Bridging Teacher Knowledge and Practice
Exploring Authentic Assessment across Educational Levels
Bibliographic Data
| ID | 22047802 |
|---|---|
| Authors | Rachael Hains-Wesson (0000-0002-1549-4504, RMIT University, corresponding author), Sanri le Roux (0000-0002-0524-5504, Client Experience Team, MTP Health, Sydney 2000, Australia) |
| Year | 2024 |
| Volume | 14 |
| Issue | 8 |
| Pages | 894 |
| Publication date | 2024-08-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14080894 |
| OpenAlex | W4401645740 |
| Language | EN |
| References cited | 22 |
As teachers, we are living and working in times of abundant challenge and change. These challenges transpire across different education levels and sectors, including K–12, vocational, tertiary, and adult learning. Within this vast education ecosystem, a major challenge for all teachers is to allocate time, effort, and resources to ensure that their students receive a quality education with real-world implications, influencing soft-skill attainment, such as teamwork, communication, and critical thinking skills. In this article, the authors discuss, through a theoretical lens, the value of considering a national and universal approach to self- and peer-evaluations of authentic assessment tasks to improve teacher practice in Australia. Currently, there is modest opportunity amongst K–12 and tertiary teachers to comprehensively learn together, limiting cross-fertilisation of practice and interconnectedness, and as a national community of practice. The authors argue in this paper that offering an avenue to share knowledge and practice in authentic assessment design could potentially assist in addressing this challenge. Therefore, the article is dedicated to exploring the barriers and opportunities to advance a national and universal approach to transferable professional development in authentic assessment practice within the Australian education ecosystem
Knowledge level · Mathematics education · Pedagogy · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Educational Design Research
Teacher education around the world
A five-dimensional framework for authentic assessment
Transversal Competences and Employability of University Students
Advantages of authentic assessment for improving the learning experience and employability skills of higher education students
Methodological Choice and Design
From authentic assessment to authenticity in assessment
Drivers for authenticity
The role of authentic assessment in developing authentic leadership identity and competencies
Towards better teaching
The role of authentic assessment to preserve academic integrity and promote skill development and employability
Authentic assessment in business education
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |