Year: 2006
Type: conference-paper
Abstract: Despite major discussion and consideration of authentic assessment through the 1990s, little progress appears to have been made towards its widespread adoption in higher education.Universities often serve to limit the use of authentic approaches in learning tasks and assessment, through restrictive policies.In this paper, we briefly review the literature and summarise the characteristic elements of authentic assessment, and argue that task, assessment and university policies must be aligned for truly effective use of authentic assessment to occur in higher education.
Authors: Jan Herrington, Anthony Herrington
Institution: University of Wollongong
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1537110516