Publication Details

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.


One of the distinctive characteristics of the millennial generation is the desire for continuous feedback on their performance (Meister & Willyerd, 2010). As Wilson and Gerber (2008) note, millennial students have grown up with video games from which they constantly receive feedback and rewards for achievement, and they continue to seek feedback both in their studies and in the workplace. However, Wilson and Gerber also note that many of these students are prone to overestimate their own performance. They need guidance to help them accurately self-assess. This chapter explores the issues of assessment and feedback and proposes approaches that can be used effectively with a wide range of adult learners. The chapter begins with a discussion of our aims and objectives, which is followed by a description of the context in which the example assessment tasks are used. The chapter then discusses the approaches we have found useful in both the design and conduct of assessment and feedback and includes a discussion of student feedback on assessment and feedback. The chapter concludes with a discussion of the applicability of the approaches outlined to other discipline areas.

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