Year: 2007
Type: conference-paper
Abstract: This paper discusses an approach to authentic assessment that has been developed through a series of research studies over the last 20 years. It presents a conceptual argument for how task-focussed, creative thinking can be heightened within a performance assessment context through using strategic evidence prompts. Using case studies of the originating project for this approach and then more recent studies, it illustrates the strategies that were used, the assessment evidence that was generated as a result and, most importantly, the positive impact on the designing and thinking skills of the learners involved.
Authors: Kay Stables, Richard Kimbell
Institution: Goldsmiths University of London
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2096932286