authentic assessment research paper



This article focuses on how authentic assessment can provide a holistic evaluation of student achievement. Authentic...
Three major themes are examined within authentic assessment research in educational contexts: authentic assessment in educational or school reforms, teacher professional learning and ... Conventional assessment is limited to standardized paper-and-pencil/pen tests, which emphasize objective measurement.
02.11.1990 -
Open University of the Netherlands. Correspondence concerning this paper should be addressed to Judith T.M. Gulikers, Open ... framework for authentic assessment. Educational Technology Research & Development ... To lift authentic assessment beyond intuition, this paper first presents a review of the literature on
Wiggins, Grant (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved March 21, 2014 from PAREonline.net/getvn.asp?v=2&n=2 . This paper has been viewed 216,013 times since 11/13/1999.
assessment to new forms of assessment. And, most of them (Wiggins, 1998; Gulikers et al., 2004;. Gipps, 1994; Emery, 2001) suggest the authentic assessment as a better replacement for the paper-and- pencil tests. This paper explores the opportunities of using authentic assessment as learning tool. RESEARCH
In research and other papers pertaining to authentic assessment, several authors have articulated various characteristics of this approach. (See for example Gulikers, Bastiaens, and Kirschner, 2004, 2005; Hildebrand, 2005; Khaira & Yambo, 2005; Poikela, 2004;. Smith and Koshy, 2005; and Perkins and Wajrak, 2005.).
McCarthy, G. (2013). Authentic assessment - key to learning. In E. Doyle, P. Buckley & C. Carroll (Eds.),. Innovative Business School Teaching - Engaging the Millennial Generation (pp. 81-92). United Kingdom: Routledge. This book chapter is available at Research Online: ro.uow.edu.au/buspapers/202
09.11.2014 -
ePortfolios - have been proposed as an authentic environment to allow students to enhance their reflective skills and dispositions. In contrast to this viewpoint, student feedback collected from a recent doctoral research project raised the idea that reflection completed for assessment, in any form, was not 'real'. As the field of

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