RIS ID
14247
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.
Link to publisher version (URL)
Higher Education Research and Development Society of Australasia Conference
Publication Details
Herrington, J. A. & Herrington, A. J. (2006). Authentic conditions for authentic assessment: aligning task and assessment. In A. Bunker & I. Vardi (Eds.), Proceedings of the 2006 Annual International Conference of the Higher Education Research and Development Society of Australasia Inc (HERDSA): Critical Visions: Thinking, Learning and Researching in Higher Education: Research and Development in Higher Education, Volume 29 (pp. 141-151). Milperra, NSW: HERDSA.