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- Title
A FRAMEWORK FOR DETERMINING THE AUTHENTICITY OF ASSESSMENT TASKS: APPLIED TO AN EXAMPLE IN LAW.
- Authors
Burton, Kelley
- Abstract
Authentic assessment tasks enhance engagement, retention and the aspirations of students. This paper explores the discipline-generic features of authentic assessment, which reflect what students need to achieve in the real world. Some assessment tasks are more authentic than others and this paper designs a proposed framework supported by the literature that aids unit coordinators to determine the level of authenticity of an assessment task. The framework is applied to three summative assessment tasks, that is, tutorial participation, advocacy exercise and problem-based exam, in a law unit. The level of authenticity of the assessment tasks is compared and opportunities to improve authenticity are identified.
- Subjects
AUTHENTIC assessment; PROBLEM-based learning; ENGAGEMENT (Philosophy); NONGRADED student evaluation; STUDENT attitudes
- Publication
Journal of Learning Design, 2011, Vol 4, Issue 2, p20
- ISSN
1832-8342
- Publication type
Article
- DOI
10.5204/jld.v4i2.72