| Title: |
Authentic Assessment: From Panacea to Criticality |
| Language: |
English |
| Authors: |
Tim Fawns (ORCID 0000-0001-5014-2662); Margaret Bearman (ORCID 0000-0002-6862-9871); Phillip Dawson (ORCID 0000-0002-4513-8287); Juuso Henrik Nieminen (ORCID 0000-0003-3087-8933); Kevin Ashford-Rowe (ORCID 0000-0002-7967-3851); Keith Willey (ORCID 0000-0003-1478-0346); Lasse X. Jensen (ORCID 0000-0002-0458-6534); Crina Damsa (ORCID 0000-0001-7382-4164); Nona Press (ORCID 0000-0003-0364-3063) |
| Source: |
Assessment & Evaluation in Higher Education. 2025 50(3):396-408. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Performance Based Assessment; Readiness; Cheating; Inclusion; College Students |
| DOI: |
10.1080/02602938.2024.2404634 |
| ISSN: |
0260-2938; 1469-297X |
| Abstract: |
Authentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key challenges: preparing graduates for the future, cheating, and inclusion. Despite literature supporting its potential benefits, there is limited evidence on the relationship between authentic assessment and these challenges. Through an uncritical blending of authenticity with broader educational goals, the label 'authentic assessment' risks becoming a distraction or a thought-terminating cliché, impeding deeper conversation and interrogation. We argue that authenticity should be considered as a set of aspirational principles within a broader pedagogical framework. Authenticity in assessment requires thoughtful and contextualised design, and the negotiation of trade-offs with other educational goals. The concept of authenticity, if used judiciously, can foster critical conversations and meaningful interrogation of educational practices, rather than serving as an oversimplified solution to complex problems. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1484559 |
| Database: |
ERIC |