Using principles of authentic assessment to redesign written examinations and tests

• Published in: Innovations in education and teaching international Vol. 57; no. 1; pp. 38 - 49
• Main Authors: Villarroel, Verónica, Boud, David, Bloxham, Susan, Bruna, Daniela, Bruna, Carola
• Format: Journal Article
• Language: English
• Published: London Routledge 02.01.2020; Taylor & Francis Inc
• Subjects: Achievement tests; Assessment; authentic assessment (AA); authenticity; Educational evaluation; Educational tests & measurements; Feedback (Response); Literature Reviews; Performance Based Assessment; Planning; Realism; Student Educational Objectives; Student Evaluation; Test Construction; Test Items; Testing; Tests
• ISSN: 1470-3297; 1470-3300
• DOI: 10.1080/14703297.2018.1564882

Tests and examinations are widely used internationally. Despite their pervasiveness, they tend to measure lower order thinking skills in a decontextualized manner at a time when the literature frequently argues for the benefits of a richer, authentic approach to assessment. The focus of this paper is to improve authenticity in test assessment methods through promoting realism, cognitive challenge and evaluative judgement during the planning, administering and following up of assessment tasks. The article builds on a systematic literature review, in which the main principles of authentic assessment were outlined. In this paper, we posit how these principles can be implemented through the three chronological phases of the assessment process: before, during and after the act of assessment.