results showed that 1) the main trends of the research were related to the integration of technology in both assessments through e-portfolios and eDia System; 2) factors affecting effectiveness included validity and reliability of instruments, simplification of trials and validation, and integration of technology, while the obstacles were dominated by the lack of understanding of teachers, the complexity of procedures, and limited resources and time; 3) optimization steps included comprehensive training for teachers, development and validation of instruments, provision of supporting facilities, as well as the need for technology integration to make Islamic learning more dynamic, efficient, holistic, and meaningful. This study can be a reference for educators and education managers to improve assessment practices in learning Islamic Religion so that it can effectively achieve the goals of holistic Islamic education.

The Implementation of Authentic Assessment in Arabic Language Learning

This study was conducted to investigate the implementation of Authentic Assessment in Arabic and the obstacles experienced by teachers. This study used a descriptive qualitative approach. The data collection techniques were observation, interviews and documentation. The technique used is the analyzing the data was the Miles and Huberman model, namely data collection, data reduction, data presentation, and conclusions. The result of this study showed that there where three aspects of student assessment, namely the cognitive realm which includes oral, written, and assignment-based evaluations with oral; the affective realm which assesses student attendance through a liaison attendance system and evaluates student attitudes; the psychomotor realm which involves practical assessment by making calligraphy in groups. The obstacles faced were the absence of a language lab, limited time, and uneven student backgrounds. The benefits of this authentic assessment are that everything students do is valuable and gets points. Students can express ideas. Students are passionate about learning Arabic. Students can know and interpret their own scores according to their behavior and activeness in class.

The Chemistry Clinic: Authentic Assessment in a Student Led Environment

The Chemistry Clinic: Authentic Assessment in a Student Led Environment

Authentic and Creative Assessment in a World with AI

Introduction Artificial intelligence (AI) presents challenges and opportunities for higher education. The challenge is to incorporate the benefits of AI while minimizing its potential for misuse and undermining of learning. The opportunity is that AI allows instructors to assess learning authentically by fostering creative, engaging, realistic, and reflective assessments. Statement of the Problem Drawing on some of the current practices of AI use in the classroom, I discuss how authentic assessment can be achieved while incorporating AI. Literature Review First, I review what authentic assessment is, how it is implemented, and some of its positive outcomes. Then, I present sample activities that use AI to design, implement, and evaluate assessments to serve the APA Learning Goals for the Undergraduate Psychology Major. Teaching Implications The activities and assessments here and in the online Supplemental Materials (Miserandino, 2024, May 23) help fulfill additional learning goals and build academic skills (e.g., critical thinking, reading, writing). Conclusion By using these activities and assessments or drawing on them to create their own, instructors can improve their teaching and student learning outcomes.

Jordanian EFL Supervisors' Perspectives towards EFL Teachers' Using Authentic Assessment Strategies and Tools

Objectives: The current study aimed to explore the perspectives of English language supervisors in the Hashemite Kingdom of Jordan regarding the extent to which English as a Foreign Language (EFL) teachers in government schools practice authentic assessment strategies and tools. Additionally, the researcher attempted to uncover the challenges faced by EFL teachers in using authentic assessment strategies and tools.. Methods: For this study, the researcher followed a hybrid approach, constructing a questionnaire distributed to English language supervisors, totaling 102, supplemented by interviews with 10 selected supervisors based on accessibility. Results: Statistical results revealed that pen-and-paper and observation-based assessment strategies were the most commonly used and applied by English language teachers, while self-assessment strategy was the least used according to supervisors' perspectives. The study also showed that checklist and rubric were the most commonly used authentic assessment tools. Moreover, the study indicated a strong gender effect on the use of authentic assessment strategies and tools in favor of females. The study identified several challenges hindering the use of authentic assessment strategies and tools, revolving around three main axes: students' proficiency level, infrastructure, and teachers' readiness in terms of attitude, skills, and knowledge. Conclusions: The researcher recommends designing an educational program on authentic assessment strategies and tools with a focus on practical aspects and implementing it through a series of face-to-face workshops at the school network level to refine the skills of English language teachers in the field of authentic assessment, especially in boys' schools.

Ensuring robust OSCE assessments: A reflective account from a Scottish school of nursing

AimThis paper reflects on the experience of one Scottish University in conducting a face-to-face Objective Structured Examination (OSCE) for large cohorts of student nurses. It outlines the challenges experienced and learning gained.Borton’s model of reflection frames this work due to its simplicity, ease of application and cyclical nature. BackgroundThe theoretical framework for the OSCE is critical thinking, enabling students to apply those skills authentically. OSCE’s are designed to transfer classroom knowledge to clinical practice and offer an authentic work-based assessment. DesignValidity and robustness are key considerations in any assessment and in OSCE, the number of stations that students encounter is important and debated. We used a case-study based OSCE approach initially over four stations and following reflection, changed to one long station with four phases. ResultsIn OSCE examinations, interrater reliability is a necessity, and students expect equity of approach. We identified that despite clear marking criteria, marks were polarised, with students achieving high or low marks with little middle ground. Review of examination papers highlighted that although students’ overall performance was good, some had failed in at least one station, suggesting a four-station approach may skew results. On reflection we hypothesised that using a one station case study-based, phased approach enabled the examiner to build up a more holistic picture of student knowledge and skills. It also provided the student opportunity to develop a rapport with the examiner and standardised patient, thereby putting them more at ease. We argue that this approach is holistic, authentic and student centred. ConclusionsOur experience highlights that a single station, four phase OSCE is preferrable, enabling students to integrate all aspects of the assessment and provides a holistic view of clinical skills and knowledge.

Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder

ABSTRACT Traditional authentic assessment tasks are frequently tied to future work and enmeshed in neoliberal and capitalist visions of education. We advocate an alternative approach where authenticity signifies meaningful learning outside the confines of the classroom to promote deep learning that ‘sticks’. We proffer an understanding of assessment as pedagogy, where pedagogy is an ontological endeavour that shapes not only what students know but how they understand themselves and their place in the world. We highlight creative assessments as a form of authentic pedagogy that eschews instrumentalism in three ways: highlighting opportunities for connection and community; reorienting students towards a more vulnerable conception of learning that is open to uncertainty; and eliciting wonder and joy via invitations to see the world anew. We argue creative assessments promote deeply authentic learning that can be transformative for students and educator-co-learners alike.

Authentic Assessment for Motivating Student Learning and Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba, Canada

Authentic Assessment for Motivating Student Learning and Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba, Canada

TRANSFORMING AND EVALUATING EFL SPEAKING SKILLS WITH AUGMENTED REALITY: AN AR-BASED MODULE APPROACH

This study explores AR technology's role in assessing EFL students' speaking skills, aiming to enhance language learning experiences. Its main objective is to design and validate an AR-based assessment module for evaluating speaking proficiency. Employing a mixed-methods approach, the research investigates AR's impact on student engagement, learning outcomes, and language proficiency. It involves forty-five EFL learners from IAIN Fattahul Muluk Papua, using both quantitative and qualitative methods to collect data, including pre-tests, post-tests, interviews, and observations. The AR-based module integrates technology into authentic assessment scenarios, offering immersive learning experiences. Results show a significant improvement in post-test scores, with the mean score increasing from 2.4 (pre-test) to 3.9 (post-test), indicating the module's efficacy. The paired-samples t-test revealed a significant difference (t (59) = -10.24, p .001) between pre-test and post-test scores. Qualitative insights highlight increased engagement, positive experiences, and enhanced confidence among students. These findings underscore AR's potential in language education, particularly in speaking assessment. The integration of AR-based modules presents a promising approach for enhancing language teaching and learning, providing immersive experiences. This has implications for educators and practitioners seeking innovative language assessment methods

The kitchen assessment: an interactional analysis of assessment and feedback between an occupational therapist and a patient with aphasia post stroke

Purpose After stroke, patients undergo frequent multidisciplinary assessments. Little is known about patients’ experiences of being assessed and the impact of assessment interactions and feedback for ongoing engagement in rehabilitation. This research aims to stimulate reflection on clinical interactions, even during routine clinical assessments, and the provision of assessment feedback. Materials and methods This study involved a detailed analysis of an authentic kitchen assessment interaction between an occupational therapist and a patient with aphasia following stroke. It used a speech function analysis based on systemic functional linguistics resulting in both dynamic and synoptic data, and a consideration of interactive framing, to explore assessment explanation and feedback. Results The analysis revealed the clinician’s interactive dominance in terms of number and type of moves, and misalignment of interactional framing at different points in the exchange. The session appeared to result in patient disengagement related both to the clinician’s misjudged response to the patient’s aphasia, and the context of assessment itself, characterised by reliance on question-and-answer exchanges, and a tendency to highlight deficit. Conclusions Assessment sessions may be emotionally challenging for patients after stroke and feedback may be interpreted as bad news. Sensitive communication is required to support psychological wellbeing and engagement in rehabilitation. IMPLICATIONS FOR REHABILITATION After stroke, patients are assessed by the multidisciplinary team to inform intervention and discharge planning. Little is known about the feedback patients receive or their views of this feedback, including when it is perceived as bad news. The presence of aphasia can complicate how assessments are conducted and how feedback is delivered and received. Greater awareness is needed of how feedback following assessment might impact patients’ psychological wellbeing and engagement in rehabilitation.

Maintaining Local Languages Through Local Content Curriculum: Analysis of Contextual Approaches and Field Learning

It is not impossible that language undergoes changes over time. The existence of local languages among teenagers and young people is no longer a communicative language choice in the environment where they are. The purpose of this research is to elaborate on the role of education, especially local curriculum, in preserving the local language by involving contextual approaches and field learning to teach the local language in schools. This study applies qualitative description with a literature review approach. Data is obtained by collecting reference materials such as books, theses, and journals manually and online. Manual data collection is done at the library, while online data collection involves downloading e-books and scientific journals from the last 10 years. The data are analyzed using content analysis, which involves reviewing books, journals, and theses to answer formulated questions. The results of this study indicate that an effective method for implementing local language learning is a method with contextual approaches and field learning. The contextual method applies components of constructivism, questioning, exploration, modeling, and authentic assessment. Meanwhile, field learning brings students closer to the relevance of context in learning the local language

Development of authentic assessment of 21st-century skills in Kurikulum Merdeka

Development of authentic assessment of 21st-century skills in Kurikulum Merdeka

Hambatan Guru terhadap Penerapan Standar Penilaian Evaluasi Pendidikan Ranah Afektif di Pesantren Mutiara Quran Pracimantoro

The challenges faced by teachers in implementing educational assessment standards in the affective domain is an important issue that needs attention. This research aims to understand how teachers implement educational assessment standards in the affective domain at Pesantren Mutiara Quran Pracimantoro. This study uses a descriptive qualitative analysis method with a phenomenological approach to draw conclusions and address issues related to the topic. The results indicate several difficulties encountered by teachers in implementing educational assessment standards. Efforts to enhance the implementation of these standards in the affective domain include comprehensive approaches such as developing teacher skills, increasing awareness about authentic assessment, and training in data collection techniques.

Authentic Assessment of Attitudes in Islamic Religious Education Subjects in the Formation of Students' Religious Character at SMAN 7 Sijunjung

Authentic Assessment of Attitudes in Islamic Religious Education Subjects in the Formation of Students' Religious Character at SMAN 7 Sijunjung

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs’ understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.

Building and examining research capability in Australian health students: a mixed methods study

Building and examining research capability in Australian health students: a mixed methods study

ANALISIS MANAJEMEN PENGELOLAAN KELAS DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MULTILINGUAL DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING

“The contextual teaching and learning model is Among several student management developed by combining classical learning by teaching staff at MTs Putri Nurul Huda Situbondo. The type of research used is qualitative research with a case study approach. The informants in this research were school principals, teachers, and students. Data collection techniques employed observation, interviews, and documentation studies. In this research, researchers used several stages of data analysis, namely the data condensation stage, data presentation stage, making temporary conclusions, and verification activities. The research results concluded that there are four stages of student management in improving multilingual communication competence: classroom layout management skills, time management skills and material coverage, and student management skills through language games. The CTL learning model is carried out in the planning stage, namely by making a learning implementation plan that refers to the independent curriculum, then the implementation stage, which contains three activity stages, namely preliminary activities, core activities, which contain the components of constructivism, inquiry, asking, learning community, modeling, reflection, then Closing activities use authentic assessment.

Transforming exams

This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project. In short, students in the exam room boot their own laptops using a specially crafted USB stick that contains a standardised operating system and application suite. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices. The roles for the 'Us' (organisations) and 'Me' individuals within the process of running an e-exam are also outlined in order to provide a richer description on the approach.

The Implementation of Authentic Assessment in Speaking Class based on MBKM Curriculum at the UMKABA University

The research investigates the implementation of authentic assessment in speaking learning within the independent curriculum framework at UMKABA. It highlights the appropriateness and coordination of applying authentic assessment, emphasizing its alignment with the cognitive, affective, and psychomotor domains of learning. The study underscores authentic assessment as a paradigm shift in learning evaluation, focusing on holistic skill and character development in line with the MBKM curriculum's goals. Key components of effective authentic assessment preparation, such as rubric creation and alignment with learning outcomes, are discussed. Challenges faced by lecturers in preparing clear and objective assessment criteria are acknowledged, yet the benefits of authentic assessment in fostering 21st-century skills are emphasized. The study concludes that authentic assessment under the Merdeka Curriculum offers a more comprehensive evaluation approach, encompassing not only knowledge but also skills and attitudes, thus providing students with diverse opportunities to showcase their abilities. Keywords: authentic assessment, speaking, MBKM Curriculum

Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme.

The retention of resuscitation skills is a widespread concern, with a rapid decay in competence frequently following training. Meanwhile, training programmes continue to be disconnected with real-world expectations and assessment designs remain in conflict with the evidence for sustainable learning. This study aimed to evaluate a programmatic assessment pedagogy which employed entrustment decision and the principles of authentic and sustainable assessment (SA). We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria. Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches. In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.